Continuing professional Development for secondary School Teachers
Policies, Trends and Practices: A Case of Kirinyaga District - Kenya
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Over the last few years teacher continuing professional development has acquired new impetus, where the trail and error teaching and take it or leave it professional development are no longer acceptable. Teachers are expected to acquire new pedagogical skills in line with the new innovations that are taking place in the knowledge based societies. This book,therefore,provides insight on how continuing professional development can be used in improvement of secondary school teachers in the African context.The book has highlighted the disparity that is prevalent when national policies in Kenya are...
Over the last few years teacher continuing professional development has acquired new impetus, where the trail and error teaching and take it or leave it professional development are no longer acceptable. Teachers are expected to acquire new pedagogical skills in line with the new innovations that are taking place in the knowledge based societies. This book,therefore,provides insight on how continuing professional development can be used in improvement of secondary school teachers in the African context.The book has highlighted the disparity that is prevalent when national policies in Kenya are compared with the trends and practices at the local level using Kirinyaga district as the example.The trends indicate the disparities that exist in the country when the provinces are compared. The channels that are used are highlighted together with the problems that face secondary school teachers in their endevour to be involved in CPD. This book will be useful to educational planners, policy makers and those involved in educational development in various capacities in improving teacher competencies in order to improve classroom practices and student performance.
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