Re-Thinking the One-Shot Model of Teachers’ Professional Development in Cameroon

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dc.creatorBellmon, Kenne Lambou
dc.date2024-04-30
dc.date.accessioned2024-10-12T12:30:00Z
dc.date.available2024-10-12T12:30:00Z
dc.descriptionExperiences around the world indicate that be it in developing and indistrialised countries, professional development is the key determinant in ensuring the productivity of staff (Zakaria and Yusoff Daud 2009; Zakaria et al., 2009). As such, one of the main challenges of educational policy makers is to provide teachers with professional development programmes that are both effective and relevant to their practice of teaching (Global state of digital learning survey, 2017). In addressing these needs of the teachers, the school educational policy makers must decide on the most appropriate model for teacher professional development to use. The survey further stipulates that in choosing the model, the decision maker must ensure that the educational system has the capacity to implement and sustain the chosen model. It is for this motive that Cameroon adopted the one-shot model of TPD. But the effectiveness of this model in enhancing the professional development needs of nursery and primary school teachers in Cameroon still remains a puzzle. Such confusion stems from the fact that the policy makers explicitly chose the one-shot model with the fallacious thinking that all teachers have the same professional development learning needs (Pitsoe & Moeketsi 2014). Such one size fit all model makes it difficult for teachers to establish a direct relationship between the content of their professional development and possibilities of improving classroom practices. It is for this motive that Garret et al (2001) opine that when teachers’ individual professional learning needs are taken into consideration during the planning and implementation phases of TPD programs, the teachers are more likely to acquire more teaching skills, gain more subject content knowledge and improve upon their classroom practices.en-US
dc.formatapplication/pdf
dc.identifierhttps://journals.proindex.uz/index.php/JRITIL/article/view/892
dc.identifier.urihttps://dspace.umsida.ac.id/handle/123456789/37369
dc.languageeng
dc.publisherPro Indexen-US
dc.relationhttps://journals.proindex.uz/index.php/JRITIL/article/view/892/750
dc.sourceJournal of Research in Innovative Teaching and Inclusive Learning; Vol. 2 No. 4 (2024): Journal of Research in Innovative Teaching and Inclusive Learning; 46-53en-US
dc.source3030-3036
dc.source3030-3036
dc.subjectProfessional Developmenten-US
dc.subjectRe-Thinkingen-US
dc.titleRe-Thinking the One-Shot Model of Teachers’ Professional Development in Cameroonen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Articleen-US
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