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Exploring the Continuing Professional Development (CPD) Needs of Basic Schoolteachers in Ghana

Exploring the Continuing Professional Development (CPD) Needs of Basic Schoolteachers in Ghana
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Author(s): Ellen Abakah (University of Ghana, Legon, Ghana)
Copyright: 2022
Volume: 5
Issue: 1
Pages: 15
Source title: International Journal of Teacher Education and Professional Development (IJTEPD)
Editor(s)-in-Chief: Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/IJTEPD.2022010101

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Abstract

This study aims to understand teachers’ perceptions of their professional development needs and examine how these needs are utilised to design CPD interventions for teachers in Ghana. The study uses a qualitative case study research approach to collect data from 25 teachers and five key informants in in-depth interviews. The results demonstrate teachers’ on-going learning needs in pedagogical content knowledge, technology integration in teaching and learning, and school and student management practices. Teachers also revealed that existing CPD interventions inadequately address their specific development needs. Teachers expressed their lack of voice and self-directedness in CPD program planning, design, and implementation, which they attributed as a significant cause of CPD ineffectiveness. Thus, the study recommends that teachers’ learning needs be formed as the pivot around which CPD is organised; to increase teacher participation and CPD program effectiveness.

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