Stakeholder views on effective Teacher Training and CPD in Low-Resource and Rural Settings (2021)
Stakeholder views on effective Teacher Training and CPD in Low-Resource and Rural Settings (2021)
The purpose of this document is to provide an overview of the current training and CPD provision for teachers in low-resource and rural settings.
Literature review
The Covid-19 pandemic has undoubtedly had an unprecedented impact on education and student learning, achievement, and well-being, and has, as some have suggested, contributed to learning losses for school children on a global level (Dorn et al, 2020; Angrist, 2021). However, specificity is crucial here: we are not talking about the unprecedented impact of the virus itself. After all, it might be said that the virus has had an unprecedented impact on many things pertaining to education. Rather, our particular concern lies in the sheer number of children out-of-school as a result of school closures (nearing 91% according to UNICEF 2020), and what this means for the quality and reach of remote learning. School children have lost on average, a third of their education due to school closures and poor access to remote learning (Save the Children, 2021).
Covid-19-related school closures have disproportionately affected (and are predicted to disproportionately affect) vulnerable and historically marginalised groups and have exacerbated existing inequalities for said groups (MRG International, 2021): children in refugee settlements or camps (UNHCR, 2016; INEE, 2021); poor or low-income households, girls (Pfunye & Ademola-Popoola, 2021), and rural and harder-to-reach communities (Tiwari & Nehru, 2021). There are different reasons for this trend. Disparities in access to economic capital may mean that students from poor or low-income households or in rural and harder-to-reach communities are less likely to have digital devices, internet access, and/or continuous electricity - what is otherwise known as the digital divide (UNICEF, date; World Bank, 2021). The pandemic has also exposed vulnerabilities in our sub-Saharan African education systems: namely, its incapacity to adapt, poor school governance, teacher training and support, and the never-ending issue of education access. Schools replaced this traditional conceptualisation of ‘schooling’ with a remote e-learning alternative characterised by a hybridized style of teaching, learning, and training. The unexpectedness of Covid-19 and its rapture-like emergence has led to an unavoidable, though very necessary, pedagogical paradigm shift or adjustment in the attitudes and behaviours of all involved: ‘School leaders are like actors in a play where the story, the script, and costumes have all changed mid-performance, and they are on stage improvising to adjust to their new role.’ (Sampat et al, 2020). In this report, and considering Covid-19 related school closures, I evaluate digital and remote alternatives to face-to-face in-service teacher training, and professional and psycho-social support, specifically, remote and low-resource settings.
‘Teacher training’ can be split into two parts: the training itself and practice. The traditional teacher training model is static with an authoritarian trainer pedagogy in one place that imparts subject and pedagogical knowledge, and the expectation of immediate classroom delivery – what Paulo Freire (1968) might have described as a ‘‘narrative education’ (Freire, 1968, p. 71). That one place could be a classroom or training centre. This traditional model of teacher training assumes that it is teacher (or in our case the trainer’s) task to: "fill" the students with the contents of his narration— contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alien¬ated, and alienating verbosity’ (p. 71). In other words, ---.
However, like the shift in educational theory and practice towards more child-centred pedagogies, attitudes towards this static with an authoritarian view of training predicated on a vertical and predominately one-way power structure are changing. There is a large body of literature which advocates active learning and immediate application during training (UNESCO, 2015[1]; Gaible & Burns, 2005[2]). Ed-tech may be a cost-effective way to bridge the ever-widening learning gap; encourage active student and teacher learning; and educate harder-to-reach groups, like Internally Displaced Persons (IDPs) and refugees, who would have otherwise been unable to access formal education. However, for the purpose of this piece, I will focus solely on the use of ed-tech for TCPD.
