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ERIC Number: EJ1108986
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1814-6627
Designing Continuous Professional Development Programmes for Teachers: A Literature Review
Luneta, K.
Africa Education Review, v9 n2 p360-379 2012
Continuous professional development is essential for upgrading and updating teachers because the rate of social and educational change makes pre-service training an inadequate basis for long term professional competence. The design of these continuous professional development programmes must be informed by an effective needs analysis that culminates from the teachers' knowledge bases of curricula, instructional, content and pedagogical knowledge. The knowledge bases are conceptual frameworks upon which professional development should be based. Research shows that teachers perform better in professional development programmes whose design they are part of. This article is a literature review of professional development programmes for teachers in relation to teacher knowledge bases in South Africa. It articulates how high quality professional development programmes can be designed, implemented and evaluated, as well as the causes of failure and dissatisfaction associated with these programmes. It highlights strategies that teachers, subject specialists and curriculum developers can use to design professional development programmes that they can conduct in schools or externally to enhance high learning outcomes.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A