Abstract
Practical theories of teaching are critical for teacher effectiveness as they provide basis for their actions and choices of pedagogies, learner activities, and curriculum materials. This study exp...
Highlights
Introduction and BackgroundThis study set out to understand practical theories of six professionally unqualified practicing teachers (PUPTs) who were enrolled in a school-based Postgraduate Diploma in Education (PGDE) program offered by one Zimbabwean university
Participants are described as PUPTs as opposed to trainees/student teachers to distinguish them from traditional preservice teachers as they were already practicing as full-time teachers; had at least 4 years teaching experience; were university graduates without professional teaching qualifications; and were studying in-situ to become professionally qualified
Lesson evaluation highlighted by five PUPTs promoted teacher learning which, as Kettle and Sellars (1996) indicate, leads to reconstruction of the experience leading to new understandings of the “self” as a teacher
Summary
Introduction and BackgroundThis study set out to understand practical theories of six professionally unqualified practicing teachers (PUPTs) who were enrolled in a school-based Postgraduate Diploma in Education (PGDE) program offered by one Zimbabwean university. PUPTs in this study are university graduates, practicing as teachers and experienced, but without a professional teaching qualification, professionally unqualified (Mukeredzi, 2009). Participants are described as PUPTs as opposed to trainees/student teachers to distinguish them from traditional preservice teachers as they were already practicing as full-time teachers; had at least 4 years teaching experience; were university graduates without professional teaching qualifications; and were studying in-situ to become professionally qualified. These PUPTs were teaching in rural secondary schools while studying part-time to become professionally qualified. The article, investigates how the participating PUPTs professionally learnt and modified their practical theories of teaching in rural secondary schools in Zimbabwe
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