Rethinking Teacher Professionalization Strategies for Sustainable Development in Cameroon
DOI:
https://doi.org/10.58425/jetm.v4i3.453Keywords:
Teacher professionalization, sustainable development, Education for Sustainable Development (ESD), 21st-Century Learning, Sustainable Development Goals (SDGs)Abstract
Aim: This study aims to examine the gaps in current teacher professionalization in Cameroon and explore how the principles of Education for Sustainable Development (ESD) can inform innovative strategies to strengthen teacher capacity and improve student learning outcomes. It further seeks to identify effective pathways for enhancing competencies needed for 21st-century teaching within the context of a knowledge-driven society.
Methods: A mixed-methods research design was employed, combining both quantitative and qualitative approaches. Data were collected from 300 teachers, 17 inspectors, and 14 educational administrators. Instruments included a structured questionnaire for teachers, a semi-structured interview guide for administrators, and a focus group guide for inspectors. Quantitative and qualitative data were analyzed to assess existing practices, professionalization gaps, and opportunities for integrating ESD-aligned innovations.
Results: Results reveal substantial disparities between current teacher practices and the competencies required for effective implementation of ESD and modern pedagogical expectations. These gaps highlight the inadequacy of traditional professional development models in responding to the complex demands of contemporary education. Overall, the findings emphasize the need for transformative professionalization strategies that align with sustainability principles and support improved teaching and learning outcomes.
Conclusion: The study concludes that innovative, ESD-guided approaches are essential for strengthening teacher capacity, empowering learners, and advancing a more sustainable and equitable society in Cameroon. Reimagining teacher training through sustainability-oriented frameworks is key to overcoming existing professionalization challenges.
Recommendation: The study recommends the adoption of contextualized, technology-integrated, and sustainability-focused professional development programs. These approaches are essential for bridging current professional gaps, enhancing student learning outcomes, and contributing meaningfully to Cameroon’s broader sustainable national development goals.
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