Evaluating Teacher Development: Design Considerations towards a Mobile App for Self-Reporting

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Date
2022-09
Authors
Aboagye, Hayfron
Aryee, Mohammed
Quansah, Maapa Kwame
Apeadu, Kwaku Ofori
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Corporate Author
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Publisher
Commonwealth of Learning (COL)
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Abstract
PCF10 Sub-theme: Inspiring Innovations // Teacher professional development is often described as a key factor linked to improved learning outcomes. With the learning disruption caused by Covid-19, teachers have undertaken various school-based and technology-enabled professional development programmes in innovative teaching practices, including blended learning and flipped classrooms. Monitoring and evaluation of teacher professional development has, however, been fraught with lack of tools and skills to collect data, towards evidence-based practice. // With technology increasingly being accessible to teachers, it is important to harness teacher self-reporting as a cost-effective and flexible means for monitoring classroom instruction and the evolving innovative pedagogical practices. This study reports on a baseline data collection and analysis process undertaken as part of COL’s school-based teacher development programme (also known as ‘Teacher Futures’). An independent analysis was carried out to check the integrity of the instruments and produce evidence on the impacts and outcomes of the project. The paper analyses the challenges experienced with data capture and analysis and proposes some design considerations for a Mobile App prototype for teacher self-reporting. // Paper ID 2083
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Subject
Teacher self-reporting, Mobile App prototype, innovative teaching practices
Country
Ghana
Region
Africa
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