Allocation of time in communities of practice: A strategy to enhance continuing professional teachers’ development of high schools teachers’

Abstract

The paper investigates allocation of time as strategy established by communities of practice to enhance continuing professional teachers’ development in selected high schools. Having sufficient time by teachers to collaborate together and learn is essential to enhancing their professional development. The study adopted qualitative research approach and case study research design. Findings revealed that time allocated for communities of practice are limited which do not enable teachers to have opportunity to learn as a team. The study concluded that teachers do not have sufficient time to engage in collaborative learning activities. It is recommended that teachers should spend adequate time for learning activities in communities of practice. Regular and fixed time should be allocated for communities of practice such that teachers will have enough time to collaborate. Teachers should meet at least once in a week for a minimum of 1 hour in schools for communities of practice.