School-Based Professional Development in a Developing Context: Lessons Learnt from a Case Study in Zambia

Autor/inn/en	Haßler, Björn; Hennessy, Sara; Cross, Andrew; Chileshe, Eness; Machiko, Brian
Titel	School-Based Professional Development in a Developing Context: Lessons Learnt from a Case Study in Zambia
Quelle	In: Professional Development in Education, 41 (2015) 5, S.806-825 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2014.938355
Schlagwörter	Foreign Countries; Educational Resources; Elementary Education; Continuing Education; Faculty Development; Needs Assessment; Active Learning; Inquiry; Experienced Teachers; Disadvantaged Environment; Observation; Interviews; Lesson Plans; Meetings; Teacher Workshops; Open Source Technology; Technology Integration; Context Effect; Instructional Effectiveness; Teaching Methods; Educational Practices; Educational Strategies; Classroom Techniques; Program Implementation; School Support; Interpersonal Communication; Interpersonal Competence; Peer Teaching; Surveys; Zambia + Suchen Sie Ihr Suchwort? Ausland; Bildungsmittel; Elementarunterricht; Weiterbildung; Bedarfsermittlung; Aktives Lernen; Beobachtung; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Meeting; Tagung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Klassenführung; Schulförderverein; Interpersonale Kommunikation; Interpersonale Kompetenz; Peer group teaching; Peer Group Teaching; Survey; Umfrage; Befragung; Sambia
Abstract	This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01