Contribution Of Teacher Continuous Professional Development To Biology Practical Experiments In The Ordinary Level Of Secondary Schools In Rwanda

Abstract

The professional development process is thoughtfully organized, continuous, and extends over an extended period, thereby improving teachers' teaching competence and classroom assessment skills. The present study aimed to exploring the contribution of teachers’ continuous professional development on biology practical experiment lessons in the ordinary level of secondary schools in Rwanda. Its specific objectives were to examine the effectiveness of the lesson planning of biology practical experiments and to assess the effectiveness of delivering biology lessons on the practical experiment in the ordinary level. A qualitative research design was conducted in 32 schools, it involved a population of 32 biology teachers in the ordinary level who have been trained by the Flemish Association for Development Cooperation and Technical Assistance (VVOB) and Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) by University of Rwanda College of Education (UR-CE) trainers. Information was gathered through interviews, questionnaires and classroom   observation. Thematic analysis was used to analyze the data. The findings demonstrated that continuous professional development (CPD) training assisted teachers in the preparation and presentation of biology practical experiments. We conclude  that  through CPD training the teachers’ attitudes, skills and knowledge on planning and conducting  biology practical experiments has increased. Further, CPD has improved the confidence of teachers. Even though teachers identified the contribution of CPD training there is a gap in the finding resources (materials and reagents) and no well-equipped laboratories to offer hands-on activities and this can be addressed through the strengthening of teachers’ capacity of using improvisation skills.