Enhancing Teacher Competence through In-Service Training: Evidence from Tourism and Hospitality Education in Botswana

Abstract

Despite the growing importance of in-service professional development training programs, limited research has been undertaken to unearth the specific competences that professional teachers develop within tourism and hospitality training programs. Anchored by the Experiential Learning Theory, this study addresses this gap in the literature by exploring the competences gained by teachers participating in a related in-service program at a local university in Botswana, and how these have influenced their teaching practice. The study employed a qualitative research methodology, through a focus group discussion and semi structured interviews on 13 in-service teachers graduating from program. As reported by all the participants, the in-service program largely contributed to five interrelated competence domains to varying levels: i.e. subject-matter competence, pedagogical competence, industry knowledge, professional competence, and entrepreneurship competence. Conversely, despite its commonality in similar programs, curriculum competence development was not reported, largely due to the tourism industry-aligned (and not teacher-focused) nature of the program. Overall, stronger collaborations between educational institutions and the tourism industry and wider integration of 21st Century skills in tourism and hospitality in-service education, were recommended.

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