“I’m Fine Where I Am, but I Want to Do More”: Exploring Teacher Aspirations in Rural Côte d’Ivoire

About the research

Abstract

Teaching is challenging in rural areas in developing countries because of large classroom sizes, limited basic infrastructure, and lack of teacher training. Teachers’ impact on educational outcomes can be improved by teacher training programs, but these programs are limited by poor infrastructure in rural areas. Although infrastructural challenges can be overcome by information technology, it is unclear how such technology can support teacher training. To explore opportunities for teacher training with technology in rural developing contexts, we conducted interviews and observations with 22 primary school teachers in two regions of rural Côte d’Ivoire. We followed an aspirations-based approach that focuses on users’ long-term desires to understand teachers’ intrinsic desire to grow professionally. We found that teacher aspirations conflict with their current role, but solidarity helps them find education role models who balance this conflict. Teachers face challenges in teacher training, yet address issues through solidarity and by creating solutions. We discuss measuring impact on aspirations, designing for conflicting aspirations, and leveraging aspirations to create social change in teacher training using technology.