Taking Ownership: Including All in Teachers’ School-based Continuous Professional Development

View/ Open
PDF (276.5Kb)
Date
2019-09Abstract
The Zambian Education School based Training (ZEST) programme
(2017
-
2022), funded by the Scottish
Government, is an innovative response to government policy which engages all
levels of the education system
.
Ministers in Zambia recognise that
CPD provision
based on the cascade model
which takes teachers away from
scho
ol is
disruptive and
expensive
, and often not effective
,
as key messages become diluted by the time they
reach teachers
.
However,
the
alternative
system in
place in
Zambia (modelled on the Japanese system of Lesson Study) has not
delivered the expected ga
ins in learning outcomes, partly as a result of a lack of resources, and partly as a result
of the challenges of ‘cultural transfer’
.
ZEST was designed, in partnership with The Ministry of General Education and World Vision Zambia. The
system preserves t
he aspects of current practice which work well (collaborative planning in regular teacher
group meetings), and operationalises the MoGE’s revised Zambian school curriculum, supporting teachers and
stakeholders in making a pedagogic shift to a more learner
-
centred approach to learning and teaching. ZEST
strengthens
the existing system through the provision of resources made available to all stakeholders
and adapts
it for the African context.
The resources draw on a wide
evidence
-
base
about the nature of
teacher learning and
learner
-
cent
re
d education
.
They include the Teacher Education in sub
-
Saharan Africa (TESSA) OER, alongside
bespoke training guides
, and video materials
.
The paper
explains
the ZEST
approach
and present
s
evidence
of impact,
drawn from
the first cohort
of
200
teachers from the Chisamba district, including the challenges faced since its inception.
The presentation
will
offer the opportunity for participants to
discuss the resources developed, and to
gain first
-
hand
experience
of a
propos
ed method for
making them widely available using Raspberry Pi computers which can be connected to
their Smart phone. // Paper ID 91
Collections
Metadata
Show full item recordRelated Items
Showing items related by title, author, creator and subject.
-
Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya
Wambugu, Patriciah W; Stutchbury, Kris; Dickie, Joan (Commonwealth of Learning (COL), 2019-03)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, ... -
Technology and Teacher Professional Development (TPD): the Process and Content of Microlearning in a School-Based Integrated In-Service Teacher Education (INSET) Project
Junaid, Muhammad; Ogange, Betty; Allela, Melisa (Commonwealth of Learning (COL), 2019-09)Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually ... -
What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.
Buckler, Alison; Stutchbury, Kris; Kasule, George; Cullen, Jane (Commonwealth of Learning (COL), 2021-03-18)Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being ... -
Supporting Professional Development Through MOOCs: the TESSA Experience
Stutchbury, Kris; Amos, Sandra; Chamberlain, Liz (Commonwealth of Learning (COL), 2019-09)Policy aspirations for education across sub - Saharan Africa are requiring teachers to change from being transmitters of knowledge to facilitators of learning. This means that teacher education needs to change as ... -
Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education
Stutchbury, Kris; Woodwardh, Clare (Commonwealth of Learning (COL), 2017-07)You Tube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It ...