Managing teacher continuing professional development
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When education systems face the implementation of curriculum reforms, teachers require continuous professional development in order to understand and implement the changes involved effectively. Conversely, many (if not most) teacher CPD activities based on curriculum change implementation are not always adequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically l...
When education systems face the implementation of curriculum reforms, teachers require continuous professional development in order to understand and implement the changes involved effectively. Conversely, many (if not most) teacher CPD activities based on curriculum change implementation are not always adequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically loosely-matched to the teachers' actual CPD needs, unrelated to classroom realities, and are seldom followed-up. The findings suggest that the identified education managers are ineffective in discharging their role of managing teacher CPD. They lack sound understanding of their role, and they also experience a litany of practical impediments. It is anticipated that the findings and recommendations in this study will provide valuable and timely contributions in the fields of teacher development and curriculum change implementation.
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