Abstract
This study delved into University of Port Harcourt (UPH) and Rivers State University of Science and Technology (RSUST) lecturers’ approaches to professional development. Lecturers in the faculties of education in the universities constituted the target population from which a random sample of 120 respondents was selected. Data were collected using a questionnaire and analyzed using percentages, means and standard deviations. The findings were that new entrants into the teaching profession were not exposed to comprehensive induction programmes; the strategies used for professional development were limited; and new entrants into teaching were disposed towards mentoring. It was also found that new entrants into the teaching profession would prefer to be mentored in all the domains of knowledge management. Grounded on these findings, the study suggests ways of improving the acquisition of professional skills among lecturers in the universities.Keywords: Career mentoring; Induction; Professional development
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