Economics teachers’ perspectives on in-service professional development in South Africa and Nigeria
This mixed method study explored Economics teachers’ perspectives on in-service professional development in South Africa and Nigeria. The aims of the study were to explore teachers’ views on how they were in-serviced, their needed professional development, how these needs were met and the existing quality and nature of in-service professional development in South Africa and Nigeria. Theories of andragogy and experientialism underpinned this study. Existing related literature on professional development across the globe, South Africa and Nigeria were extensively reviewed. Data for this study were constructed and collected through questionnaires, semi-structured interviews and focus group interviews. Eighty teachers were respondents to the questionnaire, six Heads of Departments for semi-structured interviews and 10 teachers for focus group interviews. Data analysis, interpretation and discussions were guided by mixed method and an interpretive paradigm that values the objective understanding of the teachers’ views. Findings revealed that despite the significant of professional development activities in enhancing classroom practices as established in both countries, the regular and timely participation of teachers in these IPD was not frequently adequate. Findings also showed that participation of teachers in various IPD activities; promote teachers’ creativity in the design and use of teaching and learning support materials (TLSM) in their classroom practices. It was also revealed that the contents of the IPD did not focus on classroom needs of the teachers sometimes, while the teachers were not adequately and equally supported by the School Management Teams to attend IPD activities regularly, as well as lack of adequate support towards teaching and learning from some SMTs. The study also indicated inappropriate timing for teachers’ participation in IPD activities, inadequate teaching and learning resources, lack of ICT based training/activities and lack of adequate follow-up on teachers’ implementation of IPD in their classroom practices as some of the challenges of teachers’ in-service professional development in both countries. The findings revealed that teachers preferred in-service professional development activities that will not disrupt their teaching schedules, preferably at the beginning or end of every term. The study confirms that there were inadequate professional development activities for teachers to enhance their classroom practices in South Africa and Nigeria. vii The study therefore recommended that assessment of teachers should be done to determine needed professional development activities of teachers, adequate feedback mechanism should be devised to follow-up and support teachers on in-service professional development activities, while the School Management Team should support teaching and learning in schools adequately. The study also recommended that teachers should be supported to participate regularly in appropriate professional development activities, this will ensure repackage of IPD structures where teachers will be involved in the planning of curriculum contents of their IPD based on the assessment of their classroom/professional needs. Increase in the frequencies of teachers’ attendance in various IPD activities, as well as proper monitoring for feedbacks on teachers’ classroom practices, to ensure classroom implementation of IPD knowledge and benefits was also recommended. Conclusively, for effective in-service professional development in schools, the study recommended learner-centred teachers’ professional development (LTPM) model; a systematic approach-model which can improve teachers’ classroom practices.
Professional development, Regularity, In-service professional development, Classroom practices
Networked Digital Library of Theses and Dissertations