School-based Continuing Professional Development(CPD) For Primary School Teachers To Promote Teaching Competencies

In the context of 21st century,the changes in different educational aspects are taken place rapidly.Different alternative forms of teachers' professional development approach have been emphasized in 21st century.Those alternative activities are initiated to make the teachers equipped with progressive teaching competencies to meet the trend of learning needs for 21st century learners.This study explored the school-based Continuing Professional Development(CPD)in promoting primary school teachers' teaching competencies in Bangladesh Context.The overarching purpose of the study was to explore the Continuing Professional Development(CPD)initiatives at government primary schools setting to explore how it contributed in promoting teachers' teaching competencies.The study was pursued mainly by qualitative approach and the data was collected through interviews,observations,focus group discussions and document reviews.Head teachers,Assistant Teachers,Members of School Managing Committee,Upazila Education Officers(UEOs),Assistant Upazila Education Officers(AUEOs),Instructors of Upazila Resource Centers(URC)provided information as research participants for this study.A Small Scale Survey was also used where teachers'perceptions on some related statements,were collected from 120 assistant teachers using a survey questionnaire with 5 point rating scale.The findings of this research indicated that CPD was used as an ongoing regular school-based process for teachers' professional development activities in different forms(conscious and planned along with the natural/informal learning experiences).Results indicated that the approach of CPD provided diversify alternative opportunities to the teachers in promoting their teaching competencies(individual reflection,collaborative learning opportunities,coaching,mentoring,receiving and analyzing feedback from multiple sources etc.).In addition,it is clear that it mainly focused on the different forms of school-based activities where the teachers derive for promoting their professional development through individual efforts(e.g.self-reflection,self-regulated learning initiatives e.g.),different forms of collaborative interactions with colleagues and others relevant.It eventually established through institutional network and linkage with other related development initiatives.This research also identified some limitations and challenges of the CPD activities practiced.The study concludes by making some recommendations which can be considered for certain policy implications.It specifically highlighted some scopes of further improvements regarding the Continuing Professional Development(CPD)activities practiced in government primary schools in Bangladesh context.