Thumbnail Image
🆕 Date Issued:
2014-06-19
🗄 In DepositOnce:2014-06-19
Published Version

Please use this identifier to cite or link to this item:

Continuing Professional Development through Sustainable In-service Teacher Training System in Kenya, Malawi and Zambia

Banda, Benson

A teacher is critical in modelling a learner. Continuing Professional Development (CPD) for teachers is important in attaining sustainable education. Africa has had several In-Service Training (INSET) systems as interventions towards CPD. Respective governments owning, managing, driving and sustaining INSET is vital if effective teacher professional development aimed at sustainable quality teaching and learning is to be achieved in any country. However, the problem is the presence of un-sustained CPD and INSET systems in Kenya, Malawi and Zambia running for short periods with un-sustained continuity. With the view to propose owned and sustained INSET system, the objective of this qualitative research was to identify governmental strategies that would enhance CPD through sustainable INSET. Secondly, it was to clarify teacher professional development with the focus on implementation of programs at operational levels, the role played by: individual governments through in-country trends and its structures as well as international trends and cooperation. To achieve this, a qualitative study based on the Grounded Theory approach examining historical records, perception and field visit was conducted. The data was analysed with the support of ATLAS.ti 6.2 This paper discusses how the software worked to reduce the data so that it can be explained to the benefit of this research.
ATLAS.tiCPDEducationGovernmental strategiesGrounded theory
Is Part Of
10.14279/depositonce-4848
Published in: ATLAS.ti User Conference 2013 : Fostering Dialog on Qualitative Methods, Universitätsverlag der TU Berlin
Published by ISBN 978-3-7983-2692-7
Creative Commons Attribution ShareAlike 4.0 (CC BY-SA)Creative Commons Attribution ShareAlike 4.0 (CC BY-SA)Creative Commons Attribution ShareAlike 4.0 (CC BY-SA)
Full item page