The import of professional development programmes for primary school teachers in Nigeria
Keywords:
teacher professional developement, programmes, primary school, teachers, Nigeria
Abstract
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria.
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2. Afolabi, S. O. & Olorisade, O. G. & Oguntunde, D. A. (2012). Relationship between Universal Basic Education Training and Teachers Quality in Public Primary Schools in Nigeria. International Journal of Social Science and Education. 2(4), 578-586.
3. Akpan, C. P. (1999). Teacher Education. Focus on the Training and Retraining of Practicing Teachers. Teacher Education. 1(1), 26-28.
4. Akpan C. P& Ita A. A (2015). Teacher Professional Development and Quality Universal Basic Education in Lagos State, Nigeria. Global Journal of Arts, Humanities and Social Sciences. vol.3, no.9, pp.65-76.
5. Alabi, A. T. (2002). School Personnel Management. In F. Durosaro & S. Ogunsaju (eds.). The
6. assessments can measure and improve teaching. Washington: Center for American Progress.
7. Association for Teacher Education in Europe (2006). “The quality of teachers. Recommendations on the development of indicators to identify teacher quality.”. http://www.teacherqualitytoolbox.eu/uploads/quality_of_teachers_atee_def.pdf
8. Baumert, J., & Kunter, M. (2006). The COACTIV model of teachersí professional competence. Jerman: Center for Educational Research, Max Planck Institute for Human Development. 122 Sumaryanta, Djemari Mardapi, Sugiman, and Tutut Herawan.
9. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. doi:10.3102/0013189X033008003.
10. Carreker, S., & Boulware, R. (2015). The personal competencies through the eyes of the classroom teacher. Center on Innovations in Learning, Temple University, Philadelphia,PA.
11. Ceano, F (2011). Literature review: Quality in teachers’ continuing professional development. Education and training 2020 Thematic Group “professional development of teachers.” The European Commission.
12. Cordingley, P., M. Bell, C. Isham, D. Evans, & A. Firth (2007). What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? London: EPPI-Center.
13. Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
14. Darling-Hammond, L., Chung, R. W., Andree, A., & Richardson, N. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, OH: National Staff Development Council.
15. Ekpela, D. F. (2005). Human Resources Management and Staff Productivity in Practice. Port Harcourt. Nwosu Publishers.
16. Etuk, G. K. (2001). Quality Universal Basic Education (UBE) through improved school management and practice. International Journal of Educational Administration,Planning and Research. 1(1), 49-65.
17. European Commission (2012). Supporting the teaching profession for better learning outcomes. Communication from the commission. European Commission.
18. Federal Government of Nigeria (2004). National Policy on Education. Lagos: NERDC.
19. Federal Republic of Nigeria (2013). National Policy on Education. (6th Edition). Yaba, Lagos: Nigeria: NERDC Press.
20. Goodall, J., Day, C., Lindsay, G., Muijis, D. & Harris, A. (2005). Evaluating the impact of continuing professional development (CPD). Research report RR659. The University of Warwick.
21. Hospesová & Tichá, M. (2000). Developing mathematics teacherís competence. Research report supported by the Socrates Comenius project 87636-CP-1-2000-1- CZComenius- C31 and GACR 406/02/0829 and 406/05/2444.
22. Ibukun, W.O. (2009). Build the Future: Invest in Teachers now. Paper presented at the World Teachers Day Celebration, held at Akure, Nigeria.
23. Ikediagu, N (2001). In-service training: A strategy for improving teacher competence in Anambra state secondary schools. Nigeria Journal of Curriculum and Instruction, 10(1), 42-44.
24. Inqersoil, R & Kralik, J.M (2004). The impact of mentoring on teacher retention. What the research says. Research Review: TeacherQuality retrieved on the 24th February, 2015 From http://www.ecs.org/clearinghouse/50/36/5036.htm. Retrieved 1/1/2002.
25. Jeffrey, D. C. (2014). The Quality of Basic Education in 2000s: The Brazilian case. International Journal of Humanities and Social Science. 4(7(1)); 23-28.
