Creating Spaces for Change

Teacher Professional Development (TPD) has often been criticized for being ineffective and for neglecting the teachers’ own concerns. However, effective TPD programs are needed, especially after curriculum reforms like the recent change from a knowledge-based to a competence-based curriculum in Uganda. Recent studies on in-service teacher training in Uganda have found small positive effects on skills acquisition and improvement in teaching and learning. This study set out to explore the use a transformative and reflective approach to TPD such as Critical Participatory Action Research to spark positive change processes towards the new curriculum and teaching methods. The aim of this study was to explore the use of CPAR in TPD for competence-based English language teaching in lower secondary schools. Paulo Freire’s critical pedagogy provided the guiding theory and framework. This exploratory study was anchored on the critical constructivism paradigm, adopted a qualitative approach and employed a CPAR design. The data were generated together with 14 English language teachers using the procedures of CPAR, and analyzed thematically. The findings revealed that participating in the CPAR created in teachers a sense of ownership and empowerment, which increased their commitment to meaningfully change their teaching practice. This study concludes that CPAR is an empowering and transformative approach for continuous TPD, based on its strength to make teachers active agents in their own transformation and professional growth. The findings challenge notions of ‘retooling’ teachers and focusing on the acquisition of technical skills alone when introducing a new curriculum. This study contributes to the discussion about effective approaches to TPD, particularly in contexts of curriculum change and implementation in the specific context of Uganda. The study recommends that the National Curriculum Development Centre (NCDC) incorporate participatory approaches into its ongoing teacher development programmes.