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

dc.contributor.author Wambugu, Patriciah W
dc.contributor.author Stutchbury, Kris
dc.contributor.author Dickie, Joan
dc.coverage.placeName Kenya en_US
dc.coverage.spatial Africa en_US
dc.date.accessioned 2019-05-10T17:48:43Z
dc.date.available 2019-05-10T17:48:43Z
dc.date.issued 2019-03
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.identifier.uri http://hdl.handle.net/11599/3189
dc.language.iso en en_US
dc.publisher Commonwealth of Learning (COL) en_US
dc.relation.ispartofseries Journal of Learning for Development;vol. 6, no. 1
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/ en_US
dc.source.uri https://jl4d.org/index.php/ejl4d/article/view/330/367 en_US
dc.subject Open Educational Resources (OER) en_US
dc.subject Teacher Education 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
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