Continuing professional development (CPD) for secondary school teachers in Kenya: policies, trends and practices
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Date
2014
Authors
Gathara, P.M.
Journal Title
Journal ISSN
Volume Title
Publisher
CUEA Press
Abstract
The aim of this study was to explore and analyze the policies, trends and practices
that influence secondary school teachers' participation in Continuing Professional
Development (CPD). It adopted a vertical case mixed approach which involved
analysis of macro and micro aspects that were dealt with the qualitative data.
Desk review of documents that dealt with the national policies on CPD in Kenya
and the channels that were used was explored. Out of the twelve schools in
Kirinyaga district involved in the survey, six secondary schools were subjected
to in-depth case study. The data collected were analyzed qualitatively. The study
found that there were government policies that supported CPD in Kenya; and
revealed a variety of providers and channels that were used in CPD programmes.
In the light of the findings, provision of support at the secondary school levels
so that teachers would participate and complete CPD programmes were admist
others recommended.
Description
Keywords
Professional development, secondary school teachers, polices, trends practices
Citation
Journal of Research in Education and Society Vol.1 Nos. 2 & 3, 2010