Cameroon’s primary education system faces significant challenges in ensuring that leaners achieve foundational literacy and numeracy skills. One critical factor contributing to this issue is the need for more effective teacher professional development programmes focused on meta-cognition and self-regulated learning. According to UNESCO report (2022) approximately 50% of primary school teachers in Cameroon have not received adequate training in meta-cognitive and self-regulated learning teaching techniques. The Ministry of Basic Education in Cameroon reports that only 35% of primary school teachers participate in continuous professional development programmes related to these strategies (Cameroon Ministry of Basic Education, 2023). Our innovation aims at bridging this gag by building teachers capacity on Meta-cognition and Self-regulated learning (SRL) using pedagogic audits and feedback to mobilise contextually relevant research evidence among teachers. This project aims to improve teacher professional development on meta-cognition and self-regulated learning techniques in Cameroon Primary Schools. Moreover, the intervention seeks to ensure that teachers receive ongoing, constructive feedback to refine their teaching practices and enhance learners’ learning outcomes.
- Develop a meta-cognition and self-regulated learning training module for teachers.
- Equip teachers with the necessary skills and knowledge on meta-cognition and self-regulated learning techniques.
- Empower teachers to utilize formative assessment data to tailor instruction and address specific learning challenges.
- Foster a deeper comprehension of meta-cognition and self-regulation learning concepts among teachers.
- Conduct rapid research to evaluate the effectiveness of meta-cognition and self-regulation learning approach and identify barriers to teacher behavior change.
- Review and conduct a thorough analysis of the current state of teacher professional development and instructional practices.
- Consult with teachers, and pedagogical experts.
- Train teachers and pedagogic inspectors on meta-cognition and self-regulation learning.
- Facilitate the effective adoption of modules in the selected schools.
- Use audit and feedback to inform continuous improvement amongst teachers and teacher’s involvement in project evaluation.
- Improved knowledge of 7 pedagogic inspectors on meta-cognition and self-regulation learning using pedagogic audits and feedback.
- 14 teachers improve their knowledge and practice of meta-cognition and self-regulated learning, and formative assessment data in lesson planning (at least 60% of teachers effectively use meta-cognition and self-regulated learning and formative assessment data guides to inform their teaching practice).
- A meta-cognition and self-regulated learning module is developed to ensure teachers’ engagement, motivation and behavioural change