Teacher trainers are key stake holders of the educational training sector. As professionals, the consistent input to enhance knowledge transfer cannot be reduced only to aptitudes acquired at initial training. Continuous professional development constitutes a crucial aspect in colleges of teacher training. In spite of this importance, the practice /policy is usually treated with levity leaving professionals not to be tuned to the dynamic demands of the teaching-learning process. It is in this context that this paper appreciates the range of professional development activities and assesses the impact they have on the teacher trainers as well as identifies the gaps and needs to the teacher trainers for a more effective professional training. The design used for this study was a case study in order to have in-depth information on the professional development activities carried out by the teacher trainers of the Higher Teacher Training College (HTTC) Bambili within the past two years. A convenient sampling technique was used to select 30 teacher trainers from a population of 72 permanent teaching staff of HTTC Bambili. The instrument used for data collection was a questionnaire which comprised both open and closed ended items. Data was analysed using descriptive statistic specifically percentages and presented in tables. The findings revealed that a majority of the respondents attended professional development programmes during the last two years although they were some variations in terms of the number of days. Some of the professional development activities which they participated in were conferences, seminars, workshops, observation visits in other classes, mentoring and teaching practice evaluation, individual research and collaborative research/net working. It was also realised that some of these activities had very high impact on the participants while others had little or no impact on them. The participants also indicated that although they had been participating in professional development programmes, they still needed more pedagogical and psychological knowledge which would enhance the teaching-learning transaction. This therefore means that professional development activities should be regular and commensurate to the needs of the teacher trainers.

The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.

In many low and middle-income countries, schools are sites of cross-cultural contact and conflict due to a mismatch between the learning priorities and pedagogical practices used in children’s homes and those they encounter in school. The alien nature of school as a learning context contributes to several negative outcomes. It hampers children’s acquisition of academic skills, limits their parents’ engagement in their schooling and prevents schools from benefiting from the learning resources and pedagogical practices available in the local context. To prevent this, many low and middle-income countries are considering the feasibility of incorporating local cultural activities into the school curriculum as a means of bridging the cultural divide between schools and the communities they serve. This research aims to inform these decisions through a case study of stakeholders’ views towards the integration of a specific indigenous pedagogic tool, folktales into school settings in Cameroon, Central Africa. Qualitative data were gathered from 20 teachers and 15 parents in Kumbo, the capital of the Nso Kingdom where traditional child-rearing customs remain strong. A thematic analysis of the data revealed that most parents told their children folktales as one component in an indigenous participatory pedagogy designed to stimulates some cognitive skills and enhance moral development among children. Most teachers and parents believed that there were many potential importance of integrating folktales into schools as a traditional pedagogy for schoolteachers’ professional practice. All teachers reported that they used folktales during lessons and/or pupils’ free time. Like parents, teachers both narrated folktales and invited children to narrate them though some parents indicated that it was not necessary. This pattern of findings supports the conclusion that folktales provide invaluable pedagogic values and prospects for schools and formal education in general. Caution should be exercised in any attempt to generalize these findings because the sample and the geographical site were limited. However, this study suggests that folktales may be a readily available indigenous pedagogic tool that has both a high level of acceptability among teachers and parents and can be effective in bridging the cultural divide between schools and communities in many low and middle-income countries.

The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.

The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license.The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.