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

Authors

  • Patriciah Wanjiku Wambugu Senior Lecturer of Curriculum and Instruction Egerton University
  • Kris Stutchbury Open University of UK
  • Joan Dickie

DOI:

https://doi.org/10.56059/jl4d.v6i1.330

Keywords:

School-Based Teacher Professional Development, Open Educational Resources, TESSA

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 Biography

Patriciah Wanjiku Wambugu, Senior Lecturer of Curriculum and Instruction Egerton University

Faculty of Education and Community Studies

Department of Curriculum & Instruction

Rank - Senior Lecturer

References

Anamuah-Mensah, J., Banks, F., Moon, B., & Wolfenden, F. (2013). New modes of teacher and pre-service training and professional development. In Moon, B. (Ed.), Teacher education and the challenge of development: A global analysis. pp. 201–211.

Bold, T., Filmer, D., Martin, G., Molina, E., Christophe, R., Stacy, B., Svensson, J., & Wane, W. (2017, January). What do teachers know and do? Does it matter? Evidence from primary schools in Africa. Policy Research Working Paper, 7956. World Bank Group, Education Global Practice Group Development Research Group, Africa Region.

Darling-Hammond, L., Hyler, E.M., & Gardner, M. (2017, June). Effective teacher professional development. Learning Policy Institute: Palo Alto, CA. Retrieved from: https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Fenster, E.D. (2014). Implications of teacher tenure on teacher quality and student performance. Unpublished thesis, Duke University, Durham, North Carolina.

Government of Kenya (2014). Ministry of Education, Science and Technology National Education Sector Plan Basic Education Programme Rationale and Approach 2013 – 2018.

Gichuru, L. M., & Ongus R. W. (2016). Effect of teacher quality on student performance in mathematics in Primary 6 National Examination: A survey of private primary schools in Gasabo District, Kigali City, Rwanda. International Journal of Education and Research, 4(2), 237-259.

Moon, B. (2010). Creating new forms of teacher education: OER and the TESSA programme. In Danaher, P., & Umar, A. (Eds.), Teacher education through open and distance learning. Commonwealth of Learning: Toronto, 121–142.

Plessis, P.D. (2013). Legislation and policies: Progress towards the right to inclusive education. De Jure Pretoria, 46(1) 1-17

Park M., & So K. (2014). Opportunities and challenges for teacher professional development: A case of collaborative learning community in South Korea. International Education Studies, 7(7) 1-13.

Republic of Kenya (2017). Basic Education Curriculum Framework. Kenya Institute of Curriculum Development.

Shohel, M. M. C., & Banks, F. (2012). School-based teachers’ professional development through technology enhanced learning in Bangladesh. Teacher Development: An International Journal of Teachers’ Professional Development, 16(1), 25–42.

Wolfenden, F., Buckler, A.S.H., & Keraro, F. (2012). OER Adaptation and reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher education in Sub Saharan Africa). Journal of Interactive Media in Education, (1). DOI: http://doi.org/10.5334/2012-03

Downloads

Published

2019-03-20

How to Cite

Wambugu, P. W., Stutchbury, K., & Dickie, J. (2019). Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya. Journal of Learning for Development, 6(1). https://doi.org/10.56059/jl4d.v6i1.330

Issue

Vol. 6 No. 1 (2019): ISSUE 1

Section

Reports from the Field

License

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Received 2019-02-10
Accepted 2019-02-14
Published 2019-03-20