It makes intuitive sense to move everything – all teaching, training, and learning – online: to introduce higher level technological approaches, like virtual courses, online platforms, mobile apps, and Virtual Learning Environments (VLEs), and lower-level technological approaches, like the use of WhatsApp, SMS, Facebook, etc. Even in the Western world, the move online was not without its challenges: namely, teacher familiarity or comfortability with technology, student motivation and behaviour (e.g., the completion of assignments in and outside of lessons), to name a few. Existing literature suggests that there is mixed support for virtual teacher training approaches alone; but greater support for a blended or hybrid approach – that is, an approach that combines the best of virtual and in-person resources (INSERT SOURCES HERE). Burns (2021) suggests that virtual/online coaching (specifically a blended approach that combines the best of virtual with in-person coaching) can serve as a scalable and cost-effective alternative to in-person teacher coaching.
Several low and high technological approaches can be taken to support teachers and supplement their subject and/or content knowledge, coach teachers (Evans, 2020)[3], and create virtual learning communities. Low tech approaches are approaches that reappropriate resources or platforms originally designed to serve a different or a more general purpose. For example, trainers and trainees can use Google Docs to comment on their own, peer or exemplar lesson plans. There are apps, like Remind, Notion, Kaizena, Kami, Insert Learning and Evernote, which can be used for various tasks. For example, --- (find a case study). SMS/Text messages have been used for trainee FAQs/Q&A, nudges/reminders, and data collection (find examples and cite here). Live (video conferencing) and recorded video can be used for trainee self-reflection, peer feedback, virtual learning walks, to model best practice, for classroom observations, demonstrations, feedback, lesson study, and co-teaching. (See Burns’ in-depth overview and evaluation of distance education modes, models and methods here). On the other hand, in a high-tech approach, the technology used is developed for and tailored to teacher training and CPD. By contrast, in a low-tech approach, features within existing technological channels or mediums, which have the potential to be used to address a variety of needs, are utilised for teacher training and CPD purposes. Unlike high-tech approaches, its designed for a much broader use an almost universal, instead of exclusive (i.e., teacher training, training, or educational) usefulness. A few notable mentions are the chat and community functions available with WhatsApp and Facebook, the video function in Zoom, or the combination of both in Microsoft Teams (Teams may, however, with its recent adaptions and developments, be more high-tech than the others). I consider some examples of high ed-tech approaches to teacher training and/or support and CPD in the ensuing section.
In my research, I identified over 50 higher-level technological approaches. However, I have included the shortlisted options below (i.e., examples of higher-level technological approaches).
- Padziwe: This platform consists of several components, one of which is a Teachers Desk, a platform that supports teacher CPD. It originated in Malawi.
- Instil Education: It is an online program that includes online and facilitated sessions, observations and feedback. It works in South Africa, Nigeria & Ghana & Uganda
- Firki: It is an online platform for teachers that offers webinars, learning groups, one-on-one mentor support and classroom observation and feedback, and over 60 engaging multimedia-based courses. It originated in and is in operation in India.
- TESS India Open Education Resources (OERs): It gives teachers free access to teacher development and school leadership units, videos of classroom teaching, and principles of practice. It originated in and is in operation in India.
- Impact is using Mbawu: They have digital comprehensive lesson plans, initial training and continued professional development. It originated in Zambia.
- Teach2030: They offer bitesize online courses for teachers in developing nations. It works in the commonwealth.
- Peepal India: Their CM Rise Digital Teacher Training platform delivers bite sized, modular training courses for the teachers. It originated in and is in operation in India.
- Chalkboard Education: It is, as they describe, a 'comprehensive e-learning distribution platform,' which allows NGOs to upload content, track and trainees can access content offline. It originated in Ghana.
- TESSA Africa: A platform which gives teachers access to a variety of multimedia resources to support their learning and CPD.
Examples of lower-level technology approaches
Whatsapp: WhatsApp Syrian refugee camp – here
SMS:
- UNESCO Pakistan: The intervention aimed to improve the knowledge and pedagogical practices of female ECE teachers in rural areas. Sample consisted of 150 teachers and 75 schools in four areas of Pakistan who were given free Nokia mobile and a SIM card with six months free internet connectivity and credits. An early education training manual was developed as well as 20 videos.
