Abstract:
This research project explored what tutors at the Holy Child College of
Education, Takoradi, Ghana, learn and how they professionally develop
through school-based professional development (SBPD). The research design
is a case study, which employed a qualitative approach in data collection,
through semi-structured interview. The sample involved 20 participants; 16
tutors, the Principal of the College, the Vice Principal and two Coordinators of
the SBPD, using a purposive sampling technique. Four interview guides were
developed for the four categories of participants. Drawing on the qualitative
data from the interviews, data were analysed using the thematic approach. The
major findings of the study revealed that SBPD programmes at HCCOE,
Takoradi, Ghana, has benefitted the tutors immensely and contributed to the
learning outcomes of the student teachers through the use of student-centred
learning strategies, experiential learning, innovative learning and creative
learning approaches. However, the tutors at the College, were constrained by
inadequate and irregular contact hours in ICT skills-acquisition, top-down
SBPD initiatives, workload, and inadequate ICT facilities. It is therefore
recommended that management of HCCOE and NCTE provide adequate ICT
support and use more constructivist models in the SBPD programmes to
improve the tutors’ professional learning, and enhance student teachers’
learning outcomes
