Continuous Professional Development: What Role and Who Benefits? Reflections on Teacher Development in Uganda

Autor/in	Wabule, Alice
Titel	Continuous Professional Development: What Role and Who Benefits? Reflections on Teacher Development in Uganda
Quelle	In: Africa Education Review, 13 (2016) 3-4, S.141-156 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1229575
Schlagwörter	Foreign Countries; Faculty Development; Professional Continuing Education; Interviews; Elementary School Teachers; Lifelong Learning; Action Research; Focus Groups; Peer Teaching; Counseling; Feedback (Response); Barriers; Teacher Attitudes; Uganda + Suchen Sie Ihr Suchwort? Ausland; Berufsfeldbezogener Unterricht; Weiterbildung; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Life-long learning; Lebenslanges Lernen; Projektforschung; Peer group teaching; Peer Group Teaching; Counselling; Beratung; Lehrerverhalten
Abstract	Continuous professional development has assumed a central role in organisational development in recent years. In the teaching profession, initial training is no longer seen as enough due to rapid changes in technology, social structures, ideologies and the increasing diversity of the classrooms. While acknowledging the empowering aspect of CPD, this article draws on both literature sources and on an ongoing empirical study on teacher professional integrity to analyse the challenges and opportunities of CPD programmes in Uganda. It also demonstrates a new approach to CPD based on research experiences with the teachers in one school in Uganda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01