- Bangladesh: In this intervention, run by English in Action, mobile phones and SD cards were used for content delivery. Upscaled and developed into the ‘trainer in your pocket’ kit: ‘the low-cost Nokia C1-01 mobile phone, a portable rechargeable Lane amplifier and all of the resources on 4GB micro–Secure Digital (SD) cards.’
- Kenya: The aim of Teachers for Teachers was to strengthen teacher development in Kakuma Refugee Camp. Teachers were provided with mobile phones and data.
- Ghana: From 2012–2013 a pilot of sending of regular SMS texts based on the key principles of LfL to 175 leaders. Designed by the University of Cambridge Faculty of Education. According to a qualitative internal evaluation, school leaders found the messages extremely helpful as a way of maintaining momentum for change.
- Mali: The Road to Reading programme (the Education Development Center, USA). In 2010, teachers’ in 500 schools used their own mobiles to access online curricula to use in their classrooms and received feedback on their lessons via text-message survey.
- Malawi: The intervention aimed to provide teachers with guidance and encouragement, as part of the Malawi Early Grade Reading Activity (2013 to 2016). Consisted of a very small-scale Randomised Control Trial (RCT) experiment in which some teachers received supportive text messages between face-to-face sessions while a matched control group just received the face-to-face support. There was a modest but statistically significant score increase for ‘SMS group’ who were better able to retain the information presented at the zonal training. The intervention was also extremely cost-effective as a ‘six-week campaign, sending 9,000 messages, 500 teachers, for just $743.’
- Biera: Pilot run by the Centro de Ensino à Distância of the Universidade Catolica de Moçambique, which aimed to explore bulk SMS and interactive SMS services for teacher support in very remote areas with restricted/no access to electricity/internet. The intervention introduced interactive SMS system – that is, notifications via bulk SMS and send SMS messages.
[What is the cascade model?] (Bett & Boyland, 2016).[4] In a cascade teacher training model, knowledge trickles down: as one trained teacher trains others and trained by this particular teacher go on to train still others (SOURCE). [JO1] The problem is that a reliance on cascade training can mean that there are not always experts leading training, and the message can be diluted. In my review of the literature, it seemed that there was more research on and case studies about integrating technology into classrooms, and generally little research on and case studies about the use of technology in teacher training, education and/or professional development that works. However, based on existing research on teacher effectiveness, teacher training and professional teacher development, I have concluded that the ideal training delivery model can be described as possessing several key features:
- Well-structured sessions that facilitate active learning and are tailored to context and need.[5] Sessions should be iterative with a sustained duration.[6] For example, a series instead of a one-shot course, or one-off workshops that is not followed up. Garet et al (2001) argue that Teacher Professional Development needs to be, among other things, integrated into the teacher’s daily life. Greater application of theory in practice (e.g., classroom observation); longer, more intensive. School-based1 collaboration between teachers (incl. peer learning) and opportunities to try out new skills in the classroom. Bett (2016) argues that one of the drawbacks of the cascade model is its inability to differentiate the knowledge, experience, and expert levels of teachers.[7]
- Sessions that address teacher subject knowledge and pedagogical knowledge. Blend of real-time and self-paced sessions can be used together to meet different needs.
- Modelling, coaching, and expert support. Teacher pedagogical knowledge – can always be fortified or revisited outside of formal training and workshops through virtual communities and coaching or podcasts and radio (see for example the PAS A PAS). Channels should be available to provide psychosocial support for teachers and school staff.
- Mechanisms for evaluation, feedback, reflection, and follow-up in the classroom.[JO2]
I based the shortlisted existing digital app solutions for teacher training on the following criteria.
Criteria for selection - criteria with checking questions
Ease of navigation
Are all users able to navigate the platform with minimal difficulty? Put simply, are users able to access content, understand the ordering or flow of content, and maximise its use via different devices?Are there structural or navigational features that could potentially make confuse users, or affect their learning?
