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Changes in teaching and learning: what counts, who to, and how is it counted?

Power, Tom; Mathew, Rama and Siddique, Ashraf (2015). Changes in teaching and learning: what counts, who to, and how is it counted? In: UKFIET 2015 Conference Papers, 13th International Conference on Education & Development., UKFIET: The Education & Development Forum.

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This paper builds on and contributes to the evidence that links teacher development programmes and educational technology programmes in low-to-middle income countries, to improvements in quality. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al., 2013) and educational technology programmes (Tom Power, Gater, Grant, & Winters, 2014), that show evidence of impact on teaching practice or learning outcomes. In both cases evidential problems arise in relation to reporting change. Power & McCormick (2014) observe that where reviewed studies present outcomes, these are often based in an educational economist tradition; the teacher development theory of change is often disregarded (Tatto, 2013). This paper examines the research approaches and findings of a large-scale programme of teacher development incorporating Educational Technology in Bangladesh, that has tried to develop a more holistic or ecological understanding of educational change at the classroom level. We argue that whilst such research stands out as one of only a small number of studies that evidence change in teaching and learning holistically at large scale, further methodological development is required. How can such large-scale programmes meet the evidence requirements of donors and policy makers, typically framed in human capital terms, whilst giving voice to teachers and students, about the experience of change and the development of capabilities (Tikly & Barrett, 2011) they have reason to value?

Item Type: Conference or Workshop Item
Project Funding Details:
Funded Project NameProject IDFunding Body
English in Action (E-13-025-TP)Not SetDepartment for International Development
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Education Futures
International Development & Inclusive Innovation
Item ID: 46443
Depositing User: Tom Power
Date Deposited: 08 Jun 2016 14:01
Last Modified: 10 Feb 2017 04:55
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