Abstract:
INTRODUCTION : This paper reports a study on information-seeking behaviour (including information needs and information source preferences) 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, aiming to guide the design and implementation of an information service for geography teachers.
METHOD : The study used a survey method through a questionnaire that yielded a 74.2% (46/62) response rate.
ANALYSIS : Data were analysed in frequencies and percentages and presented in tables and charts using Statistical Package for Social Sciences (SPSS).
RESULTS : The study 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 (legislation and teaching regulations) and learners’ assessment. Various styles of information-seeking such as collaborative and serendipitous were used by these teachers. Some of the difficulties the teachers experienced were lack of information sources at schools. The teachers preferred traditional information sources such as books, personal knowledge and 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 : This paper concludes that, 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.
