Designing continuous professional development programmes for teachers: A literature review

@article{Luneta2012DesigningCP,
  title={Designing continuous professional development programmes for teachers: A literature review},
  author={Kakoma Luneta},
  journal={Africa Education Review},
  year={2012},
  volume={9},
  pages={360 - 379}
}
  • K. Luneta
  • Published 1 July 2012
  • Education
  • Africa Education Review
Abstract Continuous professional development is essential for upgrading and updating teachers because the rate of social and educational change makes pre-service training an inadequate basis for long term professional competence. The design of these continuous professional development programmes must be informed by an effective needs analysis that culminates from the teachers’ knowledge bases of curricula, instructional, content and pedagogical knowledge. The knowledge bases are conceptual… 

Facilitating pedagogical content knowledge development through professional development intervention

Teacher has main responsibility to accommodate all students and their learning needs in dynamic classroom situations. This goal can be accomplished if teacher can organize high quality teaching

International Journal of Education Humanities and Social Science

Continuous professional development (CPD) is a critical component of a teacher's professional skill. It is regarded as a personal commitment made by teaching professionals to improve their knowledge,

How district teacher development centres support teachers’ learning: Case studies in KwaZulu-Natal, South Africa

This research is based on case studies of seven district teacher development centres (DTDCs) in the KwaZulu-Natal province of South Africa. The paper describes the perceptions of selected teachers

Mentoring as professional development intervention for mathematics teachers: A South African perspective

Only a small percentage of mathematics teacher professional development activities in South Africa include pedagogy and instruction approaches required to teach the content. In the light of the poor

PERCEPTIONS OF UNIVERSITY TEACHING FACULTY ABOUT PROFESSIONAL GROWTH: STRUCTURAL MODELING OF PROFESSIONAL DEVELOPMENT

Teacher in the teaching field is the backbone of teaching learning process. This sector demands fresh knowledge and professional skills to compete the competitors. This study was about scale

A study of in-service teacher educator roles, with implications for a curriculum for their professional development

In-service educators have a crucial role to play in meeting the professional learning needs of teachers of the future, according to the Council of Europe’s ‘ET 2020’, although it is less clear what

Developing a culture of collaboration and learning among natural science teachers as a continuous professional development approach in a province in South Africa

ABSTRACT This article discusses the views of natural science teachers on their culture of collaboration and learning as a continuous professional development approach. It included the support

Examining the Effectiveness of Lesson Study on Teachers’ Practice in Mathematics within a Secondary School Environment

Professional development is an important tool for enhancing teachers’ practices, content and pedagogical knowledge, which, in turn, helps to improve student achievement. This study examined the

A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development

This phenomenological case study was to study how secondary school science teachers describe their lived experiences of professional development in Punjab (Pakistan) and the significance of science teachers’ role in professional development activities is communicated.

A Comparative Review of the Literature on Pakistani Science Teachers’ Professional Development

Pakistan, like many other countries of the world, has continually been criticized for its unproductive professional development (PD) policies and practices for teachers due to low student achievement

References

SHOWING 1-10 OF 104 REFERENCES

Overcoming a Learning Bottleneck: Inquiry Professional Development for Secondary Science Teachers

This paper examines the summer component of a year-long professional development program. The program was developed based on recent models of effective professional development that indicate that

Designing Effective Professional Development Experiences : What Do We Know ?

Background In the last few years, challenging national standards have generated intense focus on student and teacher performance. Educators across the country have realized that improving teacher

Will Teacher Learning Advance School Goals

The authors contend that, to be effective, professional development should address three dimensions of school capacity ' teachers' knowledge, skills, and dispositions; the strength of the schoolwide

District professional development models as a way to introduce primary‐school teachers to natural science curriculum reforms in one district in South Africa

This paper reports on a study that investigated whether district continued professional development (CPD) sufficiently prepared teachers for their classroom practice. Analysis of CPD models used with

A Cost Framework for Professional Development.

Tn the context of today's standards-based education reforms, where Athe goal is for students to achieve to high performance standards, effective professional development is critical. In order for

Experienced Secondary Science Teachers’ Representation of Pedagogical Content Knowledge

Science teacher educators recognise a professional learning continuum for teachers. This has resulted in studies of science teachers at different career stages, with the goal of building an

Effective follow-up strategies for professional development for primary teachers in Namibia

Abstract It is widely accepted in the literature that follow-up is critical to effective professional development, particularly in developing countries. However, very little empirical research has

What is Teacher Development?

Teacher development has emerged over the last decade as an identifiable area of study and much has been written on the subject. The teacher development literature has served to disseminate

Mentoring as professional development in Mathematics education : a teaching practicum perspective

In a study conducted to investigate mentorship and its relevance to continuous professional development for teachers of mathematics, it was established that mentoring teachers is equivalent to

Development of Professional Identity among Professional Development School Preservice Teachers: Longitudinal and Comparative Analysis

Abstract The present study represents a portion of the program evaluation model employed in the Professional Development School program at The University of Texas at Tyler. The data collected and
...