ERIC Number: EJ1400714
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0146-9282
EISSN: EISSN-2573-7686
Strategies for Improving Teachers' Professional Development in Higher Education Institutions in the Southwest Region of Cameroon
Etomes, Sophie Ekume; Nsem, Mou Charlotte
Educational Considerations, v49 n2 Article 6 2023
The expansion of higher education institutions (HEIs) in Cameroon, and the continuous change in the curriculum to meet national and global needs, calls for a need for continuous professional development of teachers to handle these challenges. This study examined peer coaching and reflective teaching as strategies for improving teachers' professional development in HEIs in the Southwest region of Cameroon. Questionnaires and an interview guide were used to collect data from 409 teachers and 37 heads of departments respectively. The Spearman's rho test was used to test the hypotheses while the ordinary least square regression model was used to test the impact of reflective teaching and peer coaching on teachers' professional development. Findings revealed that peer coaching and reflective teaching have a positive and significant impact on teachers' professional development. However, the regression model shows that reflective teaching has more impact on teachers' professional development. In addition, the practice is more in the private sector than the state HEIs. Therefore, it is recommended that peer coaching should be well planned and teachers should be provided with relevant resources to carry out the activity. It is also recommended that teachers should be trained on how to carry out reflective teaching for effective practice.
Descriptors: Foreign Countries, Faculty Development, Coaching (Performance), Reflective Teaching, Teacher Improvement, College Faculty, Teacher Collaboration, Teaching Methods
Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cameroon
Grant or Contract Numbers: N/A