Item history (LFriese, Mon Jun 05 2023 14:59:59 GMT+0100 (BST))

TY - JOUR
TI - The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa
AU - Haßler, Björn
AU - Hennessy, Sara
AU - Hoffmann, R
AU - Makonga, Abel
T2 - Frontiers in Education
AB - 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.
DA - 2020///
PY - 2020
DO - 10.3389/feduc.2020.00146
VL - 5
IS - 146
J2 - Frontiers in Education
LA - English
SN - 2504-284X
ST - OER4Schools 2010-2014
UR - https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full
L1 - https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/pdf
KW - ___working_potential_duplicate
KW - _yl:b
KW - Author:Haßler
KW - C: Zambia
KW - Culturally responsive pedagogy (CRP)
KW - Design-based implementation research
KW - dode_eth-src-dode
KW - dode_eth-trf2-dode
KW - Interactive Pedagogy
KW - Learner-centred pedagogy
KW - school improvement
KW - School leadership
KW - sub-Saharan Africa
KW - Sustainable Development Goal (SDG) 4
KW - Teacher Profesisonal Development
KW - Zambia
ER -

TY - JOUR
TI - OER4Schools: outcomes of a sustained professional development intervention in sub-Saharan Africa
AU - Haßler, B
AU - Hennessy, S.
AU - Hofmann, R.
AU - Makonga, A.
T2 - Frontiers in Education
AB - 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.
DA - 2020///
PY - 2020
DO - 10.3389/feduc.2020.00146
DP - Frontiers
VL - 5
IS - 146
J2 - Frontiers in Education
ST - OER4Schools 2010-2014
UR - https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full
L1 - https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/pdf
KW - Author:Haßler
KW - _yl:b
KW - ___working_potential_duplicate
ER -

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