Wambugu, Patriciah WStutchbury, KrisDickie, Joan2019-05-102019-05-102019-03http://hdl.handle.net/11599/3189This 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.enhttps://creativecommons.org/licenses/by-sa/4.0/Open Educational Resources (OER)Teacher EducationArticlehttps://doi.org/10.56059/jl4d.v6i1.330