Developing a Model for Technology-Supported School-Based Teacher Professional Development in Ghana: Opportunities and Challenges

Abstract

Purpose The purpose of this study is to explore the opportunities and challenges afforded by a technology-based model for school-based teacher professional development (TPD) in Ghana and its implications for scaling. The Ghanaian Government requires teachers to meet regularly in professional learning communities (PLCs) to discuss and ultimately improve their practice. Design/Approach/Method The Open University and the University of Cape Coast (UCC) developed a digitally based, sustainable model for TPD. Ten schools tested this model, which could operate at scale. UCC selected a free online course that addressed policy aspirations for inclusive education. Teachers studied on their phones (2 hr a week; 4 weeks) and discussed the content of the course during weekly PLCs. A mixed-methods study was carried out using a questionnaire, interviews, and observations of PLCs. Findings The findings highlighted the relevance of the course material and the challenges involved in facilitating PLCs. Relatively little discussion took place, but the data demonstrated the potential for this model if facilitators are appropriately trained. Originality/Value The study demonstrates the potential of a model, based on high-quality, digital, open-access resources, to work at scale provided attention is paid to training facilitators for the PLCs and choosing resources consistent with policy aspirations.