Abstract
Teaching is a field that is dynamic, with innovations necessitating upgrading of skills and education of teachers for the successful implementation of reforms. The behaviour and attitudes of teachers towards teaching and learning and their knowledge banks are the result of the impact of in-service training. This study investigated the perceptions of mathematics and science teachers in Botswana towards in-service provision by the Department of Mathematics and Science Education In-service Training unit (DMSE-INSET), whose mandate is to improve the quality of teaching by supporting teachers through training programmes that enable them to take ownership of their professional development. Data were collected from a sample of 42 senior Mathematics and Science secondary school teachers, using structured interviews with open-ended questions, which were analyzed qualitatively. The findings show that teachers’ concerns included the lack of impact of current in-service training programmes on the education system, no regular follow-up activities to support the one-off workshops and insufficient skills acquired to sustain the implementation of the strategies solicited by the workshops.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Best, J. W., & Kahn, J. V. (1998). Research in education. Boston: Allyn & Bacon.
Bredeson, P. V. (2003). Designs for learning. Thousand Oaks, CA: SAGE.
Chakalisa, P. A., Kaino, L. M., Garegae, K. G., Nkhwalume, A. A., Kesianye, S., & Ramatlapana, K. A. (2007). Implementing innovative approaches to the teaching of mathematics: The case of Botswana schools. In Proceedings of 2nd Africa regional congress of the international commission on mathematical instruction, Nairobi, Kenya (pp. 276–288).
Cooney, J., & Krainer, K. (1996). In-service mathematics teacher education: The importance of listening. In A. J. Bishop, K. Clements, J. Kilpatrick, & C. Larbode (Eds.), International handbook of mathematics education (pp. 1155–1186). Dordrecht: Kluwer Academic Publishers.
Darling-Hammond, L. (1996). What matters most: A competent teacher for every child. Phi Delta Kappan, 78(3), 193–200.
Good, T., & Grouws, D. (1987). Increasing teachers’ understanding of mathematical ideas through in-service training. Phi Delta Kappan, 68(10), 778–783.
Hargreaves, A., & Fullan, M. (1992). Understanding teacher development. New York: Teacher College Press.
Henderson, E. S. (1978). The evaluation of in-service teacher training. London: Croom Helm
Joyce, B., & Showers, B. (1988). Student achievement through staff development. New York: Longman.
Koosimile, A. T. (2006). Some thoughts on DMSE-INSET: A case for developing a new framework for institutional reconciliation. Paper presented at the Department Of Mathematics Education retreat meeting. Gaborone: University of Botswana.
Leedy, P. D. (1989). Practical research. New York: Macmillan.
Lessing, A., & de Witt, M. (2007). The value of continuous professional development: Teachers’ perceptions. South African Journal of Education, 27(1), 53–67.
Loucks-Horsley, S., Harding, C., Arbuckle, M., Murray, L., Dubea, C., & Williams, M. (1987). Continuing to learn: A guidebook for teacher development. Andover, MA: Regional Laboratory for Educational Improvement of the Northeast and Islands, and the National Staff Development Council.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Sparks, G. (1986). The effectiveness of alternative training activities in changing teaching practices. American Educational Research Journal, 23(2), 217–225.
Sparks, D. (2002). Designing professional development for teachers and principals. Retrieved October 3, 2007, from http://www.nsdc.org/sparksbook.html.
UB-INSET. (1997). A Policy Document on the Institutionalization of UB-INSET. Unpublished manuscript, DMSE, University of Botswana, Gaborone.
UNESCO. (1996). Strengthening the role of the teachers in a changing world: Issues, prospects and priorities. In international conference on education. 45th session. Geneva: UNESCO.
US Department of Education. (2000). Does professional development change teaching practice? Results from a three-year study. Washington, DC: Author. Retrieved March 2006, from http://www.ed.gov/offices/OUS/PES/esed/report.doc.
Wade, R. (1985). What makes a difference in in-service teacher education? A meta-analysis of research. Educational Leadership, 42(4), 48–54.
Wheeler, A. E. (2001). Bridging the north-south divide in teacher education. Teacher Education: La formation des maîtres, 41, 12–15.
Wood, F., McQuarrie, F., & Thompson, S. (1982). Practitioners and professors agree on effective staff development practices. Educational Leadership, 43, 63–66.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Ramatlapana, K.A. Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives. J Math Teacher Educ 12, 153–159 (2009). https://doi.org/10.1007/s10857-009-9101-8
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10857-009-9101-8