Continuing professional development of accounting teachers in Nigeria: Implications for democratic citizenship education
Date
2017-03
Authors
Journal Title
Journal ISSN
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Publisher
Stellenbosch : Stellenbosch University
Abstract
ENGLISH ABSTRACT : This thesis provides a thoughtful insight into continuing professional development of
Accounting 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 continuing
professional development training of Accounting teachers, and the extent to which teachers’
participation in the continuing professional development programmes have the potential to
develop democratic citizens in the classrooms. The conceptual theories of Benhabib, Gutmann
and Thompson on deliberative democracy were used in the present study to support the
argument for the inclusion of democratic citizenship education in teachers’ continuing
professional development programmes. The theoretical section draws upon literature on the
concept of education policy, analysis of the Professional Standards of Nigerian Teachers (2010)
document with a focus on teachers’ continuing professional development, and a situation
analysis of teachers’ continuing professional development in Nigeria. The data for this research
were constructed through document analysis, observations and semi-structured interviews.
Data analysis, interpretation and discussions were guided by using a qualitative research design
and 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 professional
development is actually a sharp contrast to what the teachers’ experience. More so, the
teachers’ responses indicated their lack of awareness of the Professional Standards of Nigerian
Teachers (2010) document. Consequently, it was found that teachers’ exclusion, lack of
democratic engagement and deliberation in the planning and implementation of their
continuing professional development programmes have an influence on how teachers teach and
inculcate democratic values in the classrooms. Hence, some of the participating teachers
concluded that democratic citizenship is not achievable in the classroom. These teachers made
limited effort to cultivate a classroom of respect, inclusion, active participation and democratic
deliberation, which poses serious implications for democratic citizenship education.
The study submits that the school is one of the most important sites to cultivate democratic
citizenship. However, enabling teachers to exercise democratic values through their continuing
professional development programmes will make it less difficult for teachers to develop active
citizens with critical thinking skills and who can engage in democratic deliberation towards demanding for accountability from fellow citizens and make positive contributions to the
society.
AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming geskikbaar nie
AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming geskikbaar nie
Description
Thesis (MEd)--Stellenbosch University, 2017
Keywords
Education policy -- Nigeria, UCTD, Accounting teachers -- Nigeria, Citizenship -- Study and teaching -- Nigeria, Career development -- Nigeria, Education and state -- Nigeria