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Supporting Open Practices with Teachers in Zambia

Stutchbury, Kris; Gallestegi, Lore and Woodward, Clare (2019). Supporting Open Practices with Teachers in Zambia. Journal of Learning for Development - JL4D, 6(3) pp. 208–227.

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URL: https://jl4d.org/index.php/ejl4d/article/view/367
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Abstract

This paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the Zambian Education School-based Training (ZEST) – a project which, over the next three years, will be scaled-up across Zambia. The project is underpinned by the belief that knowledge about teaching is co-constructed through participation in, and reflection on, practice. Thus, the emphasis is on empowering teachers to work together to develop practices appropriate to their context – open practices. In the study, we describe an on-going process of realist evaluation which enables us to establish at an early stage what works in which contexts and informs on-going project planning. It concludes that this approach to evaluation has the potential to be helpful in understanding open practices and how they can be developed.

Item Type: Journal Item
ISSN: 2311-1550
Project Funding Details:
Funded Project NameProject IDFunding Body
Zambian Education School-based TrainingNot SetThe Scottish Government
Keywords: school-based professional development; learner-centred education; capacity development; realist evaluation
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Education Futures
Item ID: 68300
Depositing User: Kris Stutchbury
Date Deposited: 02 Dec 2019 14:18
Last Modified: 27 Mar 2020 22:14
URI: http://oro.open.ac.uk/id/eprint/68300
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