Perceived impact of continuous professional development programme on physics teaching at the colleges of education in Ghana

Abstract

The colleges of education in Ghana have been involved in continuous professional development for over four years with support of Transforming Teacher Education and Learning (T-TEL). The main purpose of this research was to assess the perceived impact of the continuous professional development programme on physics teaching at the colleges of education. The study employed a mixed method design specifically concurrent parallel design. An online survey was conducted which was followed by interview with some of the physics tutors. The survey data were analysed using means and standard deviations and ANOVA. Data from the interview were analysed typologically. It was found that the professional development is perceived by the physics tutors to have great impact on their teaching practice as tutors are able to use gender responsive pedagogies and inclusivity strategies to involve students interactively in physics classrooms. It was also found that the commitment of school leadership and support of the professional development team help in the implementation of the professional development ideas. The study however, found that unwillingness of tutors to change, tutors’ perception, lack of resources, lack of time and the long period of the professional development are some of the factors thwarting the implementation process. It was therefore recommended effort should be made by the college authorities to provide basics resources like projectors for teaching in the colleges. It was also recommended that there should be an explanation by the T-TEL team to tutors as to why the programme has extended so long and if possible a time that the professional development will end.