Using Critical Participatory Action Research in Teacher Professional development for Competence-Based English language teaching in lower secondary schools in Kabale Municipality, Uganda

Abstract

Teachers are central in implementing new school curricula including teaching practices that support the new approaches. In order to enable and support teachers in changing classroom practices effectively, Teacher Professional Development (TPD) is needed, especially after curriculum reforms like the recent change from a knowledge-based towards a competence based curriculum in Uganda. However, recent studies on in-service teacher training in Uganda have found small positive effects on skills acquisition and improvement in teaching and learning, which implies a drawback to the intended curriculum change. This resulted in the need to explore if a transformative and reflective approach to TPD, that started from the teachers’ concerns, could spark positive change processes towards the new curriculum and instructional strategies. Research has shown that Critical Participatory Action Research (CPAR) has the potential to challenge prevailing discourses and lead to genuine transformations in classroom practice by improving teachers’ critical self-reflection on their practices. The aim of this study was therefore, to explore the use of CPAR in TPD for competence-based teaching of English language in lower secondary schools in Kabale Municipality, Uganda. The study was guided by two objectives: to explore the use of CPAR in TPD for competence-based teaching of English language and to explore the experiences of English language teachers with the use of CPAR in professional development for competence-based English language teaching. 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 Critical Participatory Action Research design. The study targeted 32 English language teachers and the sample size was 14 teachers selected purposively; with 2 from each of the seven public secondary schools. Data was generated using the CPAR design and its procedures; reconnaissance, planning, enacting the plan while observing how it worked, and reflection. Data analysis was done 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 as well as that of their colleagues in their respective schools. The teachers also developed a deeper understanding of their practice and alleviated their teaching practice fears. The teachers’ experiences of the use CPAR revealed that this approach helped them to become better practitioners and it enabled a change of mindset towards rethinking and developing alternative teaching approaches. The teachers also got a deeper understanding of their capabilities and strengths which in turn improved their confidence, sense of belonging and connectedness to a supportive professional community. This study therefore concludes that CPAR is an empowering and transformative approach for continuous TPD in Uganda, based on its strength to make teachers active agents in their own transformation and professional growth. The findings contribute to the discussion about effective approaches to teacher professional development, particularly in contexts of curriculum change. As such, they can support policy makers in the ministry of education and sports by giving them insights into a new way of TPD to advance competence-based instruction, the National Curriculum Development Centre (NCDC) which could use CPAR to monitor implementation of the NLSC, and secondary school teachers of English language by showing them empowering ways of transforming their teaching practice towards competence-based curriculum implementation. The study recommends that NCDC incorporates CPAR into its continuous TPD programmes.