Features of Continuous Professional Development (CPD) of School Mathematics Teachers in Zimbabwe

Mtetwa, David; Chabongora, Bernadette; Ndemo, Zakaria; Maturure, Evelyn

doi:10.1080/09751122.2015.11917599

Cited by 4 publications

(11 citation statements)

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“…al. [2] observed that award bearing as sub-category in the Kennedy model is reflected strongly in the Zimbabwean context where motivation for engaging in professional learning is social and economic upgrading. The second main category, the transitional category, encompasses orientations such as community of practice and coaching/mentoring and is the middle level category where teachers have control over CPD learning.…”

Section: Models and Formats Of Cpdmentioning

confidence: 99%

“…A basic background feature of the Zimbabwean education system in the last three decades is the pronounced shift in thrust of aspired goals from that of attaining quantitative adequacy in the 1980s and qualitative adequacy in the 1990s, to equity and efficiency adequacy in the 2000s in cumulative fashion [see Mtetwa, Chabongora, Ndemo, and Maturure [2] for a fuller description of this phenomenon along with the attenuating effects of the catastrophic national economic meltdown of 2000 -2010]. The essential point to draw from the SEITT [3] document and Chavunduka [4] about these focus-shifts is that the quality focus of the 1990s looked to CPD of science and mathematics teachers, especially at secondary school phase, as the answer to the problem of raising quality student learning outcomes in those subjects.…”

Section: Introductionmentioning

confidence: 99%

“…al. [2], there is still need to understand how CPD education for mathematics teachers in Zimbabwe functions as a system. The authors are not aware of a study conducted to that effect apart from the one reported in this paper that was motivated in part by similar studies that ran at the same time in nine other countries.…”

Section: Introductionmentioning

confidence: 99%

“…and focus questions (1) What provisions for continuing professional learning of mathematics teachers are found in Zimbabwe? [Seeking to identify the range of opportunities for CPD learning]; (2) What kinds of CPD support do mathematics teachers receive to sustain the learning provisions? [Seeking to characterize the style of support mechanisms]; and (3) What monitoring measures are used to regulate the quality of the CPD activities?…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe

Mtetwa¹,

Ndemo²,

Maturure³

et al. 2019

IJSEDU

Self Cite

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In Zimbabwe, as elsewhere, lifelong professional learning is now a major expectation for mathematics teachers.The study investigated the nature of opportunities for professional learning accessible to mathematics teachers in Zimbabwe, focusing on three themes of range and style of learning provisions, support systems, and monitoring and valuing of the learning. Data were gathered from a sample of 94 mathematics teachers, 4 mathematics inspectors, 10 ministry district officers, 4 ministry provincial officers, 16 school principals, 6 independent professional development providers, and 6 ministry national head office personnel who were all purposively approached on considerations of availability, accessibility, willingness, and being potentially key informants in relation to teacher professional development matters. Structured interviews and a questionnaire were used to elicit informants' experiences of and perspectives on the themes. The main findings were that (a) further teacher professional learning activities came mainly in form of formally orchestrated workshops in the field and programmes in tertiary institutions; and much less in forms such as meetings, discussion groups, exchange visits, and seminars, (b) supportive policy guidelines for such learning existed though not buttressed by adequate material provisions for meaningful functioning, and (c) while the system had no dedicated formal quality monitoring and evaluation schemes specific for continuing professional learning, there were indications of high teacher motivation for exploiting learning opportunities. The findings reveal underutilization of informal uncertified learning platforms such as peer co-learning or e-chat groups, and possible conflicts of expectations and aspirations between continuing professional learning providers and teacher clients in the Zimbabwean system.

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Section: Models and Formats Of Cpdmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe

Mtetwa¹,

Ndemo²,

Maturure³

et al. 2019

IJSEDU

Self Cite

View full text Add to dashboard Cite

show abstract

“…The outbreak is a reminder that we are part of a global community that shares an uncertain future and that no one can meet common challenges alone (Czerniewicz, Trotter & Haupt, 2019). Therefore, teachers need to be capacitated to revise their subject teaching plans, assessment details (Mtetwa, Chabongora, Ndemo & Maturure, 2015) and teaching materials, and to adopt new ways of interacting with students. EOT teaching and classroom teaching differ in terms of methods and skills needed (Keskin, 2019), hence, teachers need to change learning styles, from those suitable for a traditional classroom setup, to virtual learning.…”

Section: Introductionmentioning

confidence: 99%

Emergency Online Teaching in Economic and Management Sciences Necessitated by the COVID-19 Pandemic: The Need for Healthy Relations in a Rural Schooling Context

Molise

Dube

2020

IJLTER

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To prevent the spread of the COVID-19 virus, the pandemic has necessitated new ways of teaching that favour online learning. Emergency online teaching (EOT) was adopted to address various challenges, such as a lack of competence in teachers for teaching online using digital learning management systems, shortcomings regarding internet connectivity, and resistance by teachers to using EOT. Relational leadership couched the study, with an emphasis on constructing positive relationships to forge sustainable learning conditions. A Whatsapp group was created to facilitate focus group discussions. The study found that EOT and learning is desirable and doable, even though various challenges need to be overcome, especially in rural schools. Therefore, there is a need for teachers to adjust their subject teaching plans, assessment details and teaching materials, and to adopt new ways of interacting with learners through EOT during the COVID-19 pandemic. The argument of the paper is that, in the context of COVID-19, education stakeholders should invest in healthy relationships to facilitate the adoption of EOT, in order to construct conducive learning conditions in rural contexts.

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Professional Development for Educators in Singapore, South Africa, and Zimbabwe

Chinengundu

Hondonga²,

Chakamba

et al. 2022

Global Perspectives on Teacher Performance Improvement

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Teacher professional learning is an integral component to support the increasingly complex skills learners need in order to succeed in the 21st century. The purpose of this chapter is to compare teacher professional development in Singapore, South Africa, and Zimbabwe and identify gaps and share good practices between the countries to help teachers learn and refine instructional strategies. Continuous professional teacher development, which is managed by the South African Council of Educators, is a system that encourages educators to grow professionally. Zimbabwe has mainly relied on cascaded professional development workshops. However, critics of this model of professional development argue that this model often has no meaningful impact on classroom practice. In Singapore, most professional development is subject specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. From the findings, the recommendation is that there is need for cooperation between countries to strengthen teacher professional development systems.

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Features of Continuous Professional Development (CPD) of School Mathematics Teachers in Zimbabwe

Cited by 4 publications

References 0 publications

Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe

Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe

Emergency Online Teaching in Economic and Management Sciences Necessitated by the COVID-19 Pandemic: The Need for Healthy Relations in a Rural Schooling Context

Professional Development for Educators in Singapore, South Africa, and Zimbabwe

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