Universal Journal of Educational Research Vol. 10(3), pp. 246 - 259
DOI: 10.13189/ujer.2022.100307
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Professional Development Activities that Shape Teachers' Perspectives on the Curriculum Project in Lesotho

Tafai Mapapali Gladys ^*, Tsakeni Maria
Faculty of Education, University of the Free State, South Africa

ABSTRACT

This paper stems from the notion that the redesigning of effective continuing professional development (CPD) should be informed by teachers' perspectives. CPD is described as the lifelong education of professionals on specialized knowledge, skills, attitudes and ethical and moral values after the initial registration and admission to the profession. This qualitative study used sense-making theory (SMT) and the Desimone framework for effective professional development to explore how CPD activities had shaped the teachers' perspectives on the Lesotho integrated curriculum innovation. Data were collected through document analysis, semi-structured interviews and lesson observations, with four primary school teachers purposively selected from Leribe and Berea districts in Lesotho. Data were analysed using thematic and descriptive content analysis techniques. The findings of the study showed that the teachers' perspectives on the curriculum project that were shaped by CPD, were their beliefs on the use of learner-centred approaches, their perceptions on the use of integrated assessment approaches, their attitudes towards the usefulness of the integrated curriculum and their beliefs on whether teacher development influenced learner outcomes. The study recommends that CPD should be designed to have a greater influence on teachers.

KEYWORDS
Continuous Professional Development (CPD), Effective Professional Development, Integrated Curriculum Training, Teacher Perspectives

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Tafai Mapapali Gladys , Tsakeni Maria , "Professional Development Activities that Shape Teachers' Perspectives on the Curriculum Project in Lesotho," Universal Journal of Educational Research, Vol. 10, No. 3, pp. 246 - 259, 2022. DOI: 10.13189/ujer.2022.100307.

(b). APA Format:
Tafai Mapapali Gladys , Tsakeni Maria (2022). Professional Development Activities that Shape Teachers' Perspectives on the Curriculum Project in Lesotho. Universal Journal of Educational Research, 10(3), 246 - 259. DOI: 10.13189/ujer.2022.100307.