Transforming pedagogical frontiers- harnessing the potential of school libraries as catalysts for teacher professional development: Reflections from six rural schools
DOI:
https://doi.org/10.38140/ijrcs-2024.vol6.09Keywords:
Transformation, school libraries, teacher professional development , rural schools, teacher pedagogyAbstract
Generally, school libraries serve the purpose of promoting a culture of reading among users and creating environments that foster literacy. They achieve this by offering reading materials that are relevant and appealing to individuals of all ages. School libraries play a crucial role in facilitating quality teaching and learning, thereby positively impacting student achievement. Recognising the influential role of educators in shaping students' learning experiences and the specific challenges faced by those in rural settings, this qualitative case study research investigates the potential of school libraries as centres for teacher professional support, aiming to improve instructional practices. The study reflects on the experiences of three primary and three secondary schools purposefully selected from a South African rural education district. Through the use of Google Forms and semi-structured interviews, the data revealed that school libraries serve as dynamic hubs that foster professional growth among teachers, enhance lesson preparation, promote learner engagement, create learner-centred environments, and address resource disparities. The research concludes that incorporating school libraries as vibrant professional hubs in rural educational settings is essential for advancing teacher pedagogy, ultimately contributing to a more inclusive and effective learning environment. Therefore, the study advocates for the prioritisation of school library availability to enhance overall teacher pedagogy in rural educational landscapes.
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