封面圖片

Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan Teachers

Guardado en:
發表在:Education Sciences vol. 15, no. 6 (2025), p. 709-727
主要作者: Battaglia, Noah
其他作者: Wood, Eileen, Gottardo, Alexandra, Livison, Chovu, Ghaa Clifford, Santhosh Edwin, Vogel, Natasha, Wade, Anne, Abrami, Philip C
出版:
MDPI AG
主題:
Kenya
Teaching
Students
Reading comprehension
Learning
Pedagogy
Educational Quality
Educational Practices
Phonemics
Curriculum Development
Influence of Technology
Addition
Active Learning
Direct Instruction
African Languages
Educational Innovation
Educational Technology
Minimum Competencies
Class Size
Language of Instruction
Educational Change
Emergent Literacy
Blended Learning
Literacy Education
Child Development
Pedagogical Content Knowledge
Classrooms
Phonemic Awareness
Computer Software
Achievement Gains
Educational Facilities Improvement
在線閱讀:Citation/Abstract
Full Text
Full Text - PDF
標簽: 添加標簽
沒有標簽, 成為第一個標記此記錄!
Resumen:This study examined the effectiveness of an 18-week online blended teacher professional development program for Kenyan in-service teachers. Also, teachers received instruction on the use of an evidence-based early literacy software program for children. The 94 teachers completed two professional development training modules (alphabetics and fluency) and four surveys (one before and one after each module). Surveys assessed teachers’ confidence and knowledge consistent with the primary elements of the TPACK model (i.e., content, pedagogy, technology). Knowledge gains were observed for fluency content, but not alphabetics content. Across the program, there were gains in pedagogical knowledge and teachers’ confidence. Given the importance of technology in the present study, additional analyses involving intersections of key elements with technology were examined. Outcomes supported the importance of technological pedagogy for the overarching integrated TPACK model. Overall, the TPD and accompanying course material provided some support for teachers who struggle with literacy instruction.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15060709
Fuente:Education Database