Challenges Facing Continuing Professional Development (CPD) of Academic Staff of the Colleges of Education in Ghana

Autor/inn/en	Yaqub, Entsie Nasir; Owusu-Cole, Clement; Ofosua, Clara Frempong
Titel	Challenges Facing Continuing Professional Development (CPD) of Academic Staff of the Colleges of Education in Ghana
Quelle	In: International Journal of Educational Administration and Policy Studies, 12 (2020) 2, S.112-120 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2141-6656
Schlagwörter	Foreign Countries; Professional Continuing Education; Faculty Development; Teacher Educators; Schools of Education; Needs Assessment; Selection Criteria; Tutors; Program Evaluation; Educational Cooperation; Job Performance; Faculty Evaluation; Ghana + Suchen Sie Ihr Suchwort? Ausland; Berufsfeldbezogener Unterricht; Weiterbildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Erziehungswissenschaftliche Fakultät; Bedarfsermittlung; Selection criterion; Auslesekriterium; Förderlehrer; Lehrender; Tutor; Programme evaluation; Programmevaluation; cooperation; Kooperation; Work performance; Arbeitsleistung
Abstract	Professional development is critical in the life of every organization in positioning workers to meet changing trends of globalization. This study seeks to look at a critical analysis of the challenges facing Continuing Professional Development (CPD) of academic staff of the colleges of education in Ghana. The exploratory, descriptive and evaluative case study approach that combined both qualitative and quantitative methods were used which basically adopted the questionnaire and the interview schedule in the collection of data. The census and the purposive sampling techniques were used in collecting data from 364 respondents constituting tutors, Human Resource Management and Development (HRMD) committee members and chairpersons, vice-principals and quality assurance officers. Primary data collected through the instruments used were analysed using the mean and standard deviation techniques. Text analyses were also done for the interview schedule data. The results of the study revealed that colleges of education do not maximise the full potential of benefits that accrue from CPD programmes due to some profound challenges such as lack of a systematic and comprehensive training needs analysis and weak interaction between the institution seeking the training and the institution providing the training. The study recommended that CPD programme be linked to the learning needs analysis and integration of knowledge with everyday practice. Management of colleges of education must endeavor to have an appraisal system linked to personal development planning of tutors. (As Provided).
Anmerkungen	Academic Journals. e-mail: IJEAPS@academicjournals.org; Web site: http://www.academicjournals.org/journal/IJEAPS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01