Continuing professional development (CPD) for secondary school teachers in Kenya: policies, trends and practices

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dc.contributor.authorGathara, P.M.
dc.date.accessioned2014-11-07T08:10:48Z
dc.date.available2014-11-07T08:10:48Z
dc.date.issued2014
dc.description.abstractThe 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.en_US
dc.identifier.citationJournal of Research in Education and Society Vol.1 Nos. 2 & 3, 2010en_US
dc.identifier.urihttp://www.icidr.org/jres_v1nos2n3_2010/Continuing%20Professional%20Development%20for%20Secondary%20School%20Teachers%20in%20Kenya%20%20Policies%20Trends%20and%20Practices.pdf
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/11622
dc.language.isoenen_US
dc.publisherCUEA Pressen_US
dc.subjectProfessional developmenten_US
dc.subjectsecondary school teachersen_US
dc.subjectpolicesen_US
dc.subjecttrends practicesen_US
dc.titleContinuing professional development (CPD) for secondary school teachers in Kenya: policies, trends and practicesen_US
dc.typeArticleen_US
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