Towards a Culture of Learning at Scale through Teacher Professional Development in Uganda

Educational experiences rarely integrate the perspectives and insights of learners, including those training to be teachers. In Uganda, a didactic culture that treats the educator as the sole source of authoritative knowledge prevails. Nourani et al (2023) suggest that pedagogy can change through a “Learning to Learn” (LTL) approach. Teachers rethink the purpose of education and the associated practice of teaching, beckoning them to associate education with processes of knowledge production. This is done, in part, by training teachers to apply the tools of science to investigate the barriers to development in their contexts, including their classrooms. The researchers believe they can apply the same approach in communities of practice at scale. Researchers propose to work with the original implementing partner as well as government institutions in charge of teacher professional development to develop approaches that study ways of transforming the existing culture into a “culture of learning” at scale.