A new model for continuous professional development (CPD) is being proposed for teachers in Barbados to support their ongoing growth.
A new model for continuous professional development (CPD) is being proposed for teachers in Barbados to support their ongoing growth.
CPD is an ongoing systematic process through which teachers keep learning after they complete their programme of study. It includes training sessions, workshops and skill-building activities designed to enhance the professional practice.
Dr Andrea Burnett has put forward a case for a more structured and sustained national approach to CPD. Her proposed model focuses on collaboration among stakeholders, mentorship, classroom-based research, and greater involvement of teachers in planning professional learning activities.
According to her, this approach aims to create a more consistent and supportive system for teacher development, ultimately strengthening the quality of teaching and improve educational outcomes for students in Barbados.
Dr. Burnett recently completed her PhD from the Faculty of Humanities and Education with a project entitled ‘An Investigation into Teacher Continuous Professional Development in Barbados: Opportunities, Attendance, and Quality.
She conducted an investigation into CPD for secondary school teachers in Barbados, focusing on the opportunities available to teachers, the participation in training activities, and their perceptions of the quality and usefulness of these programmes.
Using a mixed-methods approach, Burnett surveyed 240 secondary school teachers, and interviewed educators and professional development providers to better understand how CPD is delivered and experienced within the Barbadian education system.
The research examined the frequency of professional development activities, the factors influencing teacher participation, and the barriers teachers face when trying to implement new teaching strategies acquired through training.
The findings indicate that while teachers generally value professional development and recognise its importance for improving teaching and learning, several challenges limit its effectiveness.
These include limited awareness of available training opportunities, insufficient time for reflection and follow-up after workshops, and constraints such as syllabus coverage pressures and limited resources in schools.
The study also revealed differences in perception between teachers, with younger and less experienced educators often viewing CPD less positively than their more experienced counterparts.
