Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana
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. Us...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2022-04-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440221094597 |
| _version_ | 1811307098405863424 |
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| author | Ellen Abakah Jacqueline Widin Edward Kwabena Ameyaw |
| author_facet | Ellen Abakah Jacqueline Widin Edward Kwabena Ameyaw |
| author_sort | Ellen Abakah |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-13T08:58:02Z |
| format | Article |
| id | doaj.art-29f246cef9954feb8270f61345303a92 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-04-13T08:58:02Z |
| publishDate | 2022-04-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-29f246cef9954feb8270f61345303a922022-12-22T02:53:14ZengSAGE PublishingSAGE Open2158-24402022-04-011210.1177/21582440221094597Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of GhanaEllen Abakah0Jacqueline Widin1Edward Kwabena Ameyaw2University of Ghana, Accra, GhanaUniversity of Technology Sydney, NSW, AustraliaUniversity of Technology Sydney, NSW, AustraliaThis 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.https://doi.org/10.1177/21582440221094597 |
| spellingShingle | Ellen Abakah Jacqueline Widin Edward Kwabena Ameyaw Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana SAGE Open |
| title | Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana |
| title_full | Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana |
| title_fullStr | Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana |
| title_full_unstemmed | Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana |
| title_short | Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana |
| title_sort | continuing professional development cpd practices among basic school teachers in the central region of ghana |
| url | https://doi.org/10.1177/21582440221094597 |
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