PlayMatters Uganda Implementation Research Findings

• In Event: Improving Quality Implementation of Learning through Play Across East African Refugee Contexts: Implementation Research Findings from PlayMatters

Proposal

Research shows that teachers are the most critical factor in improving children’s learning outcomes (Darling-Hammond et al., 2017; Hattie, 2018). However, in contexts of protracted crisis, forced displacement, and emergencies, teachers face compounding challenges that can hinder education quality for refugee children (Mendenhall et al., 2018). These teachers are often unsupported and under-resourced with limited access to formal certification and training (Burns & Lawrie, 2015). Teachers in these settings may not have formal qualifications but are often alternatively qualified given their solidarity with affected populations (Winthrop & Kirk, 2005). Thus, building on teachers’ strengths and providing comprehensive, relevant, quality teacher professional development (TPD; pre-service, in-service, and continuous professional development) is necessary for supporting teachers’ motivation, skills, and practices to implement new pedagogies such as Learning through Play (Mendenhall et al., 2021). In addition, teaching behaviour is also influenced by their own (psychosocial) wellbeing. Teachers’ wellbeing is known to be essential in order for them to support children and successfully educate them in the school (INEE, 2018). Therefore, a combined focus on teachers’ skills, competencies, their wellbeing as well as on the surrounding education structure seems to be key when projects aim to strengthen teaching practices.

This paper will present the results of a feasibility trial conducted in three refugee settlements (Bidi Bidi, Adjumani and Palabek) and host communities in Western and Northern Uganda that aimed to gain insight in the implementation of the PlayMatters Teacher Professional Development Intervention. In particular the yielded insights related to the teaching practices within the classroom, teacher level outcomes (e.g. wellbeing, motivation) and the implementation of the continuous teacher professional development activities are reported on. The study was conducted in 18 schools (intervention schools n = 9, control schools n = 9) with a total of 104 teachers being included in the study (intervention arm n=53, control arm n=51). In addition, 14 teachers were each observed six times throughout a full school year to monitor the teaching behavior (intervention arm n = 6, control arm n=8). The observations focused on skills and practices that showed integration of Learning through Play as pedagogical approach in the classroom. Combined these results provide insight in how the PlayMatters intervention is supporting teachers and is contributing to strengthen their practices as well as the school environment in which they work.

Author

• Eva Sophia Smallegange, War Child Alliance