An Identification of the Kind of Training or Professional Development Typically Offered to the Teachers

Abstract

The aim of the research was to identify the kind of training or professional development offered to the teachers in order to implement teaching and learning policies. This study was underpinned by critical theory. Qualitative research assisted the researcher to identify the kind of training or professional development offered to the teachers. Data were sorted accordingly, conceptualized, refined and organized into a coherent new structure. It has been established in this study that some teachers received training on the various teaching and learning policies. It is therefore necessary to find appropriate professional development approaches to ensure that all the teachers, even the most experienced ones, are equipped with the necessary knowledge and skills for improving learner performance (Hirish 2005:40). Pre-service and in-service training should aim at empowering teachers with skills that will enable them to fulfil their roles as mediators of learning.

DOI: 10.5901/mjss.2014.v5n9p452