Effective follow-up strategies for professional development for primary teachers in Namibia

Abstract

It is widely accepted in the literature that follow-up is critical to effective professional development, particularly in developing countries. However, very little empirical research has been conducted which supports this view, illuminates the follow-up processes used or demonstrates the effectiveness of particular follow-up strategies. This article begins to address this gap. It emerged from a three-year research study of a professional development programme for mainly unqualified Namibian primary teachers. The article begins with a summary of this programme and its role within the newly reformed Namibian education system. It summarises the associated research study and discusses the literature relevant to follow-up. It then explores and illuminates effective follow-up strategies used within the professional development programme. They are divided into two broad areas: trainer follow-up strategies and teacher follow-up strategies. The trainer strategies were lesson observation, learner assessment, progress meetings, checklists, trainer role and demonstration lessons. The teacher strategies were workshop handouts, diaries, self-evaluation forms and peer coaching. The article concludes with an examination of the effectiveness of these strategies.