- Comprehensive coverage of relevant content
- How much of an overlap is there between the content available on the platform and the school and/or organisations own teacher training and CPD framework?
- Is there room to fill in gaps? If so, what are the nature of these gaps? Is there room for said school and/or organisation to fill these gaps?
- Would the platform allow for a personalised learning experience for users?
- Would the platform allow for regular assessment and self-reflection?
Accessibility in low-income/ remote settings
- Can the platform operate without access to the internet or data, and can the platform and its content-low data?
- Does the platform allow for content to be downloaded and accessed for learning later?
Engage and appeal:
- Can content be presented in a way that is appealing and engaging to trainees/school staff?
- Does the platform allow for content to be presented using different types of media, e.g., video, audio, images, PDFs, etc?
Conclusion with recommendations
Looking forward, post-covid-19, it is important that we consider how schools can maximise high- and low-tech approaches to teacher (and school leader) training and CPD. We should also develop models for e-training and support: for example, variations of hybrid training, in-person training, and completely virtual or remote training. We need to train teachers on how to maximise their use of technology in their lessons. All training should be district and school-specific. As Burns (2021) cautions, as we begin to integrate technology into education and training models, it is important that we do not let the type of technology being used shape the coaching itself. Ultimately, the coaching itself, coach quality, and the coach-teacher relationship are far more important than the technology used. (See Basma, 2021 for more on the importance of personalised outcomes.)
I would recommend the use of locally sourced training manuals and guidance, which could be digitalised for easier access through, for example, a teacher training dashboard, or online platforms like TESSA, Funzi; UNEVOC Resources; Canvas; Toolkit). ‘The message’ implies that one-off, infrequent training sessions, and weak connectivity to classroom practice. This migration to the digital could address the poor pupil textbook ratio and standardisation and could contribute to a reduction in a reliance on paper-based resources. In thinking of system strengthening it is important to be cognisant of as we work with government to enact nationwide change, and strategic in when and where to integrate technology into teacher training [JO3]. On a similar note, several key challenges on the surface with the use of technology. these include network/connectivity, ICT expertise, teacher access to technological devices, i.e., laptops and mobile phones that allow for access to multimedia resources.
I have included some possible research questions for teachers in low-resource rural settings. (For each of these questions, ensure that there is a common understanding of ‘remote’ and ‘low-income.’) 'In your opinion and from your experience:
- what would make a teacher training model effective in remote and low-income settings?
- what constitutes effective school leader CPD in remote and low-income settings?
- what qualities a training app/platform should have for use in remote and low-income settings?
- what constitutes an effective (remote) teacher training model in remote and low-income settings?
- what constitutes effective (remote) school leader CPD in remote and low-income settings?
- if there was one lesson you could take away from our work and planning around the virtual teacher training solution, what do you think it would be would it be?'
References and citations
[1] UNESCO. (2015). Education for all 2000–2015: Achievements and challenges. Paris: Author.
[2] Gaible, Edmond and Mary Burns. (2005). Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries. Washington, DC: infoDev / World Bank.
[5]For example, Kenyan students are currently in danger of being radicalized to join extremist groups, yet some regions such as the Kenyan Coast are more prone to this than others (Gitau & Masha, 2015). TCPD for teachers in such a region, thus, may prioritize enhancing of skills, attitudes and knowledge of handling learners who are at risk of being radicalized. This will be a more fitting issue for their context.’
[6]Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945.10.3102/00028312038004915. – they also recommend action research
[7]‘Professional development takes many forms, such as: when teachers plan activities together; when a master teacher observes a young teacher and provides feedback; and when a team of teachers observes a video lesson and reflect on and discuss the lesson. These methods of TPD are all more effective models of teacher learning than simple training’ (p. 16). https://www.infodev.org/infodev-files/resource/InfodevDocuments_294.pdf
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