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

Abakah, E; Widin, J; Ameyaw, EK

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

Abakah, E Widin, J

Ameyaw, EK

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Publisher:: SAGE Publications
Publication Type:: Journal Article
Citation:: Sage Open, 2022, 12, (2), pp. 1-14
Issue Date:: 2022-04-01

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Field	Value	Language
dc.contributor.author	Abakah, E
dc.contributor.author	Widin, J https://orcid.org/0000-0002-8148-6297
dc.contributor.author	Ameyaw, EK
dc.date.accessioned	2022-10-27T04:26:06Z
dc.date.available	2022-10-27T04:26:06Z
dc.date.issued	2022-04-01
dc.identifier.citation	Sage Open, 2022, 12, (2), pp. 1-14
dc.identifier.issn	2158-2440
dc.identifier.issn	2158-2440
dc.identifier.uri	http://hdl.handle.net/10453/162752
dc.description.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.
dc.language	en
dc.publisher	SAGE Publications
dc.relation.ispartof	Sage Open
dc.relation.isbasedon	10.1177/21582440221094597
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1302 Curriculum and Pedagogy, 1608 Sociology, 1699 Other Studies in Human Society
dc.title	Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana
dc.type	Journal Article
utslib.citation.volume	12
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1608 Sociology
utslib.for	1699 Other Studies in Human Society
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Adult Learning and Applied Linguistics Program
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-10-27T04:26:05Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	12
utslib.citation.issue	2

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.

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http://hdl.handle.net/10453/162752