Zimbabwean teachers' perspectives on the history subject panels as an innovation for professional development

[摘要] English: The purpose of the study was to establish, from the perspective of the teachers, the efficacy of history subject panels as an innovation for professional development. Specifically, the study focused on gaining insights into how teachers understand history subject panels and their role, the effectiveness of the activities teachers engage in during their meetings and whether history subject panels are an effective vehicle for teacher-learning. The study also focused on the challenges faced by those involved in history subject panels and how history subject panels can be improved to make them effective vehicles for teacher professional development in Zimbabwe. Despite their promise, the debate on the efficacy of subject panels as an innovation for improving teachers' instructional practices and student achievement is inconclusive. This study contributes new knowledge to this debate by using history subject panels as an example.The study adopted a qualitative research approach and a case study research design to investigate teachers' perspectives on history subject panels as an innovation for professional development. Using purposive sampling, eight history teachers were selected for the study, five of whom were interviewed extensively individually, while all eight participated in one focus group discussion. Document analysis of the minutes of history subject panels and observations of four history subject panel meetings were conducted to add to the validity of the findings of this study.The study established that the teachers understand history subject panels as a 'group of teachers coming together for the purposes of learning together. This suggests that teachers' understanding of history subject panels is shaped by what they benefit from participating in and their actual experiences.History subject panels play five critical roles in the professional development of teachers, i.e. the provision of instructional leadership, development of teacher leadership, provision of space for teachers to engage in curriculum analysis, induction of new teachers into the teaching service and the creation of communities of learning for students. It was concluded that the last two roles are unique in that they are rarely found in the literature on teacher professional development in most developing countries.Teachers engage in a variety of job-related activities during their history subject panel meetings such as syllabus interpretation, drawing common schemes and tests for their students, development of essay writing and student assessment skills. These are critical as they focus on improving teachers' instructional practices and student achievement.The teachers themselves select fellow teachers to organise and coordinate the history panel activities, which they then lead. The teachers determine the agendas and the selection of facilitators for their history subject panel meetings. In terms of structure, workshops for teachers only and seminars involving teachers and students are used. Interactions at history subject panel sessions take the form of candid dialogues. Involvement of teachers in directing their professional development activities increased teacher ownership and commitment to the professional development initiative. The study established that history subject panels are effective in improving teaching and learning in schools.The challenges faced by teachers include inadequate funding of history subject panel activities, unreliable channels of communication, overcrowding at seminars and long distances rural teachers have to travel to workshop/seminar venues.It is recommended that the Ministry of Primary and Secondary Education fund history subject panels and come up with a legal framework to guide teacher professional development through history subject panels.Further research is needed on policies to guide professional development using subject panels and how and whether subject panels can be deepened to increase student learning.

[发布机构] University of the Free State