Improving Content and Pedagogical Knowledge and Self-Efficacy via In-Service Teacher Training in Rural Uganda

• In Event: AERA Poster Session Wednesday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 1

Abstract

This mixed-methods study examines the impact of two in-service teacher training programs (i.e., diploma and degree) on teachers’ content knowledge (CK), pedagogical knowledge (PCK), and self-efficacy in literacy teaching in rural Uganda, using data from 196 teachers. Quantitative analyses revealed that degree participants reported marginally higher perceived gains in self-efficacy following the program. They also showed that degree program participation is significantly associated with higher self-efficacy, while more years of teaching experience are linked to lower self-efficacy. In terms of qualitative findings, increased confidence as well as CK and PCK in literacy teaching enabled teachers to implement more effective classroom practices. These results also underscore the importance of collaborative networks through peer support and mentorship for professional development.

Author

• Jai Bum Koo, Florida State University