Transformative pedagogies and practices: The potential of the school-based in-service teacher training (SITT) model in transforming teaching and learning in Zambia

The paper examined the influence of the School-Based In-Service Teacher Mentorship and Support (SITMS) pilot project on the teaching and learning environment in the pilot secondary schools in Zambia. Using Mezirow's transformative learning theory as an analytical lens, we examined the data collected from the project activities, including the learning and sharing workshops, midline surveys, monitoring visits and interviews, to uncover significant changes in students' teaching approaches and attitudes towards learning. The study's findings revealed six salient aspects that exemplify the revolutionary character of the SITMS project.