Addressing Pedagogical Training Needs of Teaching Staff: Lessons from Makerere University Short Professional Development Programs 2006 - 2010

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dc.contributor.authorEzati, Betty Akullu
dc.contributor.authorOkurut, Charles Opolot
dc.contributor.authorSsentamu, Proscovia Namubiru
dc.date.accessioned2022-03-10T14:05:07Z
dc.date.available2022-03-10T14:05:07Z
dc.date.issued2014
dc.description.abstractIn Uganda, university teachers are recruited on the strength of their class of degree rather than pedagogical content knowledge and skill. Given the frequent changes in technology with resultant paradigm shifts from teacher to learner-centered education and competence-based approaches, increasing demand of accountability from society, and demand for quality, among others, university teaching can no longer be left to subject expertise alone. Effective teaching and quality graduates requires university teachers to possess a combination of content and pedagogical knowledge. Using data collected through an interview guide and end-of-workshop evaluation questionnaire for a four-year training period (2006 – 2010), this article focused on the lessons learnt from a series of pedagogical training workshops offered by Makerere University management to her teaching staff. Findings show that the main training needs among the teaching staff include assessment and grading of students, managing large classes, and using ICT in teaching and learning. Overall, the staff appreciated the workshop methodology, the co-teaching approach and the sharing of experiences. However, there were concerns about the timing of the trainings and inability to implement what is learned due to institutional constraints. The study underpins the importance of undertaking needs assessment before designing any staff training program. Rather than claim that addressing individual training needs will improve quality, staff pedagogical training should be combined with institutional changes so that institutional constraints that hinder utilization of knowledge and skills acquired during training are concurrently addressed. In addition, training approaches should transcend the deficit model of continuous professional development commonly used to the use of a variety of models including the cascaded model. Through the cascade model the capacity of academic staff could be built, these would continue to learn from each other, thereby developing a critical mass at faculty or academic unit level.en_US
dc.identifier.citationEzati, Betty & Opolot-Okurut, Charles & Namubiru, Proscovia. (2014). Addressing Pedagogical Training Needs of Teaching Staff: Lessons from Makerere University Short Professional Development Programs 2006 - 2010. American Journal of Educational Research. 2. 1190-1198. 10.12691/education-2-12-9.en_US
dc.identifier.urihttps://nru.uncst.go.ug/xmlui/handle/123456789/2639
dc.language.isoenen_US
dc.publisherAmerican Journal of Educational Researchen_US
dc.subjectpedagogical content knowledge, pedagogical training needs, university teaching, teachers, continuous professional development modelsen_US
dc.titleAddressing Pedagogical Training Needs of Teaching Staff: Lessons from Makerere University Short Professional Development Programs 2006 - 2010en_US
dc.typeArticleen_US
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