OER4Schools: outcomes of a sustained professional development intervention in sub-Saharan Africa

Resource type
Journal Article
Authors/contributors
Title
OER4Schools: outcomes of a sustained professional development intervention in sub-Saharan Africa
Abstract
Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.
Publication
Frontiers in Education
Volume
5
Issue
146
Date
2020
Journal Abbr
Frontiers in Education
Short Title
OER4Schools 2010-2014
Library Catalogue
Frontiers
Extra
HHH3A
Citation
Haßler, B., Hennessy, S., Hofmann, R., & Makonga, A. (2020). OER4Schools: outcomes of a sustained professional development intervention in sub-Saharan Africa. Frontiers in Education, 5(146). https://doi.org/10.3389/feduc.2020.00146