Perceptions and pedagogical considerations in professional development training for integration of an early literacy program in Kenya

ABSTRACT

The present study examines experiences of mentor teachers and their teacher colleagues following three days of professional development training for early literacy instruction and a literacy software program (ABRA). Four Kenyan teacher-mentors were interviewed and 34 teachers were surveyed. Training included program specific and curriculum integration content. Thematic analysis of interviews yielded six themes, which identified perceived barriers and facilitators to adoption and integration of ABRA in the Kenyan elementary school context. Consistent with integration models, barriers involved infrastructure and access to technology, and challenges integrating the pedagogy of the software within the constraints of the existing curriculum. These challenges placed extra burdens on the ‘ambassador’ role, a key strategic initiative, which may require alternative support for program continuance, adoption, and fostering teachers’ professional development. Ambassadors and teachers agreed on the majority of challenges identified. Recommendations were noted to address cultural norms to enhance accessibility of the software.

KEYWORDS:

• Early literacy
• teacher professional development
• Kenyan education
• software integration

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported in part by the Social Sciences and Humanities Research Council of Canada 895-2017-1008.

Notes on contributors

Eileen Wood

Eileen Wood is a Professor in Developmental Psychology, Wilfrid Laurier University. Her primary research interests involve examining how children, youth, and adults acquire, retain, and recall information in educational contexts. This includes examining, evaluating, and developing instructional strategies to facilitate learning in formal and informal learning contexts including the use of new technologies.

Cristiana Vica

Cristiana Vica was a student in the Developmental Psychology program at Wilfrid Laurier University. Her research interests focused on instructional and educational aspects of adult development.

Alexandra Gottardo

Alexandra Gottardo is a Professor in Developmental Psychology, Wilfrid Laurier University. Her background is in educational psychology and speech-language pathology. Her research examines factors related to teaching and learning, how to read in second language learners, focusing on literacy and cognitive-linguistic variables and concepts within and across languages.

Rose Iminza

Rose Iminza is an educator working at the Aga Khan Academy in Mombasa, Kenya. She is a Professional Development Coordinator for the technology based learning programs associated with the Learning Toolkit (LTK+). She has served as the lead on professional development activities related to the LTK+ projects.

Enos Kiforo

Enos Kiforo is an educator working at the Aga Khan Academy in Mombasa, Kenya. He has served as the lead LTK research coordinator at the Global Hub for many years, coordinating LTK-related activities, including recruitment, data collection and ICT.

Anne Wade

Anne Wade (M.L.I.S.) was the Manager and Information Specialist at the Centre for the Study of Learning and Performance, Education at Concordia University for 30 years. She currently serves as the LTK+ Global Manager coordinating a variety of international literacy projects, and as a part-time professor in the Department of Education, Concordia University.