The study assessed teacher preferences of classroom practices as regards the viability of the implementation of Continuing Professional Teacher Development (CPTD) programmes to such a cause. The study used a qualitative research methodology. The paper becomes a qualitative study in view of studying the life preferences of teachers in their natural and context-specific settings. Data collection was done using interviews and document analysis. These were semi-structured interviews that allowed the researchers to compile an interview schedule in order to probe the participants during the interview sessions. The researchers selected 18 participants through purposive sampling because of their common defining characteristic in the problem under study. The participants included district officials, school principals, school HODs and post level 1 teachers. Data was analysed through narrative analysis. Results indicated that teachers prefer a constructivist approach to teacher professional development where they have a voice about their preferences in improving their classroom practices. The paper concludes that the only common programme of implementing CPTD programmes in the district under study is through the use of workshops. These workshops follow a top-down approach that is in the form of a cascade model. In its normal nature, a top-down approach does not include teachers who are the real implementers of policy programmes on the ground.\nKeywords: Continuing Professional Teacher Development, Preferences, Rural, Teacher, Education, Implementation

Username
Password