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Impact of online professional development on teacher practice in a secondary school
Quansah, Lydia
Quansah, Lydia
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Date
2024
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Ghana
Abstract
Context: The study is situated within Dayspring International Academy, an expanding international school in Accra, Ghana, which aims to cultivate independent and critical thinkers through a broad curriculum leading to IGCSE and AS/A level certifications. The research focuses on continuous professional development (CPD) for teachers, particularly regarding the effectiveness of online training initiatives.
Aims: The primary aim of the research is to explore teachers' perceptions of effective professional development and how these perceptions influence the application of learned skills and knowledge in improving student learning outcomes. The study investigates the contributions of the British Council Online Support for Schools (OSS) platform in enhancing teachers' professional practices.
Methods: Employing a mixed-methods approach, the research used questionnaires, lesson observations, and focus group discussions. A total of nine teachers from various subject areas participated in the study. Data was collected regarding teachers' perspectives on CPD, their implementation of training, and factors affecting engagement with online professional development.
Findings: The findings reveal a generally positive perception of the CPD programs among teachers, with 78% rating current opportunities as moderately effective. Increased teacher engagement and varied instructional strategies were noted post-training, although challenges with technology and practical application of new skills were emphasized. Classroom observations indicated heightened student engagement and a shift from traditional teaching methods to more interactive approaches.
Implications: The study suggests that CPD initiatives should prioritise teachers' needs and preferences, integrating flexibility and incentives such as certification. The positive impact of online CPD highlights its potential to address classroom challenges and improve teaching practices. Potential pathways for future professional development models could include better logistical planning, subject-specific training, and structured follow-up sessions to sustain teacher engagement and enhance learning outcomes.
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Keywords (free text)
professional development, teacher training, online learning, classroom engagement, curriculum development