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

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 concept paper we examine some of the issues related to in-service teacher development in...

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Autores principales:	Bjoern Hassler, Sara Hennessy, Riikka Hofmann
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2018
Materias:	teacher professional development sustainable development goal 4 sub-saharan africa open educational resources peer-facilitation school-based active learning Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/0aa1f5c8f32444c2836c2d289125901e
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spelling	oai:doaj.org-article:0aa1f5c8f32444c2836c2d289125901e2021-12-03T19:17:13ZCommentary: Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development2311-1550https://doaj.org/article/0aa1f5c8f32444c2836c2d289125901e2018-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/264https://doaj.org/toc/2311-1550Developing 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 concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 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 use of mobile devices (where available). The focus of this paper 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 use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.Bjoern HasslerSara HennessyRiikka HofmannCommonwealth of Learningarticleteacher professional developmentsustainable development goal 4sub-saharan africaopen educational resourcespeer-facilitationschool-based active learningTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 5, Iss 1, Pp 58-78 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	teacher professional development sustainable development goal 4 sub-saharan africa open educational resources peer-facilitation school-based active learning Theory and practice of education LB5-3640
spellingShingle	teacher professional development sustainable development goal 4 sub-saharan africa open educational resources peer-facilitation school-based active learning Theory and practice of education LB5-3640 Bjoern Hassler Sara Hennessy Riikka Hofmann Commentary: Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development
description	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 concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 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 use of mobile devices (where available). The focus of this paper 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 use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.
format	article
author	Bjoern Hassler Sara Hennessy Riikka Hofmann
author_facet	Bjoern Hassler Sara Hennessy Riikka Hofmann
author_sort	Bjoern Hassler
title	Commentary: Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development
title_short	Commentary: Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development
title_full	Commentary: Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development
title_fullStr	Commentary: Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development
title_full_unstemmed	Commentary: Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development
title_sort	commentary: sustaining and scaling pedagogic innovation in sub-saharan africa: grounded insights for teacher professional development
publisher	Commonwealth of Learning
publishDate	2018
url	https://doaj.org/article/0aa1f5c8f32444c2836c2d289125901e
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Commentary: Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development

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