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        Commonwealth of Learning COPYRIGHT © 2018 
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        Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya

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        Links
        https://jl4d.org/index.php/ejl4d/article/view/330/367
        Date
        2019-03
        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.
        Author
        Wambugu, Patriciah W
        Stutchbury, Kris
        Dickie, Joan

        Subject
        Open Educational Resources (OER)
        Teacher Education
        Series
        Journal of Learning for Development;vol. 6, no. 1
        URI
        http://hdl.handle.net/11599/3189
        Rights

        https://creativecommons.org/licenses/by-sa/4.0/
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        • Articles in Periodicals & Books [206]
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