Enhancing science teaching: Continuing professional development programmes for improving curriculum implementation

Abstract

In the research reported on here, we focused on enhancing science teaching through continuing professional development (CPD) programmes. We explored the views of Grade 10 science teachers on CPD as an intervention, using an exploratory research design and a qualitative approach, based on the participatory reflection and action method. Data were collected from 12 life sciences teachers through semi-structured interviews and lesson observations, both before and after a CPD workshop. We found that many science teachers, especially in rural areas, struggled to implement the curriculum effectively due to a lack of support and mentorship. We suggest that CPD programmes could help address these challenges, but they must be designed to meet teachers’ specific needs and equip them with the skills to deliver the curriculum effectively. The findings reveal that CPD programmes helped teachers implement the curriculum more effectively, particularly when they collaborated during training. We recommend that CPD programmes be tailored to address teachers’ challenges and propose a model to guide the design of effective CPD interventions for science teachers.