Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration

DOI: 10.4236/ce.2015.61003   PDF   HTML   XML   3,627 Downloads   5,426 Views   Citations


As schools increasingly adopt new technologies in enhancing teaching and learning, models of teacher professional development are also evolving. To ensure that teacher development programmes effectively assist them in integrating technology in instructional processes, a study was conducted to determine a more acceptable model of teacher professional development. This study employed a quantitative survey methodology in the collection of data towards the development of a model on technology integration in classrooms and the identification of training needs for teachers. A total of 400 teachers were selected to participate in this study using the stratified random sampling technique from primary schools in 10 Regions of Cameroon to identify their preferences in a professional development model. The data was analysed using percentages, frequency counts, mean and standard deviation. The results indicated that teacher-participants showed a strong preference for an on-going school-based professional development model that supports collaborative learning, problem solving and involves classroom follow-up. A review of the weaknesses in current models as well as literature on best practices in in-service teacher training led to the proposed Mastery of Active and Shared Learning Processes for Techno-pedagogy (MASLEPT) model.

Share and Cite:

Ndongfack, M. (2015) Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration. Creative Education, 6, 32-45. doi: 10.4236/ce.2015.61003.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Baba, T., & Kojima, M. (2004). Lesson Study. The History of Japan’s Education Development: What Implications Can Be Drawn for Developing Countries? Tokyo: Institute for International Development, JICA.
[2] Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33, 3-15.
[3] Crawford, C. M. (2000). Impacting Learning Environments for Pre-Kindergarten through Graduate School: Technologically Appropriate Professional Development and Classroom Integration Opportunities for Educators. In Proceedings of SITE 2001: Society for Information Technology and Teacher Education International Conference, Orlando, Florida, ERIC Digest, 124, ERIC Document Reproduction Service No. ED 427 820.
[4] Dewey, J. (1916). Democracy and Education. An Introduction to the Philosophy of Education. New York, NY: Free Press.
[5] Fernandez, C., & Yoshida M. (2004). Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum.
[6] Fraser, C. A. (2005). Towards a Unified Model of Professional Development? Aberdeen: University of Aberdeen.
[7] Gray, B. (2004). Informal Learning in an Online Community of Practice. Journal of Distance Education, 19, 20-35.
[8] Guadelli, W. (2002). Professional Development, Global Pedagogy, and Potential: Examining an Alternative Approach to the Episodic Workshop. Annual Meeting of the National Council for Social Studies, Washington DC, ERIC Digest, 124, ERIC Document Reproduction Service No. ED 463 888.
[9] Guskey, T. R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press.
[10] Guskey, T. R. (2003). Professional Development That Works: What Makes Professional Development Effective? Phi Delta Kappan, 84, 748-750.
[11] Guskey, T. R., & Sparks, D. (1996). Exploring the Relationship between Staff Development and Improvements in Student Learning. Journal of Staff Development, 17, 34-38.
[12] Hanley, P., Maringe, F., & Ratcliffe, M. (2008). Evaluation of Professional Development: Deploying a Process-Focused Model. International Journal of Science Education, 30, 711-725.
[13] Hashimoto, Y., Tsubota, K., & Ikeda, T. (2003). Ima Naze Jugyo Kenkyu Ka: Sansujugyo no Saikochiku. Tokyo: Toyokan-Shuppan.
[14] Hawley, W., & Valli, L. (1999). The Essentials of Effective Professional Development: A New Consensus. In L. Darling-Hammond, & G. Sykes (Eds.), Teaching as the Learning Profession: Handbook of Policy and Practice (pp. 127-150). San Francisco, CA: Jossey-Bass.
[15] Ingvarson, L. (2005). Getting Professional Development Right.
[16] Inspectorate General of Pedagogy (2004). Annual Report on the General Teaching and Learning across the Primary School Curriculum.
