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As schools increasingly adopt new technologies in enhancing teaching and learning, models of teacher professional development are also evolving. To ensure that teacher training programmes effectively assist them in integrating technology in instructional processes, a study was initiated to determine a more acceptable model of teacher professional development. This publication is structured into five chapters as follows: Chapter 1 provides a general orientation to the research work notably the background to the study, problem statement, objectives of the study, research questions, significance of the study, limitations of the study, and definition of operational terms. Chapter 2 comprises a literature review of related studies. Chapter 3 dwells on the research methodology which covers the research sample, research method, research instruments, method of data collection and analysis techniques. The discussion and findings of the entire research work are presented in Chapter 4, while the final conclusion and recommendations make up Chapter 5.
About the author
Dr Michael N. Nkwenti is a trained teacher from the Higher Teacher Training College, University of Douala. He also holds an MA in e-Learning Development and Implementation from Tele-Akademie, University of Applied Sciences, Furtwangen Germany; an MSc in Instructional Design & Technology; a PhD in Educational Technology from Open University Malaysia
