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

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

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

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.

DOI	10.11648/j.ijsedu.20190703.13
Published in	International Journal of Secondary Education (Volume 7, Issue 3, September 2019)
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), 2024. Published by Science Publishing Group

Keywords

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

References

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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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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  -

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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

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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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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