Improving Teacher Professional Development in Meta-cognition and Self-Regulated Learning through Audit and Feedback in Cameroon Primary Schools

This project aimed to strengthen teacher professional development in Cameroon’s primary schools by equipping teachers and pedagogic inspectors with the knowledge and skills to apply meta-cognition and self-regulated learning (SRL) strategies in classroom teaching. Through an evidence-informed approach combining training, pedagogic audits and constructive feedback, the project sought to help teachers reflect on and improve their instructional practices.

Key activities included developing a training module on meta-cognition and SRL, assessing existing teaching practices, training teachers and pedagogic inspectors, and using formative assessment data to inform lesson planning and address learners’ needs. The project also incorporated rapid research to assess the approach’s effectiveness and identify barriers to changes in teachers’ practices.

The project’s intended outcomes included improved knowledge and practices among seven pedagogic inspectors and 14 teachers, alongside the development of a training module to support teacher engagement and sustained behavioural change. Ultimately, the initiative sought to improve the quality of teaching and support better foundational literacy and numeracy outcomes for primary school learners in Cameroon.

Read the full project report here.