Teacher Professional Development; What role, whose benefit: Reflections on Uganda

Teaching is known to be a dynamic and responsive process, requiring contineous learning and development. Consequently, Teacher Professional Development (CPD), is a vital mechanism for enhancing teacher professionalism and... [ view full abstract ]

Teaching is known to be a dynamic and responsive process, requiring contineous learning and development. Consequently, Teacher Professional Development (CPD), is a vital mechanism for enhancing teacher professionalism and lifelong learning. In Uganda, the scheme of service for the teaching service personnel aims at developing professionally competent and well-motivated teachers, ensuring that teachers in active service attend planned induction refresher courses and upgrade to broaden and improve on performance. Government has undertaken several programs, through distance education and open learning methodologies. CPD has also embraced external opportunities for private upgrading both at NTCs and universities.
The opportunities for life long learning fuelled competion for teachers to seek career growth. There is evidence that many primary school teachers in Uganda have acquired higher qualifications, including university degrees. Whereas professional development is top priority for improving qualifications and skills, its feasibility is considerably questioned. The results of this research suggest little contribution of CPD in enhancing the teachers’ skills competence, and actual quality of classroom teaching. Teachers remain largely indifferent and inefficient in their classoroom practices despite the several interventions. This paper is part of an on going study on professional integrity in the teaching profession in Uganda. I share perceptions on teacher motivations for CPD, and attitudes towards the programs offered. I address issues of effectiveness of CPD and benefits to the learner. I conclude by arguing that CPD should not only be personally fulfilling for teachers but should lead to steady increase in the quality of education provided for children.