A Multi-Modal Approach to Teacher Professional Development in Low Resource Settings
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Credit
GPE/Jawad Jalali

Project Abstract

This project aimed to transform teacher professional development (TPD) in Afghanistan, Maldives, and Nepal by introducing a multi-modal, context-sensitive model that integrates action research (AR), mentoring, open educational resources (OERs), and professional learning communities (PLCs). Led by Villa College (Maldives), Tata Institute of Social Sciences (India), and the Swedish Committee for Afghanistan, the initiative focused on empowering teacher educators and teachers to become reflective practitioners and agents of change. 

Project Stats

Completed

Project Leader:

Fathimath Saeed

Implementing Countries:

Main Theme:

Duration:

31 months

End Date:

Mar 2024

Project Impacts: Policy and Practice

Impact: Policy & Practice

Maldives

  • The Project in collaboration with the National Institute of Education (NIE) conducted a training workshop for school leading teachers and initiated the integration of AR and mentoring into teacher licensing framework.
  • Teachers reported increased confidence in solving classroom issues independently and applying OERs to enhance lesson engagement as a result of project fellowships to carry out action research in schools across the country.

Nepal

  • The Centre for Education Human Resource Development (CEHRD) incorporated MATPD insights into its national mentoring SOP.
  • Fellows published research and presented findings at international conferences, contributing to national discourse on TPD reform.

Afghanistan

  • Despite political disruptions, 15 AR projects were completed with 136 teachers across 62 schools.
  • Fellows established local learning communities and shared mentoring practices, even under restrictive conditions.

 

Updates and Activities

Research Outputs