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