Andere Kunden interessierten sich auch für
![Managing Physical Abuse among Learners in a Girls High School in KZN]( "Managing Physical Abuse among Learners in a Girls High School in KZN")
Managing Physical Abuse among Learners in a Girls High School in KZN45,99 €![The impact of continuing professional development on EFL teachers]( "The impact of continuing professional development on EFL teachers")
The impact of continuing professional development on EFL teachers51,99 €![Managing Professional Learning]( "Managing Professional Learning")
Managing Professional Learning15,99 €![CONTINUING PROFESSIONAL EDUCATION IN ACCOUNTING SCIENCES]( "CONTINUING PROFESSIONAL EDUCATION IN ACCOUNTING SCIENCES")
CONTINUING PROFESSIONAL EDUCATION IN ACCOUNTING SCIENCES40,99 €![Techniques Used In Managing Drug Abuse In Secondary Schools In Kenya]( "Techniques Used In Managing Drug Abuse In Secondary Schools In Kenya")
Techniques Used In Managing Drug Abuse In Secondary Schools In Kenya32,99 €![Managing diversity]( "Managing diversity")
Managing diversity32,99 €![Challenges Facing Primary School Heads in Managing Preschool Units]( "Challenges Facing Primary School Heads in Managing Preschool Units")
Challenges Facing Primary School Heads in Managing Preschool Units32,99 €
When education systems face the implementation of curriculum reforms, teachers require continuous professional development in order to understand and implement the changes involved effectively. Conversely, many (if not most) teacher CPD activities based on curriculum change implementation are not always adequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically loosely-matched to the teachers' actual CPD needs, unrelated to classroom realities, and are seldom followed-up. The findings suggest that the identified education managers are ineffective in discharging their role of managing teacher CPD. They lack sound understanding of their role, and they also experience a litany of practical impediments. It is anticipated that the findings and recommendations in this study will provide valuable and timely contributions in the fields of teacher development and curriculum change implementation.