completed· Education

A multi-modal approach to teacher professional development in low-resource settings

There is an urgent need to address gaps in the professional development of teacher educators and teachers in Afghanistan, Maldives, and Nepal, particularly in response to the requirements of the evolving educational reforms. The use of distance-learning technologies, action research, and professional communities of practice remain largely untapped opportunities for teacher professional development in these countries. This project will implement elements of two innovative approaches for teacher professional development developed by the Tata Institute of Social Sciences. Designed in and for under-resourced and developing-country contexts, these approaches will be collaboratively adapted to suit the national contexts of participating countries. This will entail the use of diverse technologies and modalities that are context-appropriate, combined with action research and social learning through the formation of professional learning communities. The project will produce case studies on inclusive distance learning using information and communication technologies. It will also analyze pre- and post- tests to understand changes in knowledge, perceptions, attitudes, and skills, analyzing any differences and implications for gender and other factors. Using comparative data, the study will generate knowledge relevant to improving the quality of distance teaching and learning in developing-country contexts. It will strengthen the capacities of teachers to use technology and professional learning communities to enhance their practices and promote sustainable approaches for teacher professional development. This project is funded through the Global Partnership for Education Knowledge and Innovation Exchange call for proposals in Europe, Asia, and the Pacific region entitled “Generating and mobilizing innovative knowledge for regional education challenges”.