Title:
TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) IN SOUTHERN AFRICAN DEVELOPMENT COMMUNITY (SADC): A REVIEW OF POLICIES, APPROACHES AND IMPLEMENTATION STRATEGIES IN ENHANCING TEACHER COMPETENCES

Authors:
Kennedy Mwila, Maimbolwa Namuchana, Enala Sharon Lufungulo, Onwubuya Gift Chinemerem,Steward Mudenda, Darius Mangwatu, Christabel Nang’andu and Hikaambo ,Zambia

Abstract:
Continuous professional development (CPD) is a critical component of a teacher's professional skill. It is regarded as a personal commitment made by teaching professionals to improve their knowledge, abilities, and competencies over the course of their careers. This paper reviews CPD policies, approaches, and implementation strategies in enhancing teacher competencies in the Southern African Development Community (SADC) region so as to provide context-based lessons among member countries. The review is guided by three objectives: To compare and contrast key features underlying the implementation, experiences, and practices of CPD in the SADC region: To explore the approaches to delivering CPD competencies in the SADC region; and to assess the roles and responsibilities of key stakeholders in the implementation of CPD activities. The review is underpinned by the Reflective Practice Theory founded by Donald Schon in 1983 and evoked a descriptive case study design, where CPD activities in 9 SADC member countries are reviewed. All the data used were collected through secondary sources which include CPD frameworks, policy documents and journal articles among others. Findings reveal that a number of countries do not have a clear CPD policy while others were working towards the development of the policy. It was further established that the CPD approaches practiced in the region training were; awardbearing; deficit; cascade; standards-based; and coaching/mentoring among others. Key stakeholders in CPD implementation were, Teachers; Teacher Education Institutions-Universities and Colleges of Education; Ministries of Education; Regional Non-Governmental Organizations; and Regulatory Bodies/ Teaching Councils. The study concludes there was a need to strengthen policies and implementation strategies of CPD if it to bear its intended purpose of enhancing teacher competencies.