Learning through practice: Exploring the learning needs of teacher continuing professional development (CPD) service providers in Ghana

This study investigates how teacher professional development service providers learn to refine their practice and identify their learning needs for development. Framed within Schön’s reflective practice, data was collected from 10 teacher CPD service providers in Ghana in a qualitative inquiry. The findings revealed no formalised learning pathways or practices; instead, the facilitators relied on experience over time and learning through practice. Additionally, they identified gaps and learning needs despite their competencies and expertise in delivering CPD interventions to support teachers’ professional development. These needs include ICT integration in program delivery, advanced research and evaluation skills, a deep understanding of adult learning principles, and comprehensive knowledge of CPD processes and best practices. The study recommends that without continuous capacity building in these areas, CPD providers risk delivering programs that fail to foster meaningful professional growth among teachers. Therefore, there is a need for ongoing support and policy to ensure that, like teachers, service providers’ learning and development needs are adequately addressed.