Material

We have carried out baseline, Cohort 1, Cohort 2, Cohort 3, midline and endline investigations. Specifically we are interested in the impact on the amount of collaboration between teachers (as measured through the number of Teacher Group Meetings taking place) and the impact on the quality of teaching. The latter is measured through lesson observations which focus on the amount of time learners spend talking. This metric as chosen as research on pedagogy highlights the value of dialogue to support learning.  

Qualitative data gathered during each evaluation study has also provided evidence of improved relationships amongst staff, more willingness to accept advice, more detailed planning taking place and increased confidence amongst teachers in active teaching approaches.  

Teachers have been able to access digital resources on their own phones as a result of the introduction of Raspberry Pi computers. The computer acts as a server and is pre-loaded with resources to support regular teacher group meetings. This means that resources are available offline and even schools with no electricity are not reliant on paper resources. 

Our research investigates the impact of this innovation on schools.  

Stutchbury, K., Gaved, M (2022) How do we reach learners in environments with limited connectivity?  Presentation

Woodward, Clare; Gaved, Mark; Hanson, Rachel; Gallastegi, Lore and Stutchbury, Kris (2022). Internet not available! Using offline networked learning to enhance teachers’ school-based continuing professional development in Zambia. In: Tenth Pan-Commonwealth Forum on Open Learning, 14-16 Sep 2022, Calgary, Canada. URL: https://pcf10.org/

BAICE Poster Technology

Gaved, M., Hanson, R., Stutchbury, K., Gallasteigi, L,. Woodward. C. (The Open University, UK) Mwanza, M., Chibwika, C,. (World Vision Zambia) DETA 2021: ZEST: Using technology to support school-based teacher development​

Gaved, Mark; Hanson, Rachel and Stutchbury, Kris (2020). Mobile offline networked learning for teacher Continuing Professional Development in Zambia. In: Proceedings of mLearn2020: the 19th World Conference on Mobile, Blended and Seamless Learning. URL: https://www.iamlearn.org/mlearn/

An in-depth study of six schools produced rich data which captures different approaches to school leadership. This has led to insights about what instructional leadership involves and how leadership is being distributed within schools. 

Stutchbury, Kris; Gallastegi, Lore; Woodward, Clare and Gaved Mark (2022)School-based Continuing Professional Development: the Role of School Leaders in: Pan Commonwealth Forum 10, 14-16 Sep 2022, Calgary, Canada, Commonwealth of Learning (COL). 

This broad theme draws together the findings from our on-going reflexive monitoring and looks at the impact of Enhanced SBCPD in schools. It also includes outputs from other projects which have informed the work of ZEST. 

Chamberlain, Liz., Rodriguez-Leon, Lucy and Woodward, Clare (2021) Disrupting language of instruction policy at a classroom level: oracy examples from South Africa and Zambia. Literacy (Early Access) 

BAICE Partnerships poster (1.2 MB)  (2021)

Stutchbury, K. and Woodward, C., (2021) Decolonising co-design in international teacher education - The Education and Development Forum (UKFIET) 

Stutchbury, K., Woodward, C., Gallastegi, L. and Hanson, R (2021)  Supporting teachers’ professional development in Zambia in COVID times - The Education and Development Forum (UKFIET) Reflections on using Zoom as an alternative to travel during the pandemic Blog

Gallastegi, Lore; Stutchbury, Kris and Woodward, Clare (2019). Taking ownership: Including all teachers in SBCPD  In: Pan-Commonwealth Forum 9 (PCF9), 9-12 Sep 2019, Edinburgh. URL: http://oasis.col.org/handle/11599/3410

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

Stutchbury, Kris and Woodward, Clare (2017).  Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education. Journal of Learning for Development - JL4D, 4(2) URL: http://jl4d.net/index.php/ejl4d/article/view/205