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How Can Participatory Methods Centre Teachers Within Education Policy?

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How Can Participatory Methods Centre Teachers Within Education Policy?
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected in the design, implementation, and evaluation of interventions. We examine why and how teachers can have a voice and a space to share their wisdom to inform and improve education policy. We draw on EdTech Hub's work across various low- and middle-income contexts to offer practical insights when using or planning to use participatory methods. We share details of some of the most significant findings and engaging lessons EdTech Hub has learnt about the methods used and how they have contributed to ensuring teachers’ voices are heard at the policymaking level. We also explore areas that require further research, noting five issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to participatory methods for centring teachers in education policy. Keywords: teacher; participatory methods; action research; implementation research; teacher professional development; education policy An output of the EdTech Hub,
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Learning Brief
EdTech Hub
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Creative Commons Attribution 4.0 International
DOI: 10.53832/edtechhub.1005 ZenodoArchiveID: 10604329 ZenodoArchiveConcept: 10604328
Koomar, S. (2024). How Can Participatory Methods Centre Teachers Within Education Policy? [Learning Brief]. EdTech Hub.
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