Continuous Professional Development and the Adoption of Innovative Teaching Methods: Evidence from Mathematics Teachers in Rural Rwanda

Abstract

This study explores the extent to which mathematics teachers in rural areas in Rwanda shift from teacher-centered to learner-centered approaches while implementing the CPD ITMS curriculum, an aspect of CPD ITMS that prior research has not examined. Using a convergent mixed-methods design, questionnaires were used to collect data from thirty mathematics teachers and fifteen deputy headteachers from schools in Ngoma District, and the findings were analyzed using SPSS; classroom observation and interviews were used to validate the findings from the questionnaire. Teachers showed high confidence (M = 4.57), readiness (M = 4.64), but low implementation (M = 3.29) and a poor feedback system (M = 2.45). Teachers tried to employ innovative teaching techniques to achieve learning outcomes; however, class size, frequent interruption by other staff, and lack of ICT materials were obstacles to this work. Deputy headteachers agreed that CPD ITMS contributed positively to building the capacity of teachers; however, the lack of training for the deputy headteachers on the CPD ITMS prevented them from supervising teacher learning properly. It is evident that CPD ITMS positively contributed to capacity building, but sustainability will rely on mentoring, school management, ICT investment, and the inclusion of adoption (implementation) indicators in the evaluation process. The limitation of conducting this study in one district only shows the need for further research on the connection between CPD adoption and learners' learning achievements.