Decolonising Teacher Professionalism: Foregrounding the Perspectives of Teachers in the Global South

Tikly, Leon; Barrett, Angeline M; Batra, Poonam; Bernal, Alexandra; Cameron, Leanne; Coles, Alf; Juma, Zawadi Richard; Mitchell, Rafael; Paulson, Julia; Rowsell, Jennifer; Tusiime, Michael; Vejarano, Beatriz; Weldemariam, Nigusse

doi:10.5281/zenodo.7097105

Cited by 2 publications

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“…I try to use this privileged position to amplify the experiences of disadvantaged groups in the region, which in many cases includes teachers themselves (e.g. Fekede & Tynjälä 2015; Tikly et al, 2022), while also maintaining a reflexive awareness of the potential harm that may result from a white foreign national occupying this space (Cole, 2012;Reid, 2021).…”

Section: Methodsmentioning

confidence: 99%

Peer support in sub-Saharan Africa: A critical interpretive synthesis of school-based research

Mitchell

2023

International Journal of Educational Development

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Section: Methodsmentioning

confidence: 99%

Peer support in sub-Saharan Africa: A critical interpretive synthesis of school-based research

Mitchell

2023

International Journal of Educational Development

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“…Beyond the poor working conditions of teachers in many countries across the globe, especially in the global South (see Tikly et al, 2022), the motivation of these female preservice teachers seems to be another major reason for the gradual feminization of the teaching profession (Obiagu & Nwaubani, 2020;OECD, 2017). Linking teaching to being a non-demanding task, usually associated with women, as seen in this study, runs the risk of misconceiving a teaching career as a non-valued or non-technical task.…”

Section: Social Education Preservice Teachers' Motivation For Choosin...mentioning

confidence: 99%

"Not motivated but frustrated": Preservice Teachers’ Career Choice Motivations and Professional Identity in an African Context

Obiagu

2023

CIE

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This study examines preservice teachers’ career choice motivations and professional identity in an African context, Nigeria, using a narrative research method. It draws on the stories of 37 social education preservice teachers at a university in Nigeria about their teacher-becoming trajectory and teaching practice experience to realize its aims. Findings show that in Nigeria, the choice of teaching is highly motivated by fallback higher education programs, extrinsic, and socialization influence factors, while intrinsic, perceived abilities, and altruistic factors are the least motivators. The choice of teaching is influenced by gender in Nigeria, with women’s sociocultural status and traditional gender roles influencing their choice of teaching and intention to remain in the teaching profession. The majority of the preservice teachers (83.78%) have poor and negative teaching professional identities. Also, intrinsic and altruistic motivation factors are associated with positive teacher professional identity in Nigeria. Pre-service teachers’ professional identity develops from social influences, intrinsic perspectives, and their teacher education experiences and institutional factors such as teacher welfare and development policies. The findings provide insights into social education teacher pedagogic and ethics training needs that could, drawing on teacher agency to navigate the structural challenges confronting the education profession in Nigeria, foster preservice teachers’ strong interest in teaching and possibly reduce teacher attrition in developing contexts.

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Decolonising Teacher Professionalism: Foregrounding the Perspectives of Teachers in the Global South

Cited by 2 publications

References 0 publications

Peer support in sub-Saharan Africa: A critical interpretive synthesis of school-based research

Peer support in sub-Saharan Africa: A critical interpretive synthesis of school-based research

"Not motivated but frustrated": Preservice Teachers’ Career Choice Motivations and Professional Identity in an African Context

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