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

Received: 31 May 2019     Accepted: 25 July 2019     Published: 19 September 2019
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Abstract

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.

Published in International Journal of Secondary Education (Volume 7, Issue 3)
DOI 10.11648/j.ijsedu.20190703.13
Page(s) 77-88
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Continuing Professional Development, Mathematics Teacher Learning, Teacher Support Systems, Teacher Motivation, Teacher Values

References
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[2] D. Mtetwa, B. Chabongora, Z. Ndemo, and E. Maturure, Features of continuous professional development (CPD) of school mathematics teachers in Zimbabwe, International Journal of Educational Sciences (IJES), 8 (1-ii), (2015), 135-147.
[3] SEITT Project Document, Science education in-service teacher training (SEITT) project, 1994 -1998, Department of Science and Mathematics Education, University of Zimbabwe and Free University, Amsterdam, (1993).
[4] K. Chavunduka, Improving science education in Zimbabwe: The role of resource teachers in professional development. Enschede: University of Twente, (2005).
[5] M. K, Abreh, Heads of departments’ perception of teachers’ participation in continuous professional development programmes and its influence on science and mathematics teaching, African Journal of Educational Studies in Science and Mathematics, 14 (2018), 85-99.
[6] G. K. B, Gomba, Challenges faced by educators in the implementation of continuing professional teacher development (CPTD): Gautenge Province, In R. Monyai (Ed.), Teacher Education in the 21st century, InterTech, (2019).
[7] W. M. Si, Study on the continuous professionalism development of mathematics teachers in junior high school in Indonesia, International Journal of Education and Research, 2 (8) (2014), 293-309.
[8] J. WeiBenrieder, B. Roesken-Winter, S. Schueler, E. Binner, and S. Blo ̈meke, ScalingCPD through professional learning communities: development of teachers’ self-efficacy in relation to collaboration. Mathematics Education, 47 (2015), 27-38.
[9] B. Roesken-Winter, C Hoyles, and S Blo ̇meke, S. (2015). Evidence-based CPD: Scaling up sustainable interventions. ZDM- Mathematical Education, 47 (2015), 1-12.
[10] A. Bandura, Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84 (1977), 191–215.
[11] M. Sapt, E. B. Irawan, A. R. As’ari, C. Sa’dijah, Susiswo, and A. Wijaya, Comparing model-building process: A model prospective teachers used in interpreting students’ mathematical thinking, Journal on Mathematics Education, 10 (2), (2019), 171-184.
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[14] A. S. Sabah, M. Fayez, S. M. Alshamrani, and N. Mansour, Continuing professional development (CPD) provision of science and mathematics teachers in Saudi Arabia: Perceptions and experiences. Journal of Baltic Science Education, 13 (2) (2014), 91-104.
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[17] A. Joubert, J. Back, E. De Geest, C. Hirst, and R. Sutherland, Professional Development for teachers of mathematics: Opportunities and Change. Proceedings of CERME 6, France, (2009).
[18] L. M. Mokhele, and C. L. Jita, South African teachers’ perspectives on continuing professional development: A case study of the Mpumalanga Secondary Science Initiative. Procedia Social and Behavioral Science, 9, (2010), 1762-1766.
[19] J. H. MacMillan, and S. Schumacher, Research in education: A conceptual introduction (5th ed.). New York: Longman, (2001).
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Cite This Article
  • APA Style

    David Kufakwami Mtetwa, Zakaria Ndemo, Evelyn Maturure, Bernadette Chabongora. (2019). Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe. International Journal of Secondary Education, 7(3), 77-88. https://doi.org/10.11648/j.ijsedu.20190703.13

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    ACS Style

    David Kufakwami Mtetwa; Zakaria Ndemo; Evelyn Maturure; Bernadette Chabongora. Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe. Int. J. Second. Educ. 2019, 7(3), 77-88. doi: 10.11648/j.ijsedu.20190703.13

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    AMA Style

    David Kufakwami Mtetwa, Zakaria Ndemo, Evelyn Maturure, Bernadette Chabongora. Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe. Int J Second Educ. 2019;7(3):77-88. doi: 10.11648/j.ijsedu.20190703.13

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  • @article{10.11648/j.ijsedu.20190703.13,
      author = {David Kufakwami Mtetwa and Zakaria Ndemo and Evelyn Maturure and Bernadette Chabongora},
      title = {Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe},
      journal = {International Journal of Secondary Education},
      volume = {7},
      number = {3},
      pages = {77-88},
      doi = {10.11648/j.ijsedu.20190703.13},
      url = {https://doi.org/10.11648/j.ijsedu.20190703.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190703.13},
      abstract = {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.},
     year = {2019}
    }
    

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    T1  - Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe
    AU  - David Kufakwami Mtetwa
    AU  - Zakaria Ndemo
    AU  - Evelyn Maturure
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    AB  - 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.
    VL  - 7
    IS  - 3
    ER  - 

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Author Information
  • Department of Science and Mathematics Education, University of Zimbabwe, Harare, Zimbabwe

  • Department of Science and Mathematics Education, Bindura University of Science Education, Bindura, Zimbawe

  • Mathematics Unit, Zimbabwe School Examination Council, Harare, Zimbabwe

  • Catholic Diocese of Gweru, Gweru, Zimbabwe

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