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DC Field | Value | Language |
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dc.contributor.author | Wanjiku, Patriciah | - |
dc.contributor.author | Stutchbury, Wambugu | - |
dc.contributor.author | Dickie, Joan | - |
dc.date.issued | 2019 | - |
dc.date.accessioned | 2024-02-07T07:09:58Z | - |
dc.date.available | 2024-02-07T07:09:58Z | - |
dc.identifier.uri | http://41.89.96.81:8080/xmlui/handle/123456789/3256 | - |
dc.description.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. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Journal of Learning for Development | en_US |
dc.subject | Open educational resources | en_US |
dc.title | Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development, A Case from Kenya | en_US |
dc.type | Article | en_US |
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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