Empowering mathematics teachers in resource-constrained learning environments: A professional development approach to fostering self-directed learning and resilience

Source abstract

Global educational resource disparities hinder mathematics teaching and learning. In resource-constrained learning environments, teachers face significant barriers such as limited materials, low learner motivation and insufficient professional development (PD) opportunities in self-directed learning (SDL). This chapter explores the impact of PD interventions aimed at equipping mathematics teachers with SDL competencies to enhance the quality of their teaching practices and, in so doing, to also promote mathematical resilience among their learners. This chapter focuses solely on qualitative data from semi-structured individual interviews, written reflections and focus group discussions conducted with seven Senior Phase Mathematics teachers from three under-resourced schools. A three-phase intervention methodology was implemented, beginning with a pre-intervention needs analysis, followed by Technology-Supported Cooperative Learning (TSCL) as an SDL-focused PD intervention, and concluding with a post-intervention phase involving teachers’ focus group interviews to reflect on their perspectives on the impact of the intervention on their own teaching practices. Thematic analysis, conducted systematically using ATLAS.ti 25, identified and refined emerging themes from the collected data. The findings reveal that an SDL-focused PD intervention significantly improves teacher pedagogical autonomy, encourages the use of learner-centred teaching approaches and strengthens strategies to promote learners’ resilience in mathematics. The findings enrich research on teacher professional development (TPD), SDL and mathematics education in resource-constrained contexts. In addition, they provide practical guidance for policymakers and teachers looking to implement sustainable, locally relevant interventions that empower teachers.