School-university partnership’s contribution in rural teacher development: experiences of teachers.

Abstract

The achievement of quality teaching and learning in rural schools depends to a large extent on the quality of teachers. This study aimed to investigate rural school teachers' experiences of the contribution of school-university partnerships to teacher development. It sought to find from teachers’ perspectives the strategies that can be used and what contributions the Department of Education, school leaders and universities can make to strengthen and sustain teacher development through school-university partnership in rural schools. To generate data, this study adopted an interpretative paradigm and qualitative approach, using a case study methodology. Data was generated using semi-structured interviews that were conducted with all the participants. A total of seven teachers from two rural schools in one District of the Province of KwaZulu-Natal participated in the study. The selection of these teachers was purposive and convenient, based on the premise that they were participating in school-university partnership programmes. The study found that the contribution of teachers to school-university partnerships in rural schoolteacher development is well understood. The role that has been played by schooluniversity partnership (SUP) programmes made a huge contribution to rural school teachers’ development by equipping them with skills and knowledge to perform better in the profession. It was also revealed that despite numerous challenges, rural school teachers are working under, through SUP programmes teachers are able to establish different strategies that assist them to deal with the challenges of rural school settings. The study further revealed that what enhances these partnerships, is the role played by school and universities’ management and leadership.