TITLE:
Professional Development for Primary School Teachers in Cameroon: Is the Cascade PD Model Effective?
AUTHORS:
André Moulakdi, Yamina Bouchamma
KEYWORDS:
Professional Development, Primary Teachers, Cascade Model, Cameroon
JOURNAL NAME:
Creative Education,
Vol.11 No.7,
July
28,
2020
ABSTRACT: Teacher professional development (TPD), a constant concern on the minds of education leaders, is conducted in various ways in education systems around the world. Using Guskey’s professional development assessment model, we evaluated a cascade model of teacher professional development in Cameroon’s primary education system by examining the responses of the teachers who experienced these activities. Our findings indicate that the professional growth activities undertaken in cascade format, particularly professional development (PD) days, teacher evaluations, demonstration and group lessons did not adequately address the teachers’ training needs and expectations and this because this model of training is not suitable to improve teaching practices in the context.