Role of continuing professional teacher development (CPTD) on teachers’ and learners’ achievement in South Africa: A literature review

Kemi O Adu; N Duku; Emmanuel Olusola Adu

doi:10.20525/ijrbs.v12i7.2799

Authors

Kemi O Adu Postdoctoral Research, School of General and Continuing Education, University of Fort Hare, South Africa
N Duku Professor, School of General and Continuing Education, University of Fort Hare, South Africa
Emmanuel Olusola Adu Professor, School of General and Continuing Education, University of Fort Hare, South Africa

DOI:

https://doi.org/10.20525/ijrbs.v12i7.2799

Keywords:

CPTD, Education Achievement, School effectiveness, Teacher achievement, Learner achievement

Abstract

Continuing Professional Teacher Development (CPTD) refers to the ongoing learning and development of teachers throughout their careers. It involves a range of activities, programs, and initiatives designed to help teachers improve their knowledge, skills, and effectiveness in the classroom. CPTD programs can take many different forms, such as workshops, seminars, mentoring programs, online courses, and peer networks. This desktop review paper examines the role of CPTD on teachers' and learners’ achievement. The paper reviews among others the following; the nature and concept of CPTD, the importance of CPTD, South African teacher education policy framework and CPTD, the educational achievement and CPTD, school effectiveness and CPTD, learner and teacher learning and CPTD. The paper uses social learning theory as a theory that underpins the paper and makes some plausible recommendations.

Downloads

Download data is not yet available.

References

Adu, E. O. (2019). Between teachers and cheaters: critical perspectives on continuing professional teacher development towards education 2030 agenda in Africa. The text of the 25th inaugural professorial lecture of the University of Fort Hare, South Africa 2019)

Adu, E.O. & Okeke. C.I.O. (2014). Factors affecting teachers’ participation in continuing professional development CPD: Lecturers’ perspectives. Journal of Sociology and Social Anthropology (JSSA).5(3),271-281 DOI: https://doi.org/10.1080/09766634.2014.11885631

Adu, E.O. & Olowu, R.T. (2022). Decolonizing global citizenship education for knowledge sharing and acceptable norms in Nigeria. International Journal of Research in Business and Social Sciences (IJRBS). 11 (6), 500-511. http://www.ssbfnet.com/ojs/index.php/ijrbs/issue/view/110. DOI: https://doi.org/10.20525/ijrbs.v11i6.1911

Adu, E.O. & Olowu, R.T. (2022). Teachers’ perceptions of how global citizenship education promotes problem-solving skills and conflict resolution in Nigeria. International Journal of Social Sciences & Educational Studies (IJSSES). 9(4), 54-67. DOI: https://doi.org/10.23918/ijsses.v9i4p54

Duggins, P. (2023). Learning and decision making in social contexts: neural and computational models.

https://www.myeducomm.com/blog/why-continuous-professional-development-for-teachers-is-crucial-in-the-education-system/

Lehtinen, E. (2023). Can simulations help higher education in training professional skills? Learning and Instruction, 86, 101772. DOI: https://doi.org/10.1016/j.learninstruc.2023.101772

Nieuwenhuis, J. (2018). Study guide: Educator continuous professional development PFO 733. South Africa. University of Pretoria.

Nsibande, P. E. N., & Mbokazi, M. S. (2023). Evaluating the effectiveness of the CPTD programmes delivered by the Zululand education district to improve teacher performance. Multicultural Education, 9(2).

Pagnucci, N., Aleo, G., Orlik, W., Mahon, P., Kearns, T., Kelly, C., & Fitzgerald, C. (2023). Teaching and learning modalities for continuing professional development in the long-term care: a rapid synthesis review. Nurse Education in Practice, 103638. DOI: https://doi.org/10.1016/j.nepr.2023.103638