Abstract
This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase.
Authors and contributors
- Koomar, Saalim (Author)
- Adam, Taskeen (Author)
- Massam, Winston Edward (Author)
- Anthony, Gervace (Author)
- Mrope, Winifrida Jacob (Author)
- Mtenzi, Fredrick (Author)
- Mwakabungu, Fika (Author)
- Komba, Aneth (Author)
- Hennessy, Sara (Author)
- Barretto, Johnpaul (Author)
Citation
Koomar, S., Adam, T., Massam, W. E., Anthony, G., Mrope, W. J., Mtenzi, F., Mwakabungu, F., Komba, A., Hennessy, S., & Barretto, J. (2022). Design-Based Implementation Research Baseline Data Collection: Technical report [Technical Report]. EdTech Hub. https://doi.org/10.53832/edtechhub.0141
Link to this record
https://docs.edtechhub.org/lib/KMQCABXM
Key themes
- Teacher professional development
- Education technology
- Design-Based Implementation Research
- Community of Learning
Type
- Technical Report
