Item history (LFriese, Thu Aug 03 2023 10:42:47 GMT+0100 (BST))

TY - THES
TI - Teachers' professional development in a challenging educational context -- a study of actual practice in rural western Kenya
AU - Onguko, Brown
AB - This research adopted a design research approach, utilizing a mixture of methods including narratives, ethnographic observations, qualitative interviews and documentation of design artifacts. It was implemented in a challenging context in Western Kenya. The first research question for this study was: How might professional development (PD), offered through a blended learning approach and delivered by appropriate technologies, inform potential change to teaching practice in a challenging context in Kenya? Research question two sought to understand the implications of the professional development implemented in this study for teachers and professional development teachers (PDTs). Question three sought to understand the sustainability and scalability of the professional development approach The theoretical framework informing this research is based on activity theory- a needs-driven and goal directed process through tool mediation, and entails division of labor and isolation of partial tasks in a community of relationships (Vygotsky, 1978; Leont’ev, 1978; Engestrom, 1987; 1999; 2000; 2008). Key features of activity theory are active engagement and social interaction, which enabled teachers to collaboratively work with each other, studying through appropriate technologies to inform their teaching practices. Based on a review of literature, interviews with teachers and observation of teachers during face-to-face meetings in professional development and in their classroom practice, this study suggests that teachers in a challenging context can inform potential change to their teaching as a result of participation in locally developed content, delivered through blended learning on appropriate technologies. This study observes that through self-directed study on tablets, and occasional face-to-face interaction, teachers can transform into a community of learners that support each other in planning for their lessons. Content development involving local experts is critical to such interventions in challenging contexts, while drawing from global web content, harnessing open educational resources and being sensitive to local culture. Reflective conversations, professional dialogues and technology stewardship were all critical in informing teachers’ practice.
CY - Calgary, AB
DA - 2012///
PY - 2012
DP - Google Scholar
M3 - PhD
PB - University of Calgary
UR - https://prism.ucalgary.ca/bitstream/handle/11023/131/ucalgary_2012_onguko_brown.pdf?sequence=2
L1 - https://prism.ucalgary.ca/bitstream/handle/11023/131/?sequence=2
L2 - https://prism.ucalgary.ca/handle/11023/131
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2457443
KW - __finaldtb
KW - ⛔ No DOI found
ER -

TY - THES
TI - Teachers' professional development in a challenging educational context -- a study of actual practice in rural western Kenya
AU - Onguko, Brown
DA - 2012a
PY - 2012a
M3 - PhD
PB - University of Calgary
UR - https://prism.ucalgary.ca/bitstream/handle/11023/131/ucalgary_2012_onguko_brown.pdf?sequence=2&isAllowed=y
L2 - https://docs.edtechhub.org/lib/3GUCVMD2
ER -

group: 2405685

itemKey: 3GUCVMD2

itemKeyOld: AJ9GX7EE

item.extra: Publisher: Education DOI: doi:10.11575/PRISM/27984 KerkoCite.ItemAlsoKnownAs: 10.11575/PRISM/27984 2339240:HFGVU85N 2405685:3GUCVMD2 2534378:9XFBBTYJ 2534378:SQ7895I3

itemOLD.extra: KerkoCite.ItemAlsoKnownAs: 2339240:DG2D5LEQ 2405685:AJ9GX7EE

Teachers' professional development in a challenging educational context -- a study of actual practice in rural western Kenya

Citations by Year

Citations by Country Focus

Citing Resources

Teachers' professional development in a challenging educational context -- a study of actual practice in rural western Kenya

Citations by Year

Citations by Country Focus

Citing Resources