Nigeria, like many other countries, is currently in the process of curriculum
reform to make the school curriculum more responsive to the changing needs
of a 21st-century knowledge economy. This entails re-thinking not only what is
taught, but also how it is taught. It is almost axiomatic that teachers teach the
way they themselves were taught. Therefore, if we wish to change practices in the
classroom, we first need to change practices in the colleges of education, where
teachers are trained, by offering appropriate continuing professional development
(CPD) to college lecturers.
The design and development of a CPD programme for college lecturers was
therefore the focus of one of the recent initiatives of the Teacher Development
Programme (TDP) in consultation with the National Commission for Colleges of
Education (NCCE) in Nigeria, which was facilitated by the South African Institute
for Distance Education (Saide).
In the belief that the programme should practise what it preaches, the design and
development of this programme was based on an activity- and resource-based and
collaborative hermeneutic model.
The article outlines the process followed and the outputs achieved, and may
provide a useful example for others contemplating the development of a similar
Proceedings of the 6th biennial International Conference on Distance Education and
Teachers’ Training in Africa (DETA) held at the Mauritius Institute of Education, Réduit, Mauritius, 20-24 July 2015.