Sponser: International Development Research Centre (IDRC) under the Global Partnership for Education Knowledge and Innovation Exchange (GPE-KIX)
The project seeks to build capacities of middle and secondary school newly qualified teachers (NQT) in science and mathematics for fostering inclusive higher-order learning in their classrooms. It aims to pilot the Connected Learning Initiative (CLIx, https://clix.tiss.edu ) innovation, developed and scaled in India, to new contexts in Bhutan, Nigeria, and Tanzania, through a South-South collaboration, and research its effectiveness and potential for scaling. CL4STEM is funded by the IDRC under the Global Partnership for Education Knowledge and Innovation Exchange (GPE-KIX) and is one of the ten awardees of the reputed global KIX awards.
The project comprises of - Knowledge Transfer, Impact Study, and Innovation Diffusion Study.
1. Knowledge Transfer involved teacher professional development via engagement with curated OER based modules on Reflective teaching with ICT for Science and Math, Universal Design for Learning and Design Thinking and participation in online communities of practice. At present, knowledge transfer of TPACK of CLIx resources to participating teacher educators is underway to build their capacity to design and curate OERs and lead online communities of practice, which will be used to train NQTs in their respective countries.
2. Impact Study is a set of three country-wise studies to study the impact of the innovation on NQT's Knowledge, Attitudes, and Practice for higher-order teaching and learning of science and mathematics inclusively and equitably.
3. Innovation Diffusion Study is a comparative study to generate knowledge on the processes of adapting the innovation for specific local contexts, and the practices and conditions to support scaling in these contexts.
Knowledge generated would be shared with stakeholders in ministries of education and relevant regulatory & professional bodies, along with other researchers and opinion leaders
Expected outcomes of this project are:
1. Supporting teacher professional development to build local content and pedagogical knowledge and knowledge to potentially scale this innovation across the three partner countries.
2. Training teachers and teacher educators through online professional development modules based on curated OERs and via participation in online communities of practice.
3. Influencing the teaching practices of the participating NQTs to foster inclusive higher-order learning in their classrooms.
Project Partners
1. Ibrahim Badamasi Babangida University, Lapai (IBBUL),
2. Samtse College of Education, Bhutan (SCE)
3.
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