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Professional Development of Mathematics and Science Teachers in Kenya: Program Implementation and Sustainability
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Author(s): Grace N. Orado (Kenyatta University, Kenya), John Mungai Njoroge (CEMASTEA, Kenya)and Jacinta L. Akatsa (CEMASTEA, Kenya)
Copyright: 2023
Pages: 25
Source title:
Practices and Perspectives of Teaching and Teacher Education in Africa
Source Author(s)/Editor(s): Gideon Boadu (RMIT University, Melbourne, Australia), George Odhiambo (United Arab Emirates University, Al Ain, UAE)and Pegah Marandi (Excelsia College, Australia)
DOI: 10.4018/978-1-6684-7722-9.ch009
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Abstract
The Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA) provides continuous teacher professional development (TPD) to mathematics and science teachers to upgrade their pedagogical skills. This happens through the Strengthening Mathematics and Science Education (SMASE) program. The program, which started with in-service education and training (INSET) as the only TPD activity at its inception in 1998, expanded over the years to include other TPD activities. This chapter provides a description of SMASE program including the implementation of its TPD activities for teachers in Kenya and factors that have contributed to the sustainability of the program. It is clear that building a system for TPD requires not only resources but also a commitment from all stakeholders. To mitigate situations such as those caused by COVID-19 that limit face-to-face training, there is need for a blended teaching and learning (BTL) model that allows both face-to-face and online training.
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