Teaching, the art of imparting knowledge and skills, is a specialised and unique profession. Through teaching people, especially the young, are equipped with knowledge and skills they may require to play both socio- economic and political roles in their respective communities. In view of the unique role of teaching children prospective primary and secondary teachers usually undergo an initial training of between 3-4 years before entering the teaching profession. However in the wake of knowledge explosion in the contemporary society the initial training of teachers is unable to equip them with all the knowledge and skills they would require to provide quality teaching which may lead to the realisation of good performance among learners. We live in an era when teachers are often blamed for poor learning output among learners. This situation makes it imperative for every school to provide its teachers with continuous professional development programmes in order to keep them abreast with current knowledge and practices in their areas of specialisation (e.g how to impart such knowledge and skills to learners).This paper argues that in view of inadequate knowledge and skills most teachers in the developing world receive during their pre-service training and the fact that new knowledge makes what was learnt few years ago obsolete the need to provide teachers with continuous professional training at the school level to enable them teach effectively for the realisation of higher learner achievement is crucial. Although at the district or regional level the education department may organise in-service programmes for educators such programmes are usually generic in nature and do not cater for the specific needs of individual educators and their respective contexts. This paper reports the results of a needs analysis conducted on forty educators from five Junior Secondary Schools. The investigation revealed the educators’ pedagogical deficiencies. The result was used as a validation and basis for professional development programmes in the particular schools.
|Keywords:||Continuous, Professional, Development, Mentorship, In-service Training, Educators|
Senior Education Consultant, Institute for Curriculum& Learning Development, University of South Africa, South Africa
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