Adapting and Scaling Human Centred Design into Initial Teacher Education Practices, Institutions and Policies in Kenya

• In Event: Scaling effective teacher professional development in low-and middle-income countries:Choosing the right model, identifying scalability, and fitting the model to the location

Proposal

Teachers who are agentic and reflective professionals are key in responding to an increasingly complex global context. To navigate unpredictable futures, education systems need professionals capable of exercising agency to empower learners with 21st century competencies. This requires a fundamental shift in the provision of teacher professional development from simple knowledge transmission to the cultivation of professional agency. Initial Teacher Education (ITE) provides the foundational first step in a teacher’s professional development journey and is recognized as central to improving student learning outcomes in a range of subject areas.


This presentation shares initial learnings from a GPE-KIX funded project that seeks to embed and scale Schools2030’s model of Human-Centerd Design (HCD) to enhance the agency of teacher educators and student teachers. We argue that sustainable scaling requires a multi-level theory of change that targets three interconnected levels: (1) the pedagogical practices of teachers educators, student teachers; (2) the programs and culture of ITE institutions; and (3) the enabling national policies. Our presentation will share initial insights on catalyzing change at these three levels, focusing on our work with Thogoto Teachers College in Kenya.

The presentation will begin at the practice-level, exploring the “horizontal scaling” of innovations with student teachers and teacher-educators. Our approach is rooted in participatory research methods, positioning tutors, student-teachers, and college leadership at Thogoto Teachers College as co-researchers. Together, we are identifying the aspects of the HCD model, approaches, and mindsets that are most relevant and identifying how these can be integrated into curriculum, pedagogy and lesson planning. Through iterative cycles of classroom observation, surveys, interviews,  and reflection, we are seeking to identify shifts in the beliefs and professional identities of the educators themselves. We will share initial findings and lessons learned about conducting PAR with educators, student teachers and college leaders, and the link with scalability.

We will then discuss policy and programme scaling (the organizational level) focusing on how reform to animate teacher educator and teacher agency and reflexive professionalism is embedded with the policies, procedures and practices of teacher programmes by teacher education providers. We will pay particular attention to how HCD is embedded and institutionalized in the core functions of the delivery of initial teacher education programmes (including the modules, core courses and practicum preparations)  at Thogoto Teachers College, drawing on data from interviews with the college leadership and review of relevant documents.

Finally, we address “institutional scaling” of education innovation at the national policy-level by examining the role of the advisory groups in scaling. These groups provide technical oversight of the research and help ensure project outputs and outcomes align to policy priorities. We will share reflections on the value of investing in relationships and awareness-raising, and how stakeholder engagement supports the integration and scale of new innovations into policies and practice, including Teacher Standards and Initial Teacher Education Curriculum frameworks.  

To conclude, we will argue that scaling impact requires this integrated, multi-level approach—from individual beliefs to organizational policies culture and national policy—to truly foster a resilient and agentic teaching profession for a complex world.

Author

• Bronwen Magrath, Aga Khan Foundation