Continuous Professional Development in Innovative Teaching and Classroom Practices among Mathematics Teachers in Ngoma District, Rwanda
DOI:
https://doi.org/10.58197/0269f786Keywords:
Continuous Professional Development (CPD); Innovative Teaching Methods (ITMS); Mathematics Education; Classroom Innovation; Teacher Professional GrowthAbstract
Mathematics education in Rwanda faces persistent challenges in translating teacher training into sustained classroom innovation, particularly in rural districts. Purpose: This study evaluates the effect of Continuous Professional Development in Innovative Teaching Methods for Mathematics and Science (CPD ITMS) on mathematics teachers' classroom practices in public lower secondary schools in Ngoma District, Rwanda. A convergent parallel mixed-methods design was employed with a sample of 30 mathematics teachers and 15 deputy headteachers, selected through census and purposive sampling, respectively. Data were collected through structured questionnaires (Cronbach's alpha = 0.82), semi-structured interviews, and classroom observations. Quantitative data were analyzed using descriptive statistics and a one-sample t-test via SPSS v21, while qualitative data underwent thematic analysis. Key Findings showed that Workshops (93%) and seminars (83%) were the most accessed CPD ITMS activities, while peer coaching (60%) and lesson study (33%) were less frequent. CPD ITMS significantly enhanced teachers' openness to learner-centered approaches (M = 3.87, SD = 1.04; t(29) = 4.39, p < 0.001), yet classroom application remained inconsistent due to overcrowded classes, ICT shortages, and limited supervisory support. Deputy headteachers' exclusion from CPD ITMS training weakened feedback loops. The study concludes that CPD ITMS can transform mathematics teaching but requires systemic institutional support. Recommendations include structured mentorship programs, targeted resource provision, integration of school leadership into CPD training, and establishment of professional learning communities to sustain pedagogical innovation in rural Rwandan schools.
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Data Availability Statement
The data supporting the findings of this study are available from the corresponding author upon reasonable request. Due to ethical considerations and participant confidentiality, raw interview transcripts and classroom observation notes are not publicly available. Aggregated quantitative data and anonymized summaries may be shared upon request.