[17] Inspectorate of Pedagogy in Charge of ICT (2009). Annual Report on the Teaching and Learning of ICT across the School Curriculum.
[18] Inspectorate of Pedagogy in Charge of ICT (2010). Annual Report on the Teaching and Learning of ICT across the School Curriculum.
[19] Inspectorate of Pedagogy in Charge of ICT (2011). Annual Report on the Teaching and Learning of ICT across the School Curriculum.
[20] Lewis, C., & Tsuchida, I. (1998). A Lesson Is like a Swiftly Flowing River. American Educator, 12-17, 50-52.
[21] Lewis, C., Perry, R., Hurd, J., & O’Connell, P. (2006). Lesson Study Comes of Age in North America. Phi Delta Kappan, 88, 273-281.
[22] Lieberman, A., & Pointer Mace, D. H. (2008). Teacher Learning: The Key to Educational Reform. Journal of Teacher Education, 59, 226-234.
[23] McDonald, S. E. (2009). A Model of Teacher Professional Development Based on the Principles of Lesson Study. Ph.D. Thesis, Brisbane: Queensland University of Technology.
[24] McRae, D. (2003). Student Learning: The Starting Point for Planning Teacher Learning. Proceedings of the Curriculum Corporation Conference, Perth, Australia.
[25] Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A New Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054.
[26] Moore, D. S., & McCabe, G. P. (2005). Introduction to the Practice of Statistics (5th ed.). New York, NY: W.H. Freeman & Company.
[27] Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., & Johnston, C. (2009). Mathematics Teacher TPACK Standards and Development Model. Contemporary Issues in Technology and Teacher Education, 9, 4-24.
[28] Nkwenti Ndongfack, M. (2010). ICT Integration in Cameroon Primary Schools: A Case Study of Government Primary Practicing School Angele, South Region. Master’s Dissertation, Kuala Lumpur: Open University Malaysia.
[29] Partnership for the 21st Century (2009). A Framework for 21st Century Learning. Washington DC: Partnership for the 21st Century.
[30] Petersen, P., McCarthy, S., & Elmore, R. (1996). Learning from School Restructuring. American Educational Research Journal, 33, 119-153.
[31] Plummer, F. (2005). Learning Together through Action Learning.
[32] Republic of Cameroon, Ministry of Basic Education (2012). Organizational Chart.
[33] Republic of Cameroon, Ministry of Basic Education (Department of Projects and Cooperation) (2011). Statistical Year Book.
[34] Rock, T. C., & Wilson, C. (2005). Improving Teaching through Lesson Study. Teacher Education Quarterly, 32, 77-92.
[35] Rogers, P. (2007). Teacher Professional Learning in Mathematics: An Example of a Change Process. In J. Watson, & K. Beswick (Eds.), Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 2, pp. 631-640). Sydney: MERGA.
[36] Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.
[37] Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1-22.
[38] Stigler, J., & Hiebert, J. (1999). The Teaching Gap. New York: The Free Press.
[39] Supovich, J. A., & Turner, H. M. (2000). The Effects of Professional Development on Science Teaching Practices and Classroom Culture. Journal of Research in Science Teaching, 37, 963-980.<963::AID-TEA6>3.0.CO;2-0
[40] Tante, A. C. (2010) The Purpose of English Language Teacher Assessment in the English-Speaking Primary School in Cameroon. Encyclopaedia of Language and Education, Language Testing and Assessment, 13, 27-39.
[41] The Research Advisors (2006).
[42] Upitis, R. (2005). Experiences of Artists and Artist-Teachers Involved in Teacher Professional Development Programs. International Journal of Education and the Arts, 6, 1-11.
[43] Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
[44] Webb, I. (2007). Key Factors in the Use of ICT in Primary School Classrooms. Ph.D. Thesis, Tasmania: University of Tasmania.
[45] Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge, UK and New York: Cambridge University Press.
[46] Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston, MA: Harvard Business School Press.
[47] Yoon, K. S., Duncan, T., Lee, S. W., Scarloss, B., & Shapley, K. L. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. (Issues & Answers Report, REL 2007-No. 033). Washington DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.

comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.