Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation

Oluwatoyin Ayodele Ajani*    -  University of Zululand, South Africa

(*) Corresponding Author
DOI: 10.21580/jieed.v3i2.17693

Professional development plays a pivotal role in ensuring high-quality education. Well-designed activities empower teachers and improve instructional delivery. Therefore, this study examines the alignment of teacher professional development with classroom practices to meet learner needs. The study conducted a systematic literature review using the PRISM approach, focusing on research from 2003 to 2023 in EBSCO, Google Scholar, and other repositories. Only open-sourced and peer-reviewed English literature was considered. The findings emphasize that teacher professional development aims to equip educators with contemporary knowledge, skills, values, and attitudes that enhance teaching and learning excellence. When structured effectively, these activities boost pedagogical prowess and improve academic outcomes. The study highlights the significance of tailored, learner-centered pedagogical approaches and ongoing professional development opportunities to enhance academic performance. To facilitate effective teacher professional development, the study introduces the Learner-Centered Teacher Professional Development Model (LCTPD). It recommends integrating quality-driven, suitable professional development activities to enhance teaching practices and advance learners' performance.

Keywords: classroom practices; workshops; training; learners’ needs; professional development; instructional tasks

  1. Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers' multicultural attitudes and perspective-taking abilities as factors in culturally responsive teaching. British Journal of Educational Psychology, 90(3), 736-752. https://doi.org/10.1111/bjep.12328
  2. Adesina S (2005). Growth with development: Nigeria's educational experience between 1914-2004, Abeokuta: Educational Industries Ltd.
  3. Ajani, O. (2021). Teachers' perspectives on professional development in South Africa and Nigeria: Towards an andragogical approach. Journal of Educational and Social Research, 11(3), 288. https://doi.org/10.36941/jesr-2021-0070.
  4. Ajani, O. (2022). Exploring the teacher professional development activities: perspectives of Nigerian high school teachers. International Journal of Learning Teaching and Educational Research, 21(6), 34–49. https://doi.org/10.26803/ijlter.21.6.3.
  5. Ajani, O. A. (2019). Understanding teachers as adult learners in professional development activities for enhanced classroom practices. AFFRIKA Journal of Politics, Economics and Society, 9(2), 195–208. https://hdl.handle.net/10520/EJC-1a8098828a
  6. Ajani, O. A. (2020). Teachers' professional development in South African high schools: How well does it suit their professional needs? African Journal of Development Studies, 10(3), 59. https://hdl.handle.net/10520/EJC-1ff5a08cbb
  7. Akuma, F. & Callaghan, R. (2018). Teaching practices linked to the implementation of inquiryâ€Âbased practical work in certain science classrooms. Journal of Research in Science Teaching, 56(1), 64–90. https://doi.org/10.1002/tea.21469.
  8. Al-Harbi, M. & Ahmad, H. (2022). English teachers' professional development: perspectives from Canada, Saudi Arabia, and Pakistan. Theory and Practice in Language Studies, 12(3), 596–604. https://doi.org/10.17507/tpls.1203.21.
  9. Amadi EC (2008). Administration and personnel development in adult and community education A Module: Port Harcourt: Harey Publications Port Harcourt.
  10. Attrai, R., & Pathak, J. P. (2023). Sustainability in SMEs: A Systematic Literature Review (PRISMA Compliant). Journal of Namibian Studies: History Politics Culture, 34, 1475-1493. https://doi.org/10.59670/jns.v34i.2723
  11. Beller, E. M., Glasziou, P. P., Altman, D. G., Hopewell, S., Bastian, H., Chalmers, I., ... & PRISMA for Abstracts Group. (2013). PRISMA for abstracts: reporting systematic reviews in journal and conference abstracts. PLoS Medicine, 10(4), e1001419. https://doi.org/10.1371/journal.pmed.1001419
  12. Bernadine, G. G. K. (2019). Challenges educators face in implementing Continuing Professional Teacher Development (CPTD): Gauteng Province. Teacher education in the 21st century, 945-962. https://books.google.co.id/books?id=1zf8DwAAQBAJ&printsec=frontcover#v=onepage&q&f=false
  13. Chukwunemerem, O. (2023). Lessons from self-directed learning activities and helping university students think critically. Journal of Education and Learning, 12(2), 79. https://doi.org/10.5539/jel.v12n2p79.
  14. Desimone LM, Smith TM, Ueno K (2006). Are teachers who sustained content-focused professional development getting it? An administrator’s dilemma. Educational Administration Quarterly, 42: 179-215. https://doi.org/10.1177/0013161X04273848
  15. Dhari, P., Wajnah, W., & Susanti, N. (2021). Analisis Kesiapan Guru dalam Menerapkan Pembelajaran Tematik di Madrasah Ibtidaiyah. Journal of Integrated Elementary Education, 1(2), 75-88. https://doi.org/10.21580/jieed.v1i2.7749
  16. Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools–a challenge for South Africa. South African Journal of Education, p. 39. https://doi.org/10.15700/saje.v39ns1a1774
  17. Fleur, J. & Dlamini, R. (2022). Towards learner-centric pedagogies: technology-enhanced teaching and learning in the 21st-century classroom. Journal of Education, (88), 1-17. https://doi.org/10.17159/2520-9868/i88a01.
