Contextual Factors Affecting Professional Development Implementation: A Study from College Physics Tutors in Ghana

Abstract

Professional development takes place within a context (school, district, regional and national) which has strong influence on the content, process and outcome. The colleges of education in Ghana have been involved in a continuous professional development for the past four years with support of Transforming Teacher Education and Learning (T-TEL). The purpose of this study was to determine the factors affecting the implementation of the professional development ideas by the physics tutors in the colleges. The study employed qualitative case study using four physics tutors who were purposively selected from four different colleges of education. Using typological analysis for interview data collected, it was identified that the factors that affect the implementation of the professional ideas can be put into two themes; positive and negative factors. It came out that the commitment of school leadership and support of the professional development team help in the implementation of the professional development ideas. Unwillingness of tutors to change, tutors’ perception, lack of resources, lack of time and the long period of the professional development are factors thwarting the implementation process. It was recommended among others that assessment practices especially end of semester examination must be aligned with ideas tutors learn in the professional development programme. Also, there should be an explanation by the T-TEL team to tutors as to why the programme has extended so long and if possible a time that the professional development session will end.