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dc.contributor.authorWambugu, Patriciah W
dc.contributor.authorStutchbury, Kris
dc.contributor.authorDickie, Joan
dc.coverage.spatialAfricaen_US
dc.date.accessioned2019-05-10T17:48:43Z
dc.date.available2019-05-10T17:48:43Z
dc.date.issued2019-03
dc.identifier.urihttp://hdl.handle.net/11599/3189
dc.description.abstractThis 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.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 6, no. 1
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttps://jl4d.org/index.php/ejl4d/article/view/330/367en_US
dc.subjectOpen Educational Resources (OER)en_US
dc.subjectTeacher Educationen_US
dc.titleChallenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenyaen_US
dc.typeArticleen_US
dc.coverage.placeNameKenyaen_US


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