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

Resource type
Journal Article
Authors/contributors
Title
School-based professional development in a developing context: Lessons learnt from a case study in Zambia
Abstract
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.
Publication
Professional Development in Education
Volume
41
Issue
5
Pages
806-825
Date
2014
Journal Abbr
PDIE
ISSN
1941-5257
Short Title
School-based professional development in a developing context
Library Catalog
Taylor and Francis+NEJM
Extra
00015 shortDOI: 10/gfv5xw
Citation
Haßler, B., Hennessy, S., & Cross, A. (2014). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education, 41(5), 806–825. https://doi.org/10.1080/19415257.2014.938355
Research method