Vol. 2000 No. 1 (2000)
Professional Development Programmes and Learning Outcomes in Ghanaian Schools: A Theoretical Framework
Ferdowsi Anyanwu, Ghana Institute of Management and Public Administration (GIMPA)
Yaa Gyamfi, Ghana Institute of Management and Public Administration (GIMPA)
Abena Asare, Department of Advanced Studies, University for Development Studies (UDS)
Kofi Amoako, Department of Interdisciplinary Studies, Council for Scientific and Industrial Research (CSIR-Ghana)
DOI: 10.5281/zenodo.18717297
Published: March 8, 2000
Abstract
Teacher professional development programmes (TPDPs) play a crucial role in enhancing educational outcomes in Ghanaian schools. The theoretical development will draw upon existing literature and expert interviews in Ghanaian education settings. The theoretical framework provides educators with a structured approach for designing and implementing effective TPDPs, thereby enhancing educational quality and student achievement. School administrators should prioritise the inclusion of regular training sessions, mentoring programmes, and collaborative learning spaces to foster teacher growth and improve student outcomes.
How to Cite
Ferdowsi Anyanwu, Yaa Gyamfi, Abena Asare, Kofi Amoako (2000). Professional Development Programmes and Learning Outcomes in Ghanaian Schools: A Theoretical Framework. African Journal of Curriculum, Pedagogy and Teacher Development, Vol. 2000 No. 1 (2000). https://doi.org/10.5281/zenodo.18717297
Keywords
Sub-SaharanPedagogyConstructivismEthnographyParticipatoryInductionCritical