A MODEL FOR THE CONTINUING PROFESSIONAL DEVELOPMENT OF SERVING PRIMARY SCHOOL TEACHERS IN BOTSWANA

Abstract

The challenge of striking a balance in the provision of pedagogical and subject matter knowledge to generalist student teachers can be baffling for in-service teacher educators. This is compounded by several factors including the persistent need to respond to declining learner achievements; and the demands for 21st century skills which have necessitated instructional reforms that have rendered obsolete the teaching methods and approaches that were promoted in the past forcing serving teachers to require explicit instruction in the new ones while there is also the need to increase their subject matter knowledge. After reviewing literature and policy documents that are driving the educational reforms in Botswana, a model for a Continuing Professional Development (CPD) program is proposed for serving primary school teachers and conclude that an approach which incorporates school-based and university-based learning is the ideal.
Keywords: generalists, in-service teacher education, Continuing Professional Development