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The Nature of Professional Learning Needs of Rural Secondary School Teachers

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  • Tabitha Grace Mukeredzi

Abstract

Recruitment of professionally unqualified teachers into teaching appears to be internationally acclaimed to address shortages in rural schools. Nevertheless, teachers with limited knowledge are linked to lower quality education and student achievements. Relatively little attention has been given to professional needs of unqualified teachers in rural schools. Qualitative interview data were analyzed to explore professional needs of six teachers completing postgraduate certificate in education, to identify their needs as they traversed rural school contexts in becoming professionals. Data revealed needs around general pedagogy and pedagogic content knowledge, resourcing, and recognition and identity. The article illustrates that teacher learning and curriculum delivery among unqualified teachers may be enhanced if their needs are given attention.

Suggested Citation

  • Tabitha Grace Mukeredzi, 2016. "The Nature of Professional Learning Needs of Rural Secondary School Teachers," SAGE Open, , vol. 6(2), pages 21582440166, April.
    • Handle: RePEc:sae:sagope:v:6:y:2016:i:2:p:2158244016643142
    DOI: 10.1177/2158244016643142
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    Cited by:

    1. Ellen Abakah & Jacqueline Widin & Edward Kwabena Ameyaw, 2022. "Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana," SAGE Open, , vol. 12(2), pages 21582440221, April.

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