The document discusses teachers' need for continuous professional development. It provides reasons why teachers must continuously learn and develop, such as the dynamic nature of education and knowledge. Teachers need to constantly update their knowledge of innovations, methods, policies and contents. The document also presents various methods of continuous professional development for teachers, including mentoring, peer tutoring, subject lead teachers, and cluster lead teachers. It introduces the STAR Teacher model, which describes the skills, training, attitude, and reflective practices that teachers need to be highly effective professionals.

1. TEACHERS’ NEED FOR
CONTINUOUS PROFESSIONAL
DEVELOPMENT
Developed by Omenka Donald for GCA - June 2017

2. DEFINITION OF TERMS
• PROFESSION
• PROFESSIONAL DEVELOPMENT:
• CONTINUOUS:
Developed by Omenka Donald for GCA - June 2017

3. REASONS
• Education is dynamic & so knowledge is
dynamic too. What is true today may not
tomorrow
• Consider Professor Oyibo’s GAGUT theorem
coming true eg that all elements in the
universe are mere combinations of hydrogen
…..all that we know in science now may have
to change completely or slightly as the case
may be
Developed by Omenka Donald for GCA - June 2017

4. • A teacher is a leader and a leader
is to be ahead even in
knowledge……consider your
ignorance in computer today and
what it may cost you in class of
computer literate students
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5. • The world is changing with
changing
technology….instructional
materials, new teaching
methods, ICT, resources, etc
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6. •The day you stop
learning is the day you
start dying… a
common adage
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7. What Aspects do we Need to Develop
Constantly?
• Knowledge of innovations &
changes in methods &
contents
• Modifications in professional
ethics, policy changes, new
textbooks, govt. focus, etc
Developed by Omenka Donald for GCA - June 2017

8. • Making new professional friends,
find ways of addressing personal
& professional challenges
• Your image, your attitude, your
output, etc
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9. Which of these Methods is new to U?
S/No Methods
1 Discussion
2 Demonstration
3 Cooperative
4 Concept Mapping
5 Project
6 Discovery
7 Individualised
8 Conceptual
Change
9 Team Teaching
10 Problem Solving
11 Integration
12 CAI
13 Vee Mapping
14 Dram/Play
15 Constructivism
16 Field Trip
17 Analogy
18 Lab Method
19 Lecture Method
Developed by Omenka Donald for GCA - June 2017

10. THE CONCEPT OF LIFELONG LEARNING
• Adopted as a guiding principle for education
worldwide at the 3rd World Conference on
Education in Tokyo, 1972.
• Key points: (1) There is need to continue
learning throughout life.
(2) Recognition of the Formal, Non-Formal, and
Informal subsystems.
*Adopted by Nigeria in 1977; contained in NPE
2004:10.
Developed by Omenka Donald for GCA -
June 2017

11. Innovations in Lifelong Learning
• In addition to strategies like conferences,
workshops, and seminars, innovations in
lifelong learning include:
• Mentoring
• Peer-Tutoring
• Subject Lead-Teacher Approach
• Cluster Lead-Teacher Approach
Developed by Omenka Donald for GCA -
June 2017

12. Mentoring
• This is a strategy in which highly experienced
teachers in a school or community are
assigned a number of less experienced
teachers to serve as their mentors or
professional guides.
• Thus, the expertise of good and experienced
teachers is harnessed and utilized to update
other teacher in neighbouring schools in the
same area (UNESCO, 1997)
Developed by Omenka Donald for GCA -
June 2017

13. Peer-Tutoring
• A colleague approaches the other to obtain or
seek professional assistance or guide on any
aspect of his/his discipline where s/he is
defective.
• In this way, the area of professional
competence of each colleague benefits the
other eventually leading to each member of
staff growing academically and professionally.
Developed by Omenka Donald for GCA -
June 2017

14. Subject Lead-Teacher Approach
• A senior teacher of the same
subject leads the other
teachers, overseeing all
curricular programs associated
with that subject.
Developed by Omenka Donald for GCA -
June 2017

15. Cluster Lead-Teacher Approach
• Teachers in selected schools in a community
or LGA, come together to share experiences in
certain subjects. A very good teacher in a
particular subject leads the others.
• This cluster enhances mutual assistance
among them, thus providing self-
improvement without necessarily going to any
training institution.
Developed by Omenka Donald for GCA -
June 2017

16. THE STAR TEACHER MODEL
• Adagiri (2009) provides an innovative model
describing basic standards teachers need to
possess in order to stand out as professionals.
• It also serves as a model for assessing the
quality of teachers in primary and secondary
schools.
• Teachers who possess this qualities qualify to
be called STARs.
Developed by Omenka Donald for GCA -
June 2017

17. Skill
• Every professional requires key skills in
order to practice effectively.
• Skill denotes cognitive (thinking) and
psychomotor (manipulative and
technical) abilities and know how.
• Teaching skills include strategies or
techniques teachers use to enable
children learn effectively; knowing what
to do to foster pupils’ learning.
Developed by Omenka Donald for GCA -
June 2017

18. • Key teaching skills include
1. Classroom management
2. Behaviour management and discipline
3. Problem solving skills
4. Good communication
5. Innovative and creative teaching
* Skills can be developed over time and
improves with constant practice and training.
Developed by Omenka Donald for GCA -
June 2017

19. Training
• Professionalism cannot be attained
without adequate training.
• Different countries have different criteria
and recommended criteria and standards
for teachers before they go into teaching.
• In Nigeria NCE is minimum, others B.ED,
PDGE, PGCE, TTC.
Developed by Omenka Donald for GCA -
June 2017

20. Attitude
• A teacher’s attitude reflects on his
performance.
• A teacher with the right attitude towards the
job will be more effective than one with a
lackadaisical and complacent approach.
Developed by Omenka Donald for GCA -
June 2017

21. • Gourneau (2005) suggested some
attitudes which can be identified with an
effective teacher to include:
1. Genuine demonstration of care and
kindness
2. Willingness to share the responsibility
involved in a classroom
3. Sensitively accepting diversity
4. Stimulating the students’ creativity
5. Fostering individualized instruction
Developed by Omenka Donald for GCA -
June 2017

22. Other helpful attitudes include
- Teachability
- Good sense of humour
- Positivity
- Flexibility
- Consistency
- Firmness with Fairness
- High expectation and stimulation
- Commitment and dedication
Developed by Omenka Donald for GCA -
June 2017

23. Reflective Practitioner and
Researcher
• A teacher is seen as a reflective practitioner
who enters a profession with a certain
knowledge base but who acquires new
knowledge and experiences based on the
previous knowledge
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June 2017

24. RECAP
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June 2017

25. QUESTIONS
?
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June 2017

26. Thanks for your Attention
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