Abstract

The researchers sought to explore the continuing professional development practices and access in selected secondary schools. The study employed mixed methods approach with concurrent triangulation design. The study used interview, documentary review and questionnaire data collection methods. The sample size of 54 respondents was conveniently and purposively involved in data collection.  Data collected from qualitative were analysed by content analysis and SPSS was used to analyse data collected from quantitative approach. The study revealed that most of science teachers rarely engaged in school-based professional development practices. Most of teachers depended mostly in rarely conducted seminars or workshops, lesson study, peer coaching and mentoring that were organized in subject specific centres for their continuing professional development. School-based peer coaching, mentoring, feedback sessions, reflection and problem solving received minimal support from the school management. However, teachers highly acknowledged the significances of school-based CPD practices as they provided collaborative way of solving problems related to teaching as they emerge. This study recommends that, it is crucial; to develop and support regular continuing professional development activities, provide equal access to continuing learning and CPD practitioners to be well informed by policies and guidelines to effectively organize and implement CPD that improve teaching and learning

Keywords

ContinuingProfessional development, School-based professional development, practices, access,science teachers