Perceptions and Pedagogical Considerations in Professional Development Training for Integration of an Early Literacy Program in Kenya

Autor/inn/en	Wood, Eileen; Vica, Cristiana; Gottardo, Alexandra; Iminza, Rose; Kiforo, Enos; Wade, Anne
Titel	Perceptions and Pedagogical Considerations in Professional Development Training for Integration of an Early Literacy Program in Kenya
Quelle	In: Oxford Review of Education, 48 (2022) 6, S.786-803 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2021.2018999
Schlagwörter	Foreign Countries; Literacy Education; Faculty Development; Computer Software; Barriers; Mentors; Teacher Attitudes; Elementary School Students; Access to Computers; Educational Technology; Strategic Planning; Cultural Influences; Technology Integration; Web Based Instruction; Reading Programs; Technological Literacy; Pedagogical Content Knowledge; Kenya + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Unterrichtsmedien; Strategy; Planning; Strategie; Planung; Cultural influence; Kultureinfluss; Web Based Training; Technisches Wissen; Pädagogische Kompetenz; Kenia
Abstract	The present study examines experiences of mentor teachers and their teacher colleagues following three days of professional development training for early literacy instruction and a literacy software program (ABRA). Four Kenyan teacher-mentors were interviewed and 34 teachers were surveyed. Training included program specific and curriculum integration content. Thematic analysis of interviews yielded six themes, which identified perceived barriers and facilitators to adoption and integration of ABRA in the Kenyan elementary school context. Consistent with integration models, barriers involved infrastructure and access to technology, and challenges integrating the pedagogy of the software within the constraints of the existing curriculum. These challenges placed extra burdens on the 'ambassador' role, a key strategic initiative, which may require alternative support for program continuance, adoption, and fostering teachers' professional development. Ambassadors and teachers agreed on the majority of challenges identified. Recommendations were noted to address cultural norms to enhance accessibility of the software. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01