Introduction

Abstract

This study is concerned with the question as to whether cascade training in professional development of teachers can contribute to the improvement of teaching quality. In order to answer this question, a professional development intervention with the goal of improving teaching quality through professionalizing teachers in Cameroon was analysed. The focus of the work is the question, whether the participation of teachers in professional development leads to differences – between teachers that participated in the professional development activities and teachers that did not participate in the activities – in the teaching practice and in the attitude of teachers towards the teaching principle of learner orientation.