Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana
Bibliographic Data
| ID | 4182270 |
|---|---|
| Authors | Ellen Abakah (0000-0003-0362-2908, University of Ghana, corresponding author), Jacqueline Widin (University of Technology Sydney), Edward Kwabena Ameyaw (0000-0002-6617-237X, University of Technology Sydney) |
| Year | 2022 |
| Volume | 12 |
| Issue | 2 |
| Publication date | 2022-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440221094597 |
| OpenAlex | W4225134015 |
| Language | EN |
| Citations received | 13 |
| References cited | 43 |
This paper reports on an exploratory study regarding the current continuing professional development (CPD) situation of basic schoolteachers in Ghana. The study investigates the teachers' CPD needs, frequency and nature of CPD provisions, and barriers to teachers' participation in CPD activities. Using a cross-sectional survey involving 456 teachers, the study found that teachers required to be developed in areas of "ICT skills for teaching," "research and dissemination," and "teaching students with special learning needs." It was also revealed that the predominant CPD practices were workshops, in-service training, and continuing education. However, these practices were seldom provided and rarely met the development needs of the teachers. Teachers' participation in CPD activities were also found to be minimal due to factors such as non-available CPD offerings, lack of pre-requisite information on CPD activities and lack of schools' support. The study concludes that the current CPD situation of teachers in Ghana reflects a lack of implemented CPD policy framework. There is therefore the need for a broader CPD policy framework that will guide the provision, participation, and CPD practices of teachers in Ghana
Continuing education · Continuing professional development · Exploratory research · Faculty Development · Medical education · Pedagogy · Political science · Professional development · Sociology · Education Systems and Policy · Educational and Psychological Assessments · Medicine · Psychology · Teacher Education and Leadership Studies
Identification of Teachers’ Professional Challenges about Content Knowledge and Managerial Matters at Secondary Level
Leadership practices and teacher professional learning and development in public senior high schools in Ghana
Understanding Student Wellness in Continuous Teacher Professional Development Programs in Zimbabwe
The influence of professional development on quality teaching in Ghanaian pre-tertiary schools
Training in-service subject teachers to implement formative assessment through action research
Continuing professional development in teachers
A comparative evaluation of the leadership development needs of basic school leaders in the 4.0 era
The Effectiveness of Face-to-Face versus Online Delivery of Continuing Professional Development for Science Teachers
Investigating STEM teachers’ personal and sociocultural particularities in the Ghanaian context
Job autonomy and innovative work behaviour among teachers in Ghana
Enhancing teachers' commitment
High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana
Learning through practice
Research Methods in Education
Models of Continuing Professional Development
Teacher training, teacher quality and student achievement
Understanding continuing professional development
Teacher knowledge and the knowledge base of teaching
Research design
Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools
Teachers’ motivation to participate in continuous professional development
Mixed Methods Sampling
Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching
An examination of the professional development needs of out-of-field mathematics teachers
Challenges influencing teachers' involvement in continuous professional development
Exploring the influence of professional development on teacher careers
Factors affecting teachers’ participation in professional learning activities
Professional Development and Teacher Learning
What Makes Professional Development Effective? Results From a National Sample of Teachers
Teacher Study Group
Improving Impact Studies of Teachers' Professional Development
Teacher professional development in Teaching and Teacher Education over ten years
Making Practice Public
The Nature of Professional Learning Needs of Rural Secondary School Teachers
| Unique citing works | 13 |
|---|---|
| Citations per year | 4,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |