Browsing by Author "Stutchbury, Kris"
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- ItemOpen Access“… by Seeking Help I Became Equipped, Skilled and Enlightened”: Ugandan Tutors’ Stories, Identities and Spaces for Professional Development in Teacher Colleges.(2019-09) Buckler, Alison; Stutchbury, Kris; Kasule, George; Kaije, Doris; Cullen, JaneThe title of this paper is taken from a story written by Norah Nakitto, a tutor at Jinja Primary Teachers’ College (PTC) in Uganda. Like a majority of stories generated during a storytelling research project with Ugandan tutors, Norah’s focuses on professi onal learning. In this paper we explore tutor learning and professional identity in the context of national programmes promoting more inclusive and equitable teaching at the primary level (MOES 2019, UNAPD 2019), which have an impact on how tutors are expe cted to work. We draw on an analysis of 39 stories from research led by the TESSA (Teacher Education in Sub - Saharan Africa) programme in collaboration with Kyambogo University. The study was initiated to understand the impact of a TESSA - MOOC (Massive Open Online Course) on tutors’ practices. However, the early stages of the research suggested that, despite well - articulated examples of impact from those who had engaged with it, uptake in the Ugandan PTCs was limited; none of the tutors who participated in t he storytelling strand were aware of the MOOC. As these tutors worked in colleges where staff members had participated in a workshop to introduce the MOOC, this raised questions about knowledge - sharing. The research focus shifted to learning and collaborat ion in colleges to better understand the mechanisms for knowledge sharing, and the research design was adapted according//Paper ID 237
- ItemOpen AccessChallenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya(2019-03) Wambugu, Patriciah W; Stutchbury, Kris; Dickie, JoanThis 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.
- ItemOpen AccessSchool-based Continuing Professional Development: the Role of School Leaders(2022-09) Stutchbury, Kris; Gallastegi, Lore; Woodward, Clare; Gaved, MarkPCF10 Sub-theme: Inspiring Innovations // Zambian Education School-based Training (ZEST) is an innovative programme aimed at improving teaching in line with policy aspirations in Zambia. It draws on existing roles, structures and processes whilst making innovative use of technology and resources, to support teaching and to challenge attitudes which can limit achievement. A programme of research has been designed to better understand school-based continuing professional development (SBCPD) at a school-level. This presentation focuses on one strand of that research: school leaders. It seeks to make explicit what it is that school leaders do to support successful innovation. // ZEST is based on the policy aspiration that teaching should be more learner-centred, and defines learner-centredness in terms of attitudes, values and relationships, rather than a set of required practices. This paper will draw on the literature to suggest what ‘learner-centred leadership’ could look like. It will present data from interviews and observations gathered during a two-day visit to each of six schools to explore head teachers’ leadership of innovation. A purposive sample of schools was chosen, based on their successful engagement with ZEST as evidenced through new ways of working, new attitudes to learners, and the successful use of technology. // The presentation will provide case studies of successful school leaders and will highlight what it means to innovate, identifying key drivers and constraints in the Zambian context. The findings will be relevant to others working on the continent // Paper ID 2256
- ItemOpen AccessSupporting Open Practices with Teachers in Zambia(2019-11-19) Stutchbury, Kris; Gallastegi, Lore; Woodward, ClareThis paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the Zambian Education School-based Training (ZEST) – a project which, over the next three years, will be scaled-up across Zambia. The project is underpinned by the belief that knowledge about teaching is co-constructed through participation in, and reflection on, practice. Thus, the emphasis is on empowering teachers to work together to develop practices appropriate to their context – open practices. In the study, we describe an on-going process of realist evaluation which enables us to establish at an early stage what works in which contexts and informs on-going project planning. It concludes that this approach to evaluation has the potential to be helpful in understanding open practices and how they can be developed.
