Exploring the Professional Learning of Tutors Through School-based Professional Development: the Case of Holy Child College of Education, Takoradi, Ghana

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