Continuing professional development of accounting teachers in Nigeria: Implications for democratic citizenship education

[摘要] ENGLISH ABSTRACT : This thesis provides a thoughtful insight into continuing professional development ofAccounting teachers in Nigeria and its implication for the development of democratic citizens.The explicit aim of this study was to understand the policy provision for continuingprofessional development training of Accounting teachers, and the extent to which teachers'participation in the continuing professional development programmes have the potential todevelop democratic citizens in the classrooms. The conceptual theories of Benhabib, Gutmannand Thompson on deliberative democracy were used in the present study to support theargument for the inclusion of democratic citizenship education in teachers' continuingprofessional development programmes. The theoretical section draws upon literature on theconcept of education policy, analysis of the Professional Standards of Nigerian Teachers (2010)document with a focus on teachers' continuing professional development, and a situationanalysis of teachers' continuing professional development in Nigeria. The data for this researchwere constructed through document analysis, observations and semi-structured interviews.Data analysis, interpretation and discussions were guided by using a qualitative research designand an interpretive paradigm that values the subjective understanding of the teachers.Data revealed that what is contained in the Professional Standards of Nigerian Teachers (2010)document about the provision and implementation of teachers continuing professionaldevelopment is actually a sharp contrast to what the teachers' experience. More so, theteachers' responses indicated their lack of awareness of the Professional Standards of NigerianTeachers (2010) document. Consequently, it was found that teachers' exclusion, lack ofdemocratic engagement and deliberation in the planning and implementation of theircontinuing professional development programmes have an influence on how teachers teach andinculcate democratic values in the classrooms. Hence, some of the participating teachersconcluded that democratic citizenship is not achievable in the classroom. These teachers madelimited effort to cultivate a classroom of respect, inclusion, active participation and democraticdeliberation, which poses serious implications for democratic citizenship education.The study submits that the school is one of the most important sites to cultivate democraticcitizenship. However, enabling teachers to exercise democratic values through their continuingprofessional development programmes will make it less difficult for teachers to develop activecitizens with critical thinking skills and who can engage in democratic deliberation towards demanding for accountability from fellow citizens and make positive contributions to thesociety.

[发布机构] Stellenbosch University