Learner orientation through professional development of teachers? : Empirical results from a cascade trainig in Anglophone Cameroon
|Organization Unit:||Lehrstuhl für Pädagogik||Authors:||Lange, Sarah||By:||Lange, Sarah||Publishing Institution:||Comparative Education Society in Europe / British Section|
|Publisher Information:||Abingdon : Taylor & Francis Group||Issue Date:||2014||Issue:||44 (2014), 4||Page count/Size:||S. 587 - 612||Name of the Journal:||Compare a journal of comparative and international education||Abstract:||
This paper examines the effects of a professional development programme on the attitudes towards the teaching and learning of teachers in the Anglophone part of Cameroon. The development programme combines a multiplier system with school-based in-service training. The research compares the effects that the training had on the attitudes of three groups of teachers in a control group design: (1) teach- ers participating in the in-service training, subdivided into (1a) teachers trained as multipliers and (1b) teachers trained by the multipliers, and
(2) teachers who did not participate in the training. The study featured a quantitative control group design (n = 292) and is intended to contribute to the discussion on the sustainable effects of in-service teacher training in low-income countries. The data collection was conducted in 13 secondary schools in Cameroon. The results suggest that the programme had effects on the teachers’ attitudes and classroom practices.
|Keywords:||Professional Development, Cascade training, sub-Saharan Africa, Cameroon, teachers||URI:||https://fis.uni-bamberg.de/handle/uniba/39624||ISSN:||0305-7925||Document Type:||Article||Language(s):||English||Licence:||German Act on Copyright||Publication date:||19. September 2019|
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