Archives: Sections

Sustainable change

TPD@Scale programs need to be sustainable, flexible, and adaptive to changing needs if they are to support the drive for transformative change in teaching and learning and increased teacher professionalism. There are several ways in which TPD@Scale programs consider this challenge. Firstly, most programs are developed and delivered in partnership with ministries of education and …

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A focus on equity

The elimination of disadvantage is critical to achieving equity and social justice in TPD. Careful choice of ICTs and optimization of materials and support for low connectivity or offline use can enable more equitable distribution of professional learning opportunities for teachers in underserved communities or less accessible regions, and allow greater adaptability to respond to …

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Choosing information and communications technology

ICTs have the potential to improve teachers’ access, engagement, and learning outcomes in professional learning opportunities. They likewise enable TPD designers to address issues of diversity more efficiently in scaling TPD. In selecting ICT, however, designers need to pay attention to aspects of the context – ICT infrastructure and tools; teachers’ digital identities and skills; …

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Collaborative learning through peer and expert interactions

Collaboration through different forms of peer or expert interactions is essential to teachers’ learning. It supports teachers to engage in inquiry, to reflect on their classroom experiences, and to try new teaching and learning approaches. In the examples provided here, collaboration takes multiple forms, both formal and informal. Programs frequently utilize blended approaches, for example, …

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Designing at scale, adapting locally

Teachers’ professional learning needs are diverse, complex, dynamic, and related to the educational settings in which they teach. Too frequently, however, teachers are required to engage in TPD where the learning outcomes are not relevant to their professional learning priorities or where they are unable to participate fully for various reasons. For instance, travel to …

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