- ItemOpen AccessSupporting Professional Development Through MOOCs: the TESSA Experience(2019-09) Stutchbury, Kris; Amos, Sandra; Chamberlain, LizPolicy aspirations for education across sub - Saharan Africa are requiring teachers to change from being transmitters of knowledge to facilitators of learning. This means that teacher education needs to change as well. At present, teacher preparation courses are highly theoretical, and many teacher educators have very limited sch ool teaching experience. Teacher Education in sub - Saharan Africa (TESSA), open educational resources (OER) can support teacher educators in developing the practical knowledge needed, yet many see them as resources for teachers rather than themselves. Also, curricula and examination systems may restrict the incorporation of OER into teacher preparation programmes. The TESSA MOOC - Making teacher education relevant for 21 st Century Africa - was designed to support teacher educators in changing their practice and better support teachers in the new curricula being developed. It focused on active teaching approaches, incorporating ICT into classroom learning, and using TESSA materials and other OER. It ran three times, over two years, and nearly 7000 participants , mainly from sub - Saharan Africa (SSA), registered. For many people it was their first experience of online learning. They studied on phones, in environments where electricity and connectivity were erratic, and supported each other in local communities. De spite the challenges, the completion rates for the first two presentations were encouragingly high compared with the norm for MOOCs. This paper analyses data from the pre - and post - course surveys from the first two presentations to understand who took pa rt, how they studied, what they learnt and how it has impacted on their practice. // Paper ID 82
- ItemOpen AccessTaking Ownership: Including All in Teachers’ School-based Continuous Professional Development(2019-09) Gallastegi, Lore; Stutchbury, Kris; Woodward, ClareThe Zambian Education School based Training (ZEST) programme (2017 - 2022), funded by the Scottish Government, is an innovative response to government policy which engages all levels of the education system . Ministers in Zambia recognise that CPD provision based on the cascade model which takes teachers away from scho ol is disruptive and expensive , and often not effective , as key messages become diluted by the time they reach teachers . However, the alternative system in place in Zambia (modelled on the Japanese system of Lesson Study) has not delivered the expected ga ins in learning outcomes, partly as a result of a lack of resources, and partly as a result of the challenges of ‘cultural transfer’ . ZEST was designed, in partnership with The Ministry of General Education and World Vision Zambia. The system preserves t he aspects of current practice which work well (collaborative planning in regular teacher group meetings), and operationalises the MoGE’s revised Zambian school curriculum, supporting teachers and stakeholders in making a pedagogic shift to a more learner - centred approach to learning and teaching. ZEST strengthens the existing system through the provision of resources made available to all stakeholders and adapts it for the African context. The resources draw on a wide evidence - base about the nature of teacher learning and learner - cent re d education . They include the Teacher Education in sub - Saharan Africa (TESSA) OER, alongside bespoke training guides , and video materials . The paper explains the ZEST approach and present s evidence of impact, drawn from the first cohort of 200 teachers from the Chisamba district, including the challenges faced since its inception. The presentation will offer the opportunity for participants to discuss the resources developed, and to gain first - hand experience of a propos ed method for making them widely available using Raspberry Pi computers which can be connected to their Smart phone. // Paper ID 91
- ItemOpen AccessTeachers Taught, Lessons Learnt: Experiences of Using Video to Support Teacher Learning on Three Continents(2016-11) Stutchbury, Kris; Woodward, ClareThis paper will focus on innovative approaches taken by the Open University UK, to school-based pre- and inservice teacher training, using video, across 3 continents – Africa, Asia and South America. It will use case studies to demonstrate various approaches, surfacing teachers’ voices and experiences of new ways of learning. It will share the successes and challenges of using video to support teacher education at scale and describe the impact that the training has had on teachers and their teaching. By examining common features across the examples presented, the paper will draw on models of teacher learning and video use and demonstrate that technology can add value to teacher development activities provided that appropriate support, consistent with the pedagogy that is being promoted, is in place. // Paper ID 362