Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development

Autor/inn/en	Hassler, Bjoern; Hennessy, Sara; Hofmann, Riikka
Titel	Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development
Quelle	In: Journal of Learning for Development, 5 (2018) 1, S.58-78 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Foreign Countries; Sustainable Development; Developing Nations; Faculty Development; Inservice Teacher Education; Shared Resources and Services; Telecommunications; Handheld Devices; Educational Technology; Technology Uses in Education; Low Income Groups; Peer Teaching; Active Learning; Scheduling; Resource Allocation; Elementary Secondary Education; Rural Schools; Motivation; Scaffolding (Teaching Technique); Africa + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Developing country; Developing countries; Entwicklungsland; Lehrerfortbildung; Gemeinwirtschaft; Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Peer group teaching; Peer Group Teaching; Aktives Lernen; Disposition; Ressourcenallokation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; psychologische; Motivation (psychologisch); Afrika
Abstract	Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. 'OER4Schools' integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01