Abstract :

This study sought to explore the experiences of teachers towards Continuous Professional Development (CPD) in Kabwe District. The objectives of the study were to; establish the forms of CPD activities teachers engage in, discuss the perception of teachers on CPD activities and to find out the relevance of CPD activities on teachers’ classroom practices. A sample of 15 teachers were purposively drawn from five schools in Kabwe District. A Qualitative approach and descriptive study design were employed for this study. Data were collected through face-face interviews with teachers and direct observation was done during the CPD meetings for teachers. Data collected were analyzed thematically. The major findings of the study were that teachers were not consulted on the CPD agenda, CPD activities were inadequate and fragmented, the duration and timing of CPD activities was inadequate while participants expressed mixed feeling on the accessibility and relevance of CPD activities on classroom practice. The study recommended inter alia that the Ministry of Education (MoE) should strengthen the monitoring and evaluation of CPD activities.

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Keywords :

Continuous Professional Development, Classroom practice, CPD activities, teacher engagement

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