School-based professional development in a developing context: lessons learnt from a case study in Zambia

Haßler, Björn; Hennessy, Sara; Cross, Andrew; Chileshe, Eness; Machiko, Brian

doi:10.1080/19415257.2014.938355

Cited by 32 publications

(37 citation statements)

References 19 publications

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“…The findings of the pilot suggest that schoolbased CPD, building on existing systems and structures, and linked to study materials, coaching, observation and feedback by more experienced colleagues, helped teachers to explore their own beliefs and classroom practices and to explore alternative pedagogic approaches (Haßler et al 2014). The findings also show that working at the school and cluster levels helped to ensure that teacher education was part of a broader capacity development strategy that supported all actors in the education system, including, for example, head teachers, district education officers and teacher 618 F. Hardman et al trainers, and that it was cost-effective against other competing demands in a resource-poor environment such as Tanzania.…”

Section: Discussionmentioning

confidence: 95%

Implementing school-based teacher development in Tanzania

Hardman

Dachi

et al. 2015

Professional Development in Education

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This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.

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Section: Discussionmentioning

confidence: 95%

Implementing school-based teacher development in Tanzania

Hardman

Dachi

et al. 2015

Professional Development in Education

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“…Phase 2 (2010 -2011) involved two of the original schools (Haßler, Hennessy & Cross, with Chileshe & Machiko, 2014). It benefited from the parallel Appropriate New Technologies to Support Interactive Teaching in Zambian schools project (Haßler, Hennessy, Lord, Cross, Jackson & Simpson 2011) which provided a small number of mobile devices and non-digital resources.…”

Section: Overview Of Phases 1 and 2 And Emerging Guidelinesmentioning

confidence: 99%

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year

Hennessy

Haßler

Hofmann

2015

Research Papers in Education

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Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts -the focus of Education For All -yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in "quality" are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced, primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners' knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem solving.

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“…The popularity of tablets has led to interest in applications in education, particularly in schools. As with many digital classroom resources, the use of tablets has the potential to enhance learning (Kim & Frick, ), for instance contributing to raised motivation (Furió et al, ), knowledge acquisition (Lai et al, ) and enquiry‐based learning (e.g., Haßler et al, ; Haßler et al, ; Hennessy et al, ; Hennessy et al, ). There is great potential to research use of tablets in schools, particularly as the technology becomes more accessible and capable (Johnson et al, ).…”

Section: Introductionmentioning

confidence: 99%

Tablet use in schools: a critical review of the evidence for learning outcomes

Haβler

Major

Hennessy

2015

Computer Assisted Learning

289

212

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The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.

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School-based professional development in a developing context: lessons learnt from a case study in Zambia

Cited by 32 publications

References 19 publications

Implementing school-based teacher development in Tanzania

Implementing school-based teacher development in Tanzania

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year

Tablet use in schools: a critical review of the evidence for learning outcomes

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