Search

Introduction: This paper reports a study on information-seeking behaviour of prospective geography teachers at the National University of Lesotho based on their experiences during teaching practice. It is part of a larger doctoral study on information needs and information-seeking patterns of secondary level geography teachers in Lesotho. Method: The study used a questionnaire survey of the prospective geography teachers, which yielded a 74.2% (46/62) response rate. Analysis: Data were analysed using the Statistical Package for Social Sciences to provide descriptive statistics. Results: It was found that the scope of the information needed by prospective geography teachers covers content that has to be delivered in class, teaching methods, educational policies and learners' assessment. Various styles of information-seeking such as collaborative and serendipitous were used. The teachers experienced a lack of information sources at schools. They preferred traditional information sources such as books, personal knowledge and other teachers in host schools. Modern electronic sources such as the internet were hardly used, probably due to unavailability and teachers' limited information literacy skills. Conclusion: Realising the value of information in learning and teaching, more needs to be done to improve availability of information resources and teachers' information literacy skills in least developed countries such as Lesotho.

Introduction: This study investigates the information needs and information-seeking patterns of secondary level geography teachers in Lesotho to guide the design and implementation of an information service for these teachers. Leckie, Pettigrew and Sylvain's model of professionals' information-seeking served as a theoretical framework but was overlaid with other models such as that of Savolainen and Wilson. Method: Data were collected from in-service teachers through focus group discussions, prospective teachers with a questionnaire, and key actors in Lesotho's secondary geography education context through individual interviews. Analysis: The Statistical Package for Social Sciences was used to analyse the questionnaire responses. Content analysis was used to analyse the verbal responses as well as an open-ended question on the questionnaire. Triangulation was applied through using three sets of participants and different data collection techniques for each. It allowed comparative analysis of responses and data collection techniques used in the study. Results: The work environment of in-service geography teachers is revealed including their work roles, associated tasks, information needs and information-seeking patterns. An information service model for Lesotho secondary level geography teachers (including possible interventions) is proposed. Conclusions: Lesotho geography teachers need information to fulfil their work related roles and tasks that might be addressed through an information service. An implementation agency, information specialist(s) and collaborative approach to service delivery are crucial for the implementation and sustenance of the proposed information service. (Contains 7 figures.)