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The Challenges of Upgrading Mathematics Teachers’ Qualifications: A Case Study from Zimbabwe

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Mathematics Teaching and Professional Learning in sub-Sahara Africa

Part of the book series: Research in Mathematics Education ((RME))

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Abstract

Many developing countries face challenges with unqualified mathematics teachers which education authorities have tried to address using available resources. In this chapter, we explore perspectives of in-service mathematics teachers about the challenges of the learning environment of a professional development programme. The data was generated through a questionnaire and semi-structured interviews. Thirty-five participants responded to the questionnaire and ten participants were interviewed. The analysis was carried out using an activity systems approach. The results showed that the teachers, although grateful for the upgrading opportunities, found the experience very stressful. It was reported that the programme prioritised the completion of the qualification above the development of conceptual understanding of the concepts. It is recommended that professional development programmes should be planned around the teachers’ needs and implemented in a manner that suits their circumstances.

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Author information

Authors and Affiliations

  1. Bindura University of Science Education, Bindura, Zimbabwe

    Cathrine Kazunga

  2. University of KwaZulu-Natal, Durban, South Africa

    Sarah Bansilal

Authors
  1. Cathrine Kazunga
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  2. Sarah Bansilal
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Correspondence to Sarah Bansilal .

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Editors and Affiliations

  1. Mathematics Education, University of Johannesburg, Johannesburg, Gauteng, South Africa

    Kakoma Luneta

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Kazunga, C., Bansilal, S. (2021). The Challenges of Upgrading Mathematics Teachers’ Qualifications: A Case Study from Zimbabwe. In: Luneta, K. (eds) Mathematics Teaching and Professional Learning in sub-Sahara Africa. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-82723-6_13

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  • DOI: https://doi.org/10.1007/978-3-030-82723-6_13

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-82722-9

  • Online ISBN: 978-3-030-82723-6

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