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.
Highlights
Upon attainment of independence, most African countries embark on massification of educational provision across all levels (Kapfunde, 1999; Wolhuter, Lemmer, & de Wet, 2007), creating severe teacher demand that exceeds supply
Majongwe (2013) in Zimbabwe revealed that rural schools, mainly staffed with professionally unqualified teachers, performed badly in the 2011 and 2012 Ordinary- (4 years of secondary education post Grade 7) and Advanced- (6 years of secondary education post Grade 7) level examinations
This study focuses on the Professionally unqualified practicing teachers (PUPTs)’ needs for knowing-in-practice
Summary
Most African countries embark on massification of educational provision across all levels (Kapfunde, 1999; Wolhuter, Lemmer, & de Wet, 2007), creating severe teacher demand that exceeds supply. To address these teacher gaps, governments recruit professionally unqualified and under-qualified personnel into the teaching profession (Mukeredzi, 2009). Majongwe (2013) in Zimbabwe revealed that rural schools, mainly staffed with professionally unqualified teachers, performed badly in the 2011 and 2012 Ordinary- (4 years of secondary education post Grade 7) and Advanced- (6 years of secondary education post Grade 7) level examinations. Not much seems to be known about the professional learning needs of the PUPTs in these rural schools to enhance their growth and curriculum implementation and delivery
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