Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year. Issue 4 (7th August 2016)

• Record Type: Journal Article
• Authors: Hennessy, S.; Haßler, B.; Hofmann, R.
• Is Part Of: Research papers in education. Volume 31:Issue 4(2016)
• Page Start: 399
• Page End: 427
• Publication Date: 2016-08-07
• Subjects: teacher professional development -- digital technology -- sub-Saharan Africa -- interactive pedagogy -- Zambia -- open educational resources; Education -- Periodicals; 370.941
• DOI: 10.1080/02671522.2015.1073343
• Languages: English
• ISSNs: 0267-1522

Abstract

Abstract : 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.