Supporting teachers' professional development in a developing country through practice-based inquiry and distance learning: some key issues

Abstract

This article highlights seven issues the authors encountered when they took on a very difficult task, namely of seeking, through 'low tech' print-based distance learning materials, to promote the professional development of experienced but untrained teachers in Namibia. The authors attempt to do this through the advocacy of an action research approach. There has been no tradition of action research in Namibia, indeed those within the country who promote this approach (the Minister of Higher Education) prefer the term Practice-based Inquiry. Moreover, the support systems that can normally be called into service in a developed country to support teachers in a distance learning initiative of this nature are virtually absent 'on the ground' in Namibia. The central question is can untrained teachers, themselves with a rudimentary formal education, be encouraged through a distance learning mode, to develop professionally by critically reflecting system strongly advocates 'social reconstruction'?

From Enjoyment to Critical Thinking: A Journey of Developing Creativity and Critical Awareness in Story Writing in a Melanesian Community

“…As the teachers became more at ease about asking and being asked 'why', the children began to respond more freely. Talking together certainly helped them to think of better solutions, as noted by scholars (Brooke, 2004;Ebbutt & Elliott, 1998;Inglusrud, 1996). Thinking together with the teacher and having access to social critical reading nurtures the children's capacity to think reflectively and critically towards the development of a better society (Kemp, 2001).…”

“…Once the teachers understood reflection on and in action in informal contexts, it would be easier to help them contextualise this into formal classroom contexts. Needless to say, cultural and linguistic sensitivity is essential for a successful transfer of theories and practices across international boundaries (Crossley, 1992;Ebbutt & Elliott, 1998;Halbach, 2002).…”