Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya

Autor/inn/en	Wambugu, Patriciah Wanjiku; Stutchbury, Kris; Dickie, Joan
Titel	Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya
Quelle	In: Journal of Learning for Development, 6 (2019) 1, S.76-82 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Barriers; Educational Opportunities; Foreign Countries; Faculty Development; Principals; Elementary Schools; Elementary School Teachers; Program Implementation; Teacher Attitudes; Teacher Education; School Personnel; Open Educational Resources; Program Evaluation; Academic Achievement; Teacher Effectiveness; Intervention; Textbooks; Kenya; Africa + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Ausland; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Schulpersonal; Programme evaluation; Programmevaluation; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Textbook; Text book; Schulbuch; Lehrbuch; Kenia; Afrika
Abstract	This 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. (As Provided).
Anmerkungen	Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01