Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya

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Date
2019-03
Authors
Wambugu, Patriciah W
Stutchbury, Kris
Dickie, Joan
Editor
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
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.
Description
Subject
Open Educational Resources (OER), Teacher Education
Country
Kenya
Region
Africa
Series
Journal of Learning for Development;vol. 6, no. 1
Citation
DOI