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

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

doi:doi:10.11648/j.ijsedu.20190703.13

| Peer-Reviewed

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

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

Published in International Journal of Secondary Education (Volume 7, Issue 3)

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

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

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

[1]	CPD Unit. Notes on the CPD system. University of Namibia, 2013.
[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 21^st 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.
[12]	N. Mansour, H. EL-Deghaidy, S. Alshamrani, and A. Aldahmash, Rethinking the theory and practice of continuous professional development: Science teachers’ perspectives. Research in Science Education, 10 (2014), 65-84.
[13]	O. Varga-Atkins, M. O’Brien, D. Burton, A. Campel, and A. Qualter, The importance of interplay between school-based and networked professional development: School professional’ experiences of inter-school collaborations in learning networks, Journal of Educational Change, 11, (2010), 241-272.
[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.
[15]	J. Sachs, Learning to improve or improving learning: the dilemma of teacher continuing professional development. Proceedings of the 20st Annual World ICSEI conference, (2007).
[16]	A. Kennedy, Models of continuous professional development: A framework for analysis. Journal in Science Education, 31 (2) (2005), 235-250.
[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).
[20]	N. K. Denzin, and Y. S. Lincoln, The Sage Handbook of Qualitative Research. Third Edition. Thousand Oaks: Sage, (2005).
[21]	K. Maree, First steps in research. Van Schaik Publishers, (2012).
[22]	E. K. Moru, M. Qhobela, and T. Z. Maqutu, T. Z. (2014). The impact of instruction in enhancing teachers’ knowledge of teaching mathematics in some Lesotho primary schools, Teacher Development, 18 (2) (2014), 246-263.
[23]	R. Karsenty, Professional development of mathematics teachers: Through the lens of the camera, In G. Kaiser et al. (Eds.), Invited Lectures from the 13^th International Congress on Mathematics Education, Hamburg University: Hamburg, (2018), 269-288.
[24]	A. Kennedy, Looking beyond the obvious: Applying a critically reflective lens to professional learning literature, Professional Development in Education, 45 (4), 523-526.

Cite This Article

Plain Text BibTeX RIS

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

Copy | Download

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

Copy | Download

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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
T1  - Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe
AU  - David Kufakwami Mtetwa
AU  - Zakaria Ndemo
AU  - Evelyn Maturure
AU  - Bernadette Chabongora
Y1  - 2019/09/19
PY  - 2019
N1  - https://doi.org/10.11648/j.ijsedu.20190703.13
DO  - 10.11648/j.ijsedu.20190703.13
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 77
EP  - 88
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20190703.13
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  -

Copy | Download

Author Information

David Kufakwami Mtetwa

Department of Science and Mathematics Education, University of Zimbabwe, Harare, Zimbabwe
Zakaria Ndemo

Department of Science and Mathematics Education, Bindura University of Science Education, Bindura, Zimbawe
Evelyn Maturure

Mathematics Unit, Zimbabwe School Examination Council, Harare, Zimbabwe
Bernadette Chabongora

Catholic Diocese of Gweru, Gweru, Zimbabwe

Download PDF

Sections

Plain Text BibTeX RIS

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

Copy | Download

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

Copy | Download

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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
T1  - Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe
AU  - David Kufakwami Mtetwa
AU  - Zakaria Ndemo
AU  - Evelyn Maturure
AU  - Bernadette Chabongora
Y1  - 2019/09/19
PY  - 2019
N1  - https://doi.org/10.11648/j.ijsedu.20190703.13
DO  - 10.11648/j.ijsedu.20190703.13
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 77
EP  - 88
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20190703.13
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  -

Copy | Download