Education Commons^™

Thinking Global, Acting Local, Ali Gohar Qazi

Institute for Educational Development, Karachi

Ongoing or continuous professional development is essential for teachers to develop and maintain the knowledge base required to produce more powerful learning outcomes among their students. Research has shown that professional development is more effective and meaningful to teachers when it is content focused, involves active learning and collective participation, and when it is sustained in duration, instead of being top-down, episodic, or delivered as ‘one-shot’ training workshops.

Effectiveness Of Teachers’ Continuous Professional Development (Cpd) In Enhancing Learners’ Achievement In Selected Primary Schools In Abim District, Akech Venty Obura

Theses & Dissertations

This qualitative study using case study design sought to explore the effectiveness of Teachers’ Continuous Professional Development (CPD) in enhancing learners’ achievement in primary schools of Abim district in Uganda.

There are numerous CPDs in Abim district whose expected outcome is improved learners’ achievement but there is little evidence to authenticate that.

A total sample of thirteen (13) respondents participated. The study used interviews and Focussed Group Discussion as methods of collecting data from sampled participants. Data collected, consisted of information about respondents’ understanding of CPD, organisation, implementation, and evaluation.

The participants understood CPDs in many different ways. The study …

Mathematics Teachers’ Practices In Developing Learners’ 21st-Century Competencies: A Case Of A School In Yumbe District, Uganda, Etoma Innocent

Theses & Dissertations

The study explored mathematics teachers’ practices in developing learners’ 21st-century competencies. The study objectives were to explore the understanding of mathematics teachers on the 21st-century competencies, examine the instructional practices the mathematics teachers use to develop the 21st-century competencies in the classroom, determine how mathematics teachers provide for the development of 21st-century competencies during planning, and determine extend to which mathematics teachers provide for the development of learners’ 21st-century competencies during assessment of learning outcomes. The study was carried out in a secondary school in Bidibidi refugee settlement, Yumbe district, Uganda. A qualitative approach was employed for carrying out the …