Continuing Professional Development (CPD) Practices among Basic School Teachers in the Central Region of Ghana

Autor/inn/en	Abakah, Ellen; Widin, Jacqueline; Ameyaw, Edward Kwabena
Titel	Continuing Professional Development (CPD) Practices among Basic School Teachers in the Central Region of Ghana
Quelle	In: SAGE Open, 12 (2022) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abakah, Ellen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221094597
Schlagwörter	Foreign Countries; Faculty Development; Educational Needs; Access to Education; Barriers; Technological Literacy; Research Skills; Students with Disabilities; Teacher Competencies; Teacher Participation; Elementary School Teachers; Junior High School Teachers; Ghana; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Ausland; Educational need; Bildungsbedarf; Education; Access; Bildung; Zugang; Bildungszugang; Technisches Wissen; Forschungsleistung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrkunst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01