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Gilpin, A. (1997). Cascade Training: Sustainability or Dilution? In I. McGrath (Ed.), Learning to Train: Perspectives on the Development of Language Teachers’ Trainers (pp. 185-195). Hemel Hempstead: Prentice-Hall.

has been cited by the following article:

• 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.