26. Jokhtan, E T (2012). Teacher and teacher education in the 21st Century- the Challenges. JORIND 10(2) Retrieved from www.ajolinfo/journals/jorind.
27. Kabadayi, A. (2016). A Suggested In-Service Training Model Based on Turkish Preschool Teachers' Conceptions for Sustainable Development. Journal of Teacher Education for Sustainability, v18 n1 p5-15.
28. Kolo, I (2009). A sustainable road map for the education sector in Nigeria. Leadersip Nigeria, February 6.
29. Kubiat U. (2018). Challenges of Primary Education in Nigeria https://researchcyber.com/challenges-primary-education-nigeria/
30. Lawal O. O, Maduekwe, A.N, Ikonta, N.R & Adeosun, A.O (2010). ESL pre-service teachers’ views of teaching practice supervision and assessment in Nigeria. Sino-Us English Teaching. Vol 7 (4), April 2010.
31. Little, J. W. (2012). Professional community and professional development in the learning-centered school. In M. Kooy & K. van Veen (Eds.), Teaching learning that matters: International perspectives (pp. 22–46). London: Routledge.
32. Locke, E. A. (2004). The nature and causes of Job satisfaction. In D. D. Marvin (Ed.). Handbook of Industrial and Organizational Psychology. Chicago: Rai Macnally.
33. Obanya, P. (2004). The dilemma of education in Africa. Ibadan: Heinemann Educational Books.
34. OECD. (2005). “Teachers matter. Attracting, developing and retaining effective teachers. Overview”. http://www.oecd.org/dataoecd/39/47/34990905.pdf
35. Ojo, M.O. (2006). Quality Teacher Education: The Pivot of National Development. Nigerian Journal of Professional Teachers, 1(2), 158-170.
36. Redding, S. (2014). Personal Competencies in Personalized Learning. Center on Innovations in Learning, Temple University.
37. Simmons, C. (2010). Teacher skills for the 21st century eHow. http://www.ehow.com/list_6593189_teacher-skills-21st-century.html
38. Skolverket (2006). Competence and opportunity – the importance of teachers, their working situations and conditions, Stockholm, , Sweden: Skolverket.
39. Timperley, H. (2011). Realizing the power of professional learning. London: McGraw-Hill Education.
Асланова, Д. Х., Саттарова, З. И., & Алимова, М. Т. (2016). Региональный туристский кластер как инструмент повышения эффективности экономики региона. Научный результат. Экономические исследования, 2(1 (7)).
Bobur, S., & Alimova, M. (2017). Systematic approach to the development of innovative tourism. Case of Uzbekistan regions. South Asian Journal of Marketing & Management Research, 7(9), 58-67.
Alimova, M. T., Abdusaidova, S. Y., & Tuychiev, I. I. (2020). Innovative Directions of Tourism Development. Indonesian Journal of Cultural and Community Development, 7, 10-21070.
Алимова, М. Т., & Рахмонов, Ш. Ш. (2018). Инновационный механизм развития туризма в регионах Узбекистана. Вопросы науки и образования, (1 (13)).
Рахмонов, Ш. Ш., & Алимова, М. Т. (2018). Туризм-мощный катализатор социально-экономического развития региона. International Journal of Innovative Technologies in Economy, (3 (15)).
Bobur, S., & Mashkhura, A. (2019). Economic essence and organizational features of free tourist zones. The case of Uzbekistan. International Journal on Economics, Finance and Sustainable Development, 1(1), 1-6.
Alimova, M. T., Abdusaidova, S. Y., & Tuychiev, I. I. (2020). Innovative Directions of Tourism Development. Indonesian Journal of Cultural and Community Development, 7, 10-21070.
Toirxonovna, A. M., Obloqulovich, U. T., & Tuychiev, I. I. (2020). Institutional Framework for the Development of the Tourism Market. Indonesian Journal of Law and Economics Review, 8, 10-21070.
40. Walton, D. (2005). Effective Secondary Classroom Practice. Washington D. C. Government Printing Press.
Published
2020-10-10
How to Cite
[1]
OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.17605/ijie.v3i10.677.
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