Economics teachers’ perspectives on in-service professional development in South Africa and Nigeria
type: CreativeWork
description: 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 …
abstract: 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 …
author: Ajani, Oluwatoyin Ayodele
keywords: Professional development, Regularity, In-service professional development, Classroom practices
license: https://devspace.unizulu.ac.za/bitstreams/04b78622-0393-4eec-89ca-a8c2b35760c1/download
date published: 2019
date modified: 2026-07-24T06:17:03Z
provider: University of Zululand
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Zululand