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Learner orientation through professional development of teachers? : Empirical results from a cascade trainig in Anglophone Cameroon
Lange, Sarah (2014): „Learner orientation through professional development of teachers? : Empirical results from a cascade trainig in Anglophone Cameroon“. Abingdon: Taylor & Francis Group.
Faculty/Professorship:
Author:
Title of the Journal:
Compare a journal of comparative and international education
ISSN:
0305-7925
Corporate Body:
Comparative Education Society in Europe \/ British Section
Publisher Information:
Year of publication:
2014
Volume:
44
Issue:
4
Pages:
Language:
English
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.
(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
Type:
Article
published:
October 5, 2015
Permalink
https://fis.uni-bamberg.de/handle/uniba/39624