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Title: | Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development, A Case from Kenya |
Authors: | Wanjiku, Patriciah Stutchbury, Wambugu Dickie, Joan |
Keywords: | Open educational resources |
Issue Date: | 2019 |
Publisher: | Journal of Learning for Development |
Abstract: | This study investigated how a school-based professional development programme, designed by the Headteacher and staff of a Kenyan primary school, and delivered by a Teacher Education in Sub-Saharan Africa (TESSA) team, supported teacher learning and growth. The TESSA team observed teaching in the classroom before the implementation of the school-based teacher professional programme. This was followed by the training of the teachers in the school. The TESSA team did an evaluation of the school-based training programme through classroom observation, an interview schedule and a teacher questionnaire. The evaluations were done three months and one year, respectively, after the school-based training. The findings indicate that teachers experienced professional growth through collaborative learning with colleagues, used a greater range of approaches and learned to self-reflect on their classes with more use of active learning. Teachers made productive use of textbooks as well as accessing and using TESSA OER in teaching. |
URI: | http://41.89.96.81:8080/xmlui/handle/123456789/3256 |
Appears in Collections: | Research Publications from Faculty Members |
Files in This Item:
File | Description | Size | Format | |
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Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development, A Case from Kenya.pdf | 358.39 kB | Adobe PDF | View/Open |
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