Teachers’ Perceptions on Professional Development in South Africa and Nigeria: Towards an Andragogical Approach (73382)

Session Information: Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Oluwatoyin Ajani

Friday, 24 November 2023 15:35
Session: Session 4
Room: Room 703
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Professional development is critical to every profession, to keep professionals abreast of the necessary knowledge and skills to survive the dynamic demands of today’s profession. Hence, teachers’ attendance and participation in various professional development programmes impact curriculum delivery in education system. This study explored the perspectives of teachers in both South Africa and Nigeria on professional development using andragogical approach. The study adopted interpretivist qualitative method to explore the lived experiences of South African and Nigerian teachers on the professional development activities available to them. Adult learning theory as a theoretical framework that underpins this interpretive study argues for practical knowledge and skills, that can be transferred into classroom practices. Data collection was through semi-structured face to face interviews with 6 Heads of Departments and semi-structured focus group interviews with 10 teachers from 16 high schools in both countries. The interviews were audio-recorded with permissions from the participants, fand were further transcribed, coded, and thematically analysed. Findings from both countries revealed that there were professional development activities for teachers which were not regular and adequate to address their classroom needs. The participants also complained of one-size-fits-all type of professional development programme that did not adequately speak to subject specializations that exist in schools. The study, therefore, recommends appropriate professional development activities for teachers based on their subject-areas, at least once a term. The study also recommends that these professional development activities should be based on teachers’ assessments of their diverse classroom needs.

Authors:
Oluwatoyin Ajani, Durban University of Technology, South Africa


About the Presenter(s)
Dr Oluwatoyin Ajani is a University Assistant Professor/Lecturer at University of Zululand in South Africa

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Posted by Kid Millie