Post on 08-Aug-2015
Common forms of Teacher Developmente.g. context: UP 2012: * RMSA introduction; NCERT maths & Science exams* 449 new schools; 402 schools ‘uplifted’; 26,000 teachers to train
through INSET
peer support through meetings and visits;wider project support
support beyond school
professional development materials for teachers and classroom use,new tools, HT & peer support
support in schoolnew
classroom
activitiesfor teachers &
students
Aspects ofSchool BasedTeacher Development
English in Action: Upscaling a school-based, mobile enhanced,
Teacher Development Programme
See: Power et al (2012): The Curriculum Journal, 23(4):503–529
EIA Pilot approach
mobilematerials
Conceptual framework• teachers identity and
expertise is developed in context of local practice
• the school is the main setting of professional learning
• cultural artefacts and tools mediate learning
• support mechanisms integrated school-based peer support
Social Practice Theory. See for example: Chaiklin and Lave, 1993; Vygotsky, 1962; Bruner, 1996; Sen, 1999
…emphasis on local peer support, with practice expertise via (offline) mobile technology
Pilot
mobilematerials mobile
materials
Upscale
local peer support
Westbrook et al., 2013Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J.,
and Salvi, F. (2013). Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report.
Education rigorous literature review, EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
https://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=E93CRI7ONwA%3D&tabid=3433
Applying DFID / EPPI Literature Review
The 5 Institutionalisation Strategy Objectives of English in Action
Westbrook et al EIA I&S Objectves
1. teacher peer support pairs of teachers in school
2. aligned with T needs; follow-on support
local support meetings over school year:
3. support for T from head teachers
explicit head teacher role in support & monitoring
in school
4. alignment with curriculum & assessment
linked to national textbook teacher guides and
assessment
5. mobile technology + AV curriculum materials
for Teachers & students
• Tatto:
Poor outcome measures; no educational theory of change; economist driven evaluations
“field lacked a well-developed research infrastructure to adequately study teacher education trajectories” (p3)
• Cordingley:
• 14 studies;11 used; 6 had data on student outcomes.
• Most had qualitative observational data; variety of approaches limit comparability.
• evidence is mostly from the USA; one study (Namibia) from LEDC.
Tatto, 2013Tatto, M. (2013). The role of research in international policy and practice in teacher education. Research and teacher education: the BERA-RSA inquiry, BERA.
http://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Paper-2-International-Policy-and-Practice-in-Teacher-Education.pdf
Cordingley, 2013Cordingley, P. (2013). The contribution of research to teachers’ professional learning and development. Research and teacher education: the BERA-RSA inquiry, BERA, London.
http://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-RSA-Research-Teaching-Profession-FULL-REPORT-for-web.pdf
BERA Reviews: The role of research in international policy and
practice: in initial teacher education; in CPD
DFID review: Educational Technology
in low to lower-middle income countries
• Review of over 80 studies (45 research documents; 20 literature reviews; 18 grey literature reports) of Educational Technology use in schools, for teaching and learning, in low to lower-middle income countries.
• Many studies present no evidence of classroom practice or learning outcomes
• Only 3 studies present quantitative evidence on classroom practice
• IRI, Mali: (Ho & Thukral 2009, p.32)
• Bridge IT, India: (Wennerstan et al, 2012)
• English in Action, Bangladesh: (EIA 2011, 2012, 2014)
Power et al., 2014Power, T., Gater, R., Grant, C., and Winters, N. (2014). Educational technology. Topic guide, Health and Education Advice and Resource
Team, Department for International Development, London, UK
Common problems of evidence relating to classroom practice
1.Locus of Evidence
2.Problems of Scale
3.Weak or absent theories of change
4.Limited focus on teaching or learning practices
5.Predominance of qualitative methods
6.Limited accumulation of data