Professional Development for Primary School Teachers in Cameroon: Is the Cascade PD Model Effective?

摘要

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 evalu ated a cascade model of teacher profession al development in Cameroon’s prim ary education system by examining the respon ses of the teachers who experienced these activities. Our findings indicate that the professional growth activiti es undertaken in cascade format, particularl y professional development (PD) days , teacher evaluations, demonstration an d group lessons did not adequately address the teachers’ training needs and expectations and this because this mo del of training is not suitable to imp rove teaching practices in the context.