Item history (bjohas, Tue Mar 16 2021 12:36:10 GMT+0000 (GMT))

TY - JOUR
TI - School-based professional development in a developing context: Lessons learnt from a case study in Zambia
AU - Haßler, Björn
AU - Hennessy, S.
AU - Cross,, A.
T2 - Professional Development in Education
AB - This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.
DA - 2014///
PY - 2014
DO - 10.1080/19415257.2014.938355
DP - Taylor and Francis+NEJM
VL - 41
IS - 5
SP - 806
EP - 825
J2 - PDIE
SN - 1941-5257
ST - School-based professional development in a developing context
UR - https://doi.org/10.1080/19415257.2014.938355
L2 - https://www.tandfonline.com/doi/abs/10.1080/19415257.2014.938355
KW - Author:Haßler
KW - dode_eth-src-dode
KW - dode_eth-trf2-dode
ER -

TY - JOUR
TI - School-based professional development in a developing context: lessons learnt from a case study in Zambia
AU - Haßler, Björn
AU - Hennessy, Sara
AU - Cross, Andrew
AU - Chileshe, Eness
AU - Machiko, Brian
T2 - Professional Development in Education
AB - This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.
DA - 2015/10/20/
PY - 2015
DO - 10.1080/19415257.2014.938355
DP - Taylor and Francis+NEJM
VL - 41
IS - 5
SP - 806
EP - 825
SN - 1941-5257
ST - School-based professional development in a developing context
UR - https://doi.org/10.1080/19415257.2014.938355
Y2 - 2021/01/05/12:13:01
L2 - https://www.tandfonline.com/doi/full/10.1080/19415257.2014.938355
KW - sub-Saharan Africa
KW - Open Educational Resources
KW - Zambia
KW - digital technology
KW - interactive pedagogy
KW - reflective practice
KW - school-based professional development
KW - dode_eth-src-dode
KW - dode_eth-trf2-dode
ER -

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School-based professional development in a developing context: Lessons learnt from a case study in Zambia

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School-based professional development in a developing context: Lessons learnt from a case study in Zambia

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