Supporting Open Practices with Teachers in Zambia

This paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Kris Stutchbury, Lore Gallastegi, Clare Woodward
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2019
Materias:	school-based professional development learner-centred education capacity development Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/9857482bedf04bafb57a48b4641b306f
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:9857482bedf04bafb57a48b4641b306f
record_format	dspace
spelling	oai:doaj.org-article:9857482bedf04bafb57a48b4641b306f2021-12-02T23:30:52ZSupporting Open Practices with Teachers in Zambia2311-1550https://doaj.org/article/9857482bedf04bafb57a48b4641b306f2019-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/367https://doaj.org/toc/2311-1550This paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the Zambian Education School-based Training (ZEST) – a project which, over the next three years, will be scaled-up across Zambia. The project is underpinned by the belief that knowledge about teaching is co-constructed through participation in, and reflection on, practice. Thus, the emphasis is on empowering teachers to work together to develop practices appropriate to their context – open practices. In the study, we describe an on-going process of realist evaluation which enables us to establish at an early stage what works in which contexts and informs on-going project planning. It concludes that this approach to evaluation has the potential to be helpful in understanding open practices and how they can be developed.Kris StutchburyLore GallastegiClare WoodwardCommonwealth of Learningarticleschool-based professional developmentlearner-centred educationcapacity developmentTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 6, Iss 3, Pp 208-227 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	school-based professional development learner-centred education capacity development Theory and practice of education LB5-3640
spellingShingle	school-based professional development learner-centred education capacity development Theory and practice of education LB5-3640 Kris Stutchbury Lore Gallastegi Clare Woodward Supporting Open Practices with Teachers in Zambia
description	This paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the Zambian Education School-based Training (ZEST) – a project which, over the next three years, will be scaled-up across Zambia. The project is underpinned by the belief that knowledge about teaching is co-constructed through participation in, and reflection on, practice. Thus, the emphasis is on empowering teachers to work together to develop practices appropriate to their context – open practices. In the study, we describe an on-going process of realist evaluation which enables us to establish at an early stage what works in which contexts and informs on-going project planning. It concludes that this approach to evaluation has the potential to be helpful in understanding open practices and how they can be developed.
format	article
author	Kris Stutchbury Lore Gallastegi Clare Woodward
author_facet	Kris Stutchbury Lore Gallastegi Clare Woodward
author_sort	Kris Stutchbury
title	Supporting Open Practices with Teachers in Zambia
title_short	Supporting Open Practices with Teachers in Zambia
title_full	Supporting Open Practices with Teachers in Zambia
title_fullStr	Supporting Open Practices with Teachers in Zambia
title_full_unstemmed	Supporting Open Practices with Teachers in Zambia
title_sort	supporting open practices with teachers in zambia
publisher	Commonwealth of Learning
publishDate	2019
url	https://doaj.org/article/9857482bedf04bafb57a48b4641b306f
work_keys_str_mv	AT krisstutchbury supportingopenpracticeswithteachersinzambia AT loregallastegi supportingopenpracticeswithteachersinzambia AT clarewoodward supportingopenpracticeswithteachersinzambia
_version_	1718374065345921024

Supporting Open Practices with Teachers in Zambia

Ejemplares similares