Filling the Gaps Formal Systems Leave Behind: How Professional Development Compensates for Weak Pre-Service Preparation in Luganda Literature Teachers' Content Knowledge

LEONARD JJUUKO; MATHIAS BWANIKA MULUMBA; CHARLES KYASANKU; TELESPHORUS LOUIS KAKINDA

doi:10.36948/ijfmr.2026.v08i04.84759

Filling the Gaps Formal Systems Leave Behind: How Professional Development Compensates for Weak Pre-Service Preparation in Luganda Literature Teachers' Content Knowledge

Author(s)	Mr. LEONARD JJUUKO, Prof. Dr. MATHIAS BWANIKA MULUMBA, Dr. CHARLES KYASANKU, Dr. TELESPHORUS LOUIS KAKINDA
Country	Uganda
Abstract	How continuous professional development (CPD) shapes secondary school teachers' content knowledge (CK) in literature instruction is examined in this article, with a focus on Luganda literature teachers in Uganda. Grounded in Shulman's (1986, 1987) [1, 2] distinction between content knowledge and pedagogical content knowledge, the Luganda Teachers' Workshops (LTWs) are analyzed through interviews with four veteran teachers and two workshop organizers, classroom and workshop observations, and document analysis. Two findings depart from what the literature typically expects of subject-specific CPD. First, workshops are found to function largely as compensation for inadequate university preparation rather than enhancement of already-adequate content knowledge: teachers with 15 to 30 years of classroom experience continue attending workshops after 13 to 25 years of participation, describing university training that covered Luganda literature in a single module. Second, a qualification-experience paradox emerges in which a teacher with a master's degree and 15 years of experience demonstrates deeper content integration than a teacher with 30 years of experience and only a bachelor's degree, suggesting that formal education, rather than years of practice or workshop attendance, predicts content knowledge depth. Assessment literacy, teachers' understanding of national examination formats and question interpretation, emerges as the most strongly triangulated finding in the study. These findings are interpreted through the Adaptive Epistemic Compensation Model, which explains how teacher communities construct informal knowledge infrastructure when formal systems underperform. Empirical evidence is contributed on professional development as remediation rather than enhancement, with implications for teacher education policy in resource-constrained, indigenous-language contexts.
Keywords	Content Knowledge, Teacher Professional Development, Pre-Service Teacher Education, Assessment Literacy, Indigenous Language Education, Uganda
Published In	Volume 8, Issue 4, July-August 2026
Published On	2026-08-01
DOI	https://doi.org/10.36948/ijfmr.2026.v08i04.84759

View / Download PDF File

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Filling the Gaps Formal Systems Leave Behind: How Professional Development Compensates for Weak Pre-Service Preparation in Luganda Literature Teachers' Content Knowledge

Share this