A Framework for Strengthening Teacher Professional Development Systems with ICT

Wolfenden, Freda; Castillo Canales, Dante; Roque Gutierrez, Ernesto; Conde Gafaro, Barbara; Fletcher, Jonathan; Moncada, Rosa Maria; Namazov, Bakhityor; Smith, Wendy; Khamidova, Dilfuza; Alas Solis, Mario and Ping Lim, Cher (2024). A Framework for Strengthening Teacher Professional Development Systems with ICT. Foundation for Information Technology Education and Development Inc (FIT-ED), Manila, Philippines.

URL: https://tpdatscalecoalition.org/publications/a-fra...


Purpose of this framework
Teacher professional development (TPD) is an essential component in the transformation of teaching and learning to meet the targets of Sustainable Development Goal 4.
The purpose of the framework presented here is to support countries in strengthening their TPD systems by harnessing the power of information and communication technologies (ICT). It provides a way of thinking about how to effectively incorporate ICT in the design and implementation of professional learning programs for all teachers in ways that address equity concerns and take account of contextual factors.
How was the framework developed?
The framework draws on international research and fieldwork findings from the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX) multi-site empirical TPD@Scale research project, “Adapting and Scaling Teacher Professional Development Approaches in Ghana, Honduras, and Uzbekistan.” This study sought to identify how ICT can be utilized at scale to improve equity, quality and efficiency in TPD systems.
The framework was developed by international experts including researchers, practitioners and representatives of national agencies. It builds on the TPD@Scale Coalition for the Global South’s working paper, “TPD@Scale: Designing Teacher Professional Development with ICTs to Support System-Wide Improvement in Teaching” (Wolfenden, 2022)

Plain Language Summary

Strengthening TPD to improve the quality of teaching is a key education priority in many countries. This framework seeks to provide an evidence-based perspective from empirical studies in less well-resourced countries.

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