1,008
Views
18
CrossRef citations to date
0
Altmetric
Articles

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya

ORCID Icon &
Pages 132-146 | Received 04 Oct 2017, Accepted 09 Sep 2018, Published online: 06 Nov 2018

References

  • Archambault, L., Wetzel, K., Foulger, T. S., & Williams, M. K. (2010). Professional Development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 4–11.
  • Aydin, S. (2012). A review of research on Facebook as an educational environment. Education Technology Research and Development, 60, 1093–1106.
  • Bett, H. (2016). The cascade model of teachers’ continuing professional development in Kenya: A time for change? Cogent Education, 3(1), 1–9.
  • Bosch, T. E. (2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communicatio: South African Journal for Communication Theory and Research, 35(2), 185–200.
  • CAK. (2018). Fourth quarter sector statistics report for the financial year 2017/2018 (April-June2018). Nairobi: Communication Authority of Kenya. Retrieved from https://ca.go.ke/wp-content/uploads/2018/10/Quarter-Four-sector-statistics-report-for-the-Financial-Year-2017-18.pdf.
  • Carpenter, J. P., & Krutka, D. G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 707–728.
  • Christie, P., Harley, K., & Penny, A. (2005). 7 Case studies from sub-Saharan Africa. International handbook on the continuing professional development of teachers. London: McGraw Hill Education (UK).
  • Cirera, X., Lage, F., & Sabetti, L. (2016). ICT use, innovation, and productivity: Evidence from Sub-Saharan Africa. Washington, DC: World Bank Group.
  • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council.
  • Dayoub, R., & Bashiruddin, A. (2012). Exploring English-language teachers’ professional development in developing countries: Cases from Syria and Pakistan. Professional Development in Education, 38(4), 589–611.
  • Duflo, E., Dupas, P., & Kremer, M. (2011). Peer effects, pupil-teacher ratios, and teacher incentives in Kenya. American Economic Review, 101, 1739–1774.
  • Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324–340.
  • Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182.
  • Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33–39.
  • Hart, J. E., & Steinbrecher, T. (2011). OMG! Exploring and learning from teachers’ personal and professional uses of Facebook. Action in Teacher Education, 33(4), 320–328.
  • Helleve, I. (2010). Theoretical foundations of teachers’ professional development. In S. Simon, K. Fernstrom, T. Wubbels, & B. Hudson (Eds.), Online learning communities and teacher professional development: Methods for improved education delivery (pp. 1–19). Hershey, PA: IGI Global. doi:10.4018/978-1-60566-780-5.ch001.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.
  • Hur, J. W., & Brush, T. A. (2009). Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of K–12 teachers? Journal of Research on Technology in Education, 41(3), 279–303.
  • Kafu, P. A. (2011). Teacher education in Kenya: Emerging issues. International Journal of Curriculum and Instruction, 1(1), 43–52.
  • Kelani, R. R., & Khourey-Bowers, C. (2012). Professional development in sub-Saharan Africa: What have we learned in Benin? Professional Development in Education, 38(5), 705–723.
  • Kelly, N., & Antonio, A. (2016). Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138–149.
  • Kenya National Bureau of Statistics (KNBS). (2018). Economic survey 2018. Nairobi: Kenya National Bureau of Statistics.
  • KICD. (2018, January 3). Competence based curriculum- January 3rd 2018. Nairobi: Kenya Institute of Curriculum Development. Retrieved from https://kicd.ac.ke/press_releases/competence-based-curriculum-january-3rd-2018/.
  • KNEC. (2015). The year 2014 KCPE report with question papers and answers to the objective questions. Nairobi: The Kenya National Examinations Council.
  • KNUT. (2016). Our quick analysis of KCSE 2016: ‘The glaring shortcomings’. Nairobi: Kenya National Union of Teachers.
  • Leung, S. S., Chiang, V. C., Chui, Y. Y., Lee, A. C., & Mak, Y. W. (2011). Feasibility and potentials of online support for stress management among secondary school teachers. Stress and Health, 27(3), e282–e286.
  • Maher, D., & Prescott, A. (2017). Professional development for rural and remote teachers using video conferencing. Asia-Pacific Journal of Teacher Education, 1–19. doi:10.1080/1359866X.2017.1296930.
  • Matiang’i, F. (2015, December 30). How candidates faired in 2015 KCPE: Full statement of education CS Fred Matiang’i (Standard Digital). Retrieved from http://www.standardmedia.co.ke/m/?articleID=2000186582&story_title=how-candidates-faired-in-2015-kcpe-full-statement-of-education-cs-fred-matiang-i&pageNo=3.