  18. Hamzah, M., Juraime, F., & Mansor, A. (2016). Malaysian principals’ technology leadership practices and curriculum management. Creative Education, 07(07), 922-930. https://doi.org/10.4236/ce.2016.77096.
  19. Hirsh S (2005). Professional development and closing the achievement gap. Theory into Practice, 44, 38–44. https://doi.org/10.1207/s15430421tip4401_6
  20. Ibda, H. (2023). Kompetensi Digital Guru Sekolah Dasar di Kota Semarang: Analisis Multivariat. Journal of Integrated Elementary Education, 3(1), 69-86. https://doi.org/10.21580/jieed.v3i1.16568
  21. Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. https://doi.org/10.1177/1745499919829214
  22. Lam YLJ, Pang SN (2003). The relative effects of environmental internal and contextual factors on organisational learning: the case of Hong Kong schools under reforms. The Learning Organisation, 10: 83-97. http://dx.doi.org/10.1108/09696470310462094
  23. Mayombe, C. (2023). Facilitating non-school-based technical and vocational training for disadvantaged youths in South Africa. Journal of Technical Education and Training, 15(1). https://doi.org/10.30880/jtet.2023.15.01.016.
  24. Msimanga, M., Mabalane, V., Ramaila, S., & Ramdhany, V. (2021). Postgraduate certificate in education student teachers’ perceptions about communities of practice at schools: work integrated learning reflections. International Journal of Higher Education, 10(5), 155. https://doi.org/10.5430/ijhe.v10n5p155.
  25. Nawagi, F. and Raman, A. (2023). The importance of in-country African instructors in international experiential training programmes; a qualitative case study from the University of Minnesota. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04129-z.
  26. Nguyen, P., Van, T., & Dong, T. (2023). Influences of students' self-directed learning on their grades in English as a foreign language subject at the University of Social Science and Humanities Vietnam National University Ho Chi Minh City. International Journal of Arts Humanities & Social Science, 04(04), 34-39. https://doi.org/10.56734/ijahss.v4n4a4.
  27. Nhlumayo, B. (2022). Implementing school-based teacher professional development in a selected South African rural context: a need for change to deal with crises. E-Journal of Humanities Arts and Social Sciences, 3(11), 51–61. https://doi.org/10.38159/ehass.2022sp3115.
  28. Ogegbo, A. A., Gaigher, E., & Salagaram, T. (2019). Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa. South African Journal of Education, 39(1). https://doi.org/10.15700/saje.v39n1a1680
  29. Okwuanaso SI, Igwebuike SA (2006). Education and development: Perspective on teachers; attitude to work African. Journal of Research in Education, 1(1), 21-25.
  30. Page, M. J., Moher, D., & McKenzie, J. E. (2022). Introduction to PRISMA 2020 and implications for research synthesis methodologists. Research synthesis methods, 13(2), 156-163. https://doi.org/10.1002/jrsm.1535
  31. Pohan, A., Azmi, F., & Rafida, T. (2022). Curriculum development management at madrasah aliyah negeri. Munaddhomah Jurnal Manajemen Pendidikan Islam, 3(1), 95-106. https://doi.org/10.31538/munaddhomah.v3i1.231.
  32. Raducu, C. and Stănculescu, E. (2021). Adaptability to online teaching during COVID-19 pandemic: a multiple mediation analysis based on Kolb's theory. International Journal of Environmental Research and Public Health, 18(15), 8032. https://doi.org/10.3390/ijerph18158032.
  33. Ralebese, M. (2022). “underprepared†principals leading curriculum reform in Lesotho. Research in Educational Administration & Leadership, 7(4), 861–897. https://doi.org/10.30828/real.1104537.
  34. Roberts, P. (2017). A curriculum for whom? Rereading implementing the Australian curriculum in rural, regional, remote and distance-education schools from a rural standpoint. Australian and International Journal of Rural Education, 27(1), 43–61. https://doi.org/10.47381/aijre.v27i1.108.
  35. Robinson R. & Carrington S. (2002). Professional development for inclusive schooling. International Journal of Educational Management, 16, 239–247.
  36. Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305.
  37. Tsamago, H. and Bayaga, A. (2023). Self-organised learning environments (soles) pedagogy as a conduit to learners' metacognitive skills and conceptual understanding of "s" in stem: the South African study. European Journal of Science and Mathematics Education, 11(3), 533-555. https://doi.org/10.30935/scimath/13038.
  38. Vermunt, J. D., Vrikki, M., van Halem, N., Warwick, P., & Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education, 81, 61–73.
  39. Wang, T., and Wen, J. (2023). Experiential teaching is more conducive to student learning than traditional teaching. Journal of Education and Culture Studies, 7(1), p. 100. https://doi.org/10.22158/jecs.v7n1p100.
  40. Wang, X., Chen, J., Yue, W., Zhang, Y., & Xu, F. (2022). Curriculum leadership of rural teachers: status quo, influencing factors, and improvement mechanism based on a large-scale survey of rural teachers in China. Frontiers in Psychology, p. 13. https://doi.org/10.3389/fpsyg.2022.813782.
  41. Zarate, D., Stavropoulos, V., Ball, M., de Sena Collier, G., & Jacobson, N. C. (2022). Exploring the digital footprint of depression: a PRISMA systematic literature review of the empirical evidence. BMC psychiatry, 22(1), 421.

Open Access Copyright (c) 2023 Oluwatoyin Ayodele Ajani
Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Lisensi Creative Commons

All contents published in the Journal of Integrated Elementary Education are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

apps