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

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 cla...

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Autores principales:	Patriciah Wanjiku Wambugu, Kris Stutchbury, Joan Dickie
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2019
Materias:	school-based teacher professional development open educational resources tessa Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/44f67bda87c34b20877d1560277e44bf
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spelling	oai:doaj.org-article:44f67bda87c34b20877d1560277e44bf2021-12-03T18:08:34ZReports from the Field: Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya2311-1550https://doaj.org/article/44f67bda87c34b20877d1560277e44bf2019-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/330https://doaj.org/toc/2311-1550This 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.Patriciah Wanjiku WambuguKris StutchburyJoan DickieCommonwealth of Learningarticleschool-based teacher professional developmentopen educational resourcestessaTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 6, Iss 1, Pp 76-82 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	school-based teacher professional development open educational resources tessa Theory and practice of education LB5-3640
spellingShingle	school-based teacher professional development open educational resources tessa Theory and practice of education LB5-3640 Patriciah Wanjiku Wambugu Kris Stutchbury Joan Dickie Reports from the Field: Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya
description	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.
format	article
author	Patriciah Wanjiku Wambugu Kris Stutchbury Joan Dickie
author_facet	Patriciah Wanjiku Wambugu Kris Stutchbury Joan Dickie
author_sort	Patriciah Wanjiku Wambugu
title	Reports from the Field: Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya
title_short	Reports from the Field: Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya
title_full	Reports from the Field: Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya
title_fullStr	Reports from the Field: Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya
title_full_unstemmed	Reports from the Field: Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya
title_sort	reports from the field: challenges and opportunities in the implementation of school-based teacher professional development: a case from kenya
publisher	Commonwealth of Learning
publishDate	2019
url	https://doaj.org/article/44f67bda87c34b20877d1560277e44bf
work_keys_str_mv	AT patriciahwanjikuwambugu reportsfromthefieldchallengesandopportunitiesintheimplementationofschoolbasedteacherprofessionaldevelopmentacasefromkenya AT krisstutchbury reportsfromthefieldchallengesandopportunitiesintheimplementationofschoolbasedteacherprofessionaldevelopmentacasefromkenya AT joandickie reportsfromthefieldchallengesandopportunitiesintheimplementationofschoolbasedteacherprofessionaldevelopmentacasefromkenya
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Reports from the Field: Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya

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