  • Mercieca, B., & Kelly, N. (2017). Early career teacher peer support through private groups in social media. Asia-Pacific Journal of Teacher Education, 46(1), 1–17. doi:10.1080/1359866X.2017.1312282.
  • Mushayikwa, E., & Lubben, F. (2009). Self-directed professional development–Hope for teachers working in deprived environments? Teaching and Teacher Education, 25(3), 375–382.
  • Ngware, M., Abuya, B., Admassu, K., Mutisya, M., Musyoka, P., & Oketch, M. (2013). Quality and access to education in urban informal settlements in Kenya. Nairobi: Africa Population and Health Research Centre (APHRC).
  • Nowak, M., & Spiller, G. (2017, June 27). Two billion people coming together on Facebook (Facebook). Retrieved from https://newsroom.fb.com/news/2017/06/two-billion-people-coming-together-on-facebook/.
  • O’Bannon, B. W., Beard, J. L., & Britt, V. G. (2013). Using a Facebook Group as an educational tool: Effects on student achievement, computers in the schools. Interdisciplinary Journal of Practice, Theory, and Applied Research, 30(3), 229–247.
  • Oplatka, I. (2007). The context and profile of teachers in developing countries in the last decade. International Journal of Educational Management, 21(6), 476–490.
  • Otieno, B. (2016, December 31). English and Kiswahili register lowest grades in 2016 KCSE (The Star Online). Retrieved from http://www.the-star.co.ke/news/2016/12/31/english-and-kiswahili-register-lowest-grades-in-2016-kcse_c1479912.
  • Petti, L., & Triacca, S. (2013). Teachers in Facebook: Information retrieval, informal learning or extension of the own social network? International Journal of Digital Society (IJDS), 4(1), 714–722.
  • Phillips, L. F., Baird, D., & Fogg, B. (2011, October 15). Facebook for educators. Retrieved from Facebookforeducators.org: http://facebookforeducators.org/wp-content/uploads/2011/05/Facebook-for-Educators.Oct-15.pd.
  • Pilgrim, J., & Bledsoe, C. (2011). Learning through Facebook: A potential tool for educators. The Delta Kappa Gamma Bulletin, 78(1), 38–42.
  • Pryor, J., Akyeampong, K., Westbrook, J., & Lussier, K. (2012). Rethinking teacher preparation and professional development in Africa: An analysis of the curriculum of teacher education in the teaching of early reading and mathematics. Curriculum Journal, 23, 409–502.
  • Ranieri, M., Manca, S., & Fini, A. (2012). Why (and how) do teachers engage in social networks? An exploratory study of professional use of Facebook and its implications for lifelong learning. British Journal of Educational Technology, 43(5), 754–769.
  • Rutherford, C. (2010). Facebook as a source of informal teacher professional development. Education, 16(1), 60–74.
  • Sari, E. R. (2012). Online learning community: A case study of teacher professional development in Indonesia. Intercultural Education, 23(1), 63–72.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–21.
  • Sifuna, D. (2007). The challenge of increasing access and improving quality: An analysis of universal primary education interventions in Kenya and Tanzania since the 1970s. International Review of Education, 53, 687–699. doi:10.1007/s11159-007-9062-z.
  • Staudt, D., St. Clair, N., & Martinez, E. E. (2013). Using Facebook to support novice teachers. The New Educator, 9, 152–163.
  • Sumuer, E., Esfer, S., & Yildirim, S. (2014). Teachers’ Facebook use: Their use habits, intensity, self-disclosure, privacy settings, and activities on Facebook. Educational Studies, 40(5), 537–553.
  • Teachers Service Commission, Kenya (TSC). (2015). Strategic plan 2015-2019. Nairobi: Teachers Service Commission, Kenya (TSC).
  • Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133–138.
  • UNESCO. (2015). Global Monitoring Report 2015: Education for all 2000–2015: Achievements and Challenges. Paris: Author.
  • Wenglinsky, H. (2000). How teaching matters: Bringing the classsroom back into discussions of teacher quality. New Jersey: Milken Family Foundation & ETS.
  • Wilson, R. E., Gosling, S. D., & Graham, L. T. (2012). A review of Facebook research in the social sciences. Perspectives on Psychological Science, 7(3), 203–220.
  • Wyche, S. P., Schoenebeck, S. Y., & Forte, A. (2013). Facebook is a luxury: An exploratory study of social media use in rural Kenya. In Proceedings of the 2013 conference on Computer supported cooperative work (pp. 33–44). ACM.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.