Contribution of Continuous Professional Development in Enhancing Teachers’ Pedagogical Knowledge of Teaching Mathematics and Science in Rwanda Lower Secondary Schools

Abstract Teachers' professional knowledge is crucial for quality education. Despite efforts in Rwanda to train teachers in mathematics and science under the Competence-Based Curriculum (CBC), there has been no investigation into the alignment between Continuous Professional Development (CPD) content focusing on the Inquiry-Based Teaching and Learning (IBTL) and actual classroom practices. This study used mixed methods approach with a convergent research design to evaluate the effects of CPD training on the pedagogical knowledge of lower secondary school teachers of maths and science. Data were collected from 32 randomly selected teachers through classroom observations and from 208 teachers via online surveys. Quantitative data were analyzed using the Count If function, and qualitative data were analyzed thematically. Classroom observations revealed that teachers faced challenges in implementing IBTL, such as designing effective assessments, limited time and resources, resistance to change, institutional constraints, lack of ICT skills, and providing individualized attention. Over 65% of teachers struggled to prepare learner-centered lessons according to IBTL principles. Additionally, teachers found it difficult to connect theoretical concepts to real-world applications due to inadequate resources like textbooks, laboratory equipment, and ICT tools. Qualitative findings showed that CPD programs did not significantly improve teachers' abilities to engage students, foster collaboration and communication, promote professional growth, or enhance teaching and assessment methods. Based on these findings, the study recommends ongoing support, monitoring, and evaluation of CPD programs, along with an assessment of teachers' perceptions to address challenges in applying the pedagogical knowledge gained from CPD training.