No one can outgrow learning. The teaching profession is at the heart of the teaching and learning process and it should be the first port of call when society is contemplating transformational change. Teachers must not fold their arms and wait for opportunities for professional growth to arrive from somewhere. Teachers, as well as their professional bodies (trade unions included), should be alive to existing knowledge and achievement gaps bedevelling the teaching profession and inhibiting quality delivery.
They should take the initiative to close professional gaps hindering progress. One is pleased to note that some teacher unions are beginning to attach a high premium on professional development. Already they have taken a bold step to set aside a training fund enabling members to pursue senior degrees. But it should not end here. Acquisition of Masters degrees or better, while the most sought after and absolutely necessary, cannot on its own be a panacea to challenges of classroom instructional practice. This means, in addition, deliberate efforts should be made to sponsor training directly connected with matters of classroom instructional practice.
