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This study examines professional development practices among twelve professionally unqualified practicing teachers in rural secondary schools across South Africa and Zimbabwe. Drawing on professional development models and qualitative interview analysis, it finds that classroom teaching practice, in-school meetings, and school-to-school subject cluster and association meetings support teacher professional growth. Systemic rural interventions should embed in-school support into structures and cultures, enabling continuous, purposeful guidance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-journey-to-becoming-teaching-professionals-in-rural-south-africa-and-zimbabwe-2013-article-6/593529/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-journey-to-becoming-teaching-professionals-in-rural-south-africa-and-zimbabwe-2013-article-6/593529.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What gap does the abstract highlight about professional development?","Question",{"text":112,"@type":113},"It highlights the gap between rhetoric and actual classroom practice. Knowing what professional development looks like is not sufficient without embedding it in school structures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which professional development practices does the study identify as effective?",{"text":117,"@type":113},"Effective practices include classroom teaching practice, in-school meetings, and school-to-school subject cluster and association meetings.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper emphasize systemic interventions for rural schools?",{"text":121,"@type":113},"Because rural support must be built into school structures and cultures to continuously guide professionally unqualified practicing teachers and increase the likelihood of professional development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593529,1792190569,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 10 | Article 6 |\n| --- | --- |\n\n2013  \nThe Journey to Becoming Teaching Professionals in Rural South Africa and Zimbabwe.  \nTabitha G. Mukeredzi  \nUniversity of KwaZulu-Natal, [Mukeredzt@ukzn.ac.za](Mukeredzt@ukzn.ac.za)  \nRecommended Citation  \nMukeredzi, T. G. (2013). The Journey to Becoming Teaching Professionals in Rural South Africa and Zimbabwe.. Australian Journal of Teacher Education, 38 (10).  \n[http://dx.doi.org/10.14221/ajte.2013v38n10.6](http://dx.doi.org/10.14221/ajte.2013v38n10.6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss10/6](http://ro.ecu.edu.au/ajte/vol38/iss10/6)  \nAustralian Journal of Teacher Education  \nThe Journey to Becoming Teaching Professionals in Rural South Africa and  \nZimbabwe.  \nTabitha G. Mukeredzi  \nUniversity of KwaZulu-Natal  \nAbstract: There seems to be consensus on what constitutes effective  \nprofessional development although the gap between rhetoric and  \npractice remains wide. Knowing what professional development looks  \nlike is insufficient, what is critical is to get it engrained in school  \nstructures. The study explored professional development practices of  \ntwelve professionally unqualified practicing teachers in rural South  \nAfrica and Zimbabwe secondary schools. Drawing on models of  \nprofessional development, analysis of qualitative interview data suggests  \nthat classroom teaching practice, in-school meetings and school-to  \nschool subject cluster and association meetings are effective for teacher  \nprofessional growth. The paper illustrates that if teacher professional  \ndevelopment is to be supported in rural schools, systemic interventions  \nshould ensure that in-school support is built into structures and cultures  \nto continuously and purposefully support and guide professionally  \nunqualified practicing teachers to increase the likelihood of their  \nprofessional development.  \nIntroduction  \nRecruitment of professionally unqualified and under-qualified teachers into the teaching profession has become internationally acclaimed to address teacher shortage particularly in rural secondary schools (Chikoko, 2006; Parker 2003; Reddy, 2003; UNESCO 2004; Wedekind, 2005) . This is notwithstanding that the use of teachers with limited professional education has often been linked to lower-quality education and poor student outcomes. It may not be surprising to find that poorly educated teachers produce poorly educated students. A study in Togo (Kruijer, 2010) found that students taught by professionally unqualified teachers performed worse than those taught by qualified teachers. In South Africa (SA) the Human Science Research Council (HSRC) (2005) argues that with the many unqualified teachers posted to understaffed rural schools, rural children receive poorer education. Majongwe (2013) from Zimbabwe assets that rural schools mainly staffed with professionally unqualified teachers, performed badly in the 2011 and 2012 Ordinary and Advanced level examinations. Secondary schooling in Zimbabwe is divided into 3 phases based on the Cambridge 3-tier model. Junior Level Certificate obtained after two years of secondary education (post grade seven), Cambridge Ordinary Level Certificate obtained after four years of secondary education and Cambridge Advanced level certificate obtained after six years of secondary education. A pass is required in a minimum of five subjects at Grade C (50%) pass or higher in the core 5 subjects (English, history, mathematics, science and a technical/vocational subject), to obtain an O-Level Certificate. A further two passes are required at the end of six years to obtain an A-Level certificate.  \nVol 38, 10, October 2013 83  \nAustralian Journal of Teacher Education  \nHowever, questions regarding how these professionally unqualified practicing teachers (PUPTs) professionally grow and develop in these rural contexts have not been adequately answered","cbCaiedxR1QIgZO5","https://ap.wps.com/l/cbCaiedxR1QIgZO5","pdf",185805,23,"English","# Introduction\n## Context: teacher shortages and rural schooling\n## Purpose and research question\n## Study perspective and teacher education pathways","[{\"question\":\"What gap does the abstract highlight about professional development?\",\"answer\":\"It highlights the gap between rhetoric and actual classroom practice. Knowing what professional development looks like is not sufficient without embedding it in school structures.\"},{\"question\":\"Which professional development practices does the study identify as effective?\",\"answer\":\"Effective practices include classroom teaching practice, in-school meetings, and school-to-school subject cluster and association meetings.\"},{\"question\":\"Why does the paper emphasize systemic interventions for rural schools?\",\"answer\":\"Because rural support must be built into school structures and cultures to continuously guide professionally unqualified practicing teachers and increase the likelihood of professional development.\"}]","The Journey to Becoming Teaching Professionals in Rural South Africa and Zimbabwe - 2013 article 6 | PDF",1792077419,58]