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Recruitment of professionally unqualified teachers into teachingappears to be internationally acclaimed to address shortages in rural schools.Nevertheless, teachers with limited knowledge are linked to lower quality education andstudent achievements. Relatively little attention has been given to professional needsof unqualified teachers in rural schools. Qualitative interview data were analyzed toexplore professional needs of six teachers completing postgraduate certificate ineducation, to identify their needs as they traversed rural school contexts in becomingprofessionals. Data revealed needs around general pedagogy and pedagogic contentknowledge, resourcing, and recognition and identity. The article illustrates thatteacher learning and curriculum delivery among unqualified teachers may be enhanced iftheir needs are given attention

The Nature of Professional Learning Needs of Rural Secondary School Teachers