Training of Grade 5 science teachers in under resourced primary schools: content and challenges in implementation

Abstract

Teachers play an important role in academic improvement and so require appropriate training to achieve better student learning outcome. This research aimed to find out the frequency, content and duration of these trainings received by the grade 5 teachers in under resourced school, their application of the learning and challenges faced in doing so. A qualitative research was conducted where target teachers were selected through convenience sampling, interviewed and received data was analyzed thematically. Some key findings included that they were not adequately trained and faced many challenges in the process such as having to manage a large group of students in a single class, achievement gap, lack of resources etc. The findings would help provide probable solutions to the challenges they face through better training content. If teachers are better trained, they would most likely to perform better in delivering lessons which could lead to better students learning outcome.