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The study investigates peer coaching and reflective teaching as strategies to strengthen teachers’ professional development in HEIs in the Southwest region of Cameroon. Data were collected from 409 teachers and 37 heads of departments. Spearman’s rho tested hypotheses, while ordinary least squares regression assessed impact.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/strategies-for-improving-teachers-professional-development-in-higher-education-institutions-in-the-southwest-region-of-cameroon/602197/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/strategies-for-improving-teachers-professional-development-in-higher-education-institutions-in-the-southwest-region-of-cameroon/602197.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What professional development strategies does the study examine in Cameroon’s higher education institutions?","Question",{"text":112,"@type":113},"The study examines peer coaching and reflective teaching as strategies for improving teachers’ professional development in HEIs in the Southwest region of Cameroon.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study’s data collected?",{"text":117,"@type":113},"Questionnaires and an interview guide were used to collect data from 409 teachers and 37 heads of departments.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main finding about peer coaching and reflective teaching?",{"text":121,"@type":113},"The findings indicate that peer coaching and reflective teaching have a positive and significant impact on teachers’ professional development, with reflective teaching showing a greater impact in the regression results.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602197,1792401905,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \nVolume 49  \nNumber 2 Cultivating International Connections Article 6  \nThrough Education  \nAugust 2023  \nStrategies for Improving Teachers’Professional Development in Higher Education Institutions in the Southwest Region of Cameroon  \nSophie Ekume Etomes  \nUniversity of Buea, Cameroon, [sophie.ekume@ubuea.cm](sophie.ekume@ubuea.cm)  \nMou Charlotte Nsem  \nUniversity of Buea, Cameroon  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)  \n Part of the Education Economics Commons, Higher Education Commons, and the Teacher Education and Professional Development Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nEtomes, Sophie Ekume and Nsem, Mou Charlotte (2023) \"Strategies for Improving Teachers’ Professional Development in Higher Education Institutions in the Southwest Region of Cameroon,\" Educational Considerations: Vol. 49: No. 2. [https://doi.org/10.4148/0146-9282.2366](https://doi.org/10.4148/0146-9282.2366)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nStrategies for Improving Teachers’Professional  \nDevelopment in Higher Education Institutions in the  \nSouthwest Region of Cameroon  \nSophie EkumeEtomes and Mou Charlotte Nsem  \nAbstract  \nThe expansion of higher education institutions (HEIs) in Cameroon, and the continuous  \nchange in the curriculum to meet national and global needs, calls for a need for continuous  \nprofessional development of teachers to handle these challenges. This study examined peer  \ncoaching and reflective teaching as strategies for improving teachers’ professional  \ndevelopment in HEIs in the Southwest region of Cameroon. Questionnaires and an interview guide were used to collect data from 409 teachers and 37 heads of departments respectively.  \nThe Spearman’s rho test was used to test the hypotheses while the ordinary least square  \nregression model was used to test the impact of reflective teaching and peer coaching on  \nteachers’ professional development. Findings revealed that peer coaching and reflective  \nteaching have a positive and significant impact on teachers’ professional development.  \nHowever, the regression model shows that reflective teaching has more impact on teachers’  \nprofessional development. In addition, the practice is more in the private sector than the state  \nHEIs. Therefore, it is recommended that peer coaching should be well planned and teachers  \nshould be provided with relevant resources to carry out the activity. It is also recommended  \nthat teachers should be trained on how to carry out reflective teaching for effective practice.  \nKeywords: higher education, peer coaching, professional development, reflective teaching.  \nIntroduction  \nTeachers are at the core of efforts to attain educational goals and objectives at all levels.  \nTheir productivity determines the productivity of the institution (Utami & Vioreza, 2021)  \nwhich depends on their professional development activities (Ali & Shafeeq, 2021; Anisah et  \nal., 2020) . This has become more relevant in higher education institutions in Cameroon that  \nare experiencing a continuous increase in student enrolment due to high rates of attendance  \nand completion in secondary/high schools and the open-door academic policy adopted by the  \ngovernment of Cameroon (Mve, 2021) . More so, policies on higher education institutions  \n(HEIs) in Cameroon emphasize the professionalization of programmes (Cameroon, 1993,  \n2001) with the main objective to adapt curricula and related technologies to the needs of the society (Bilola & Doh, 2016) . For higher education to attain these ","cbCaibMTJzeFD3Ob","https://ap.wps.com/l/cbCaibMTJzeFD3Ob","pdf",418019,17,"English","# Abstract\n# Introduction","[{\"question\":\"What professional development strategies does the study examine in Cameroon’s higher education institutions?\",\"answer\":\"The study examines peer coaching and reflective teaching as strategies for improving teachers’ professional development in HEIs in the Southwest region of Cameroon.\"},{\"question\":\"How was the study’s data collected?\",\"answer\":\"Questionnaires and an interview guide were used to collect data from 409 teachers and 37 heads of departments.\"},{\"question\":\"What is the main finding about peer coaching and reflective teaching?\",\"answer\":\"The findings indicate that peer coaching and reflective teaching have a positive and significant impact on teachers’ professional development, with reflective teaching showing a greater impact in the regression results.\"}]","Strategies for Improving Teachers’ Professional Development in Higher Education Institutions in the Southwest Region of Cameroon | PDF",1792094213,43]