Source: Journal of Mathematics Teacher Education, Volume 12, Number 2 / April 2009, pages 153-159.
Teaching is a field that is dynamic, with innovations necessitating upgrading of skills and education of teachers for the successful implementation of reforms. The behavior and attitudes of teachers towards teaching and learning and their knowledge banks are the result of the impact of in-service training.
This study explored 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). This department's mandate is to improve the quality of teaching by supporting teachers through training programs 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. The data were analyzed qualitatively.
The findings show that teachers’ concerns included the lack of impact of current in-service training programs 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.