ICT Training for Teachers in Uganda

Teacher Professional Development and Support

KAWA Uganda’s choice of implementing teacher professional development programs in Ugandan schools is an important step towards improving the quality of education in the country. The programs provide teachers with the necessary skills and knowledge to become more effective educators. It is essential that these programs are implemented in a way that maximizes their potential impact on student achievement.

This article will discuss some of the best practices for implementing teacher professional development programs in Ugandan schools, focusing on how to select appropriate activities, strategies for engaging teachers and other stakeholders, and methods for evaluating program effectiveness.

Professional development training for teachers is crucial for the success of the education system. On-the-job training, in particular, is an essential aspect of teacher professional development (TPD) as it provides teachers with the opportunity to improve their skills, knowledge, and pedagogy while they are teaching in the classroom.

One of the main benefits of on-the-job TPD is that it allows teachers to immediately apply new knowledge and skills in the classroom. This can lead to an improvement in the quality of education for students and a more effective teaching practice. On-the-job training also allows teachers to reflect on their practice and make adjustments to their teaching methods in real-time, which can lead to more effective instruction.

On-the-job TPD also provides teachers with the opportunity to collaborate with colleagues and share best practices. This can lead to a positive and supportive work environment and can also help to improve the overall quality of education in the school. On-the-job training also allows teachers to network with other educators, which can provide them with new perspectives and ideas that they can apply in the classroom.

Another benefit of on-the-job TPD is that it can be tailored to the specific needs of the teachers and the school. This can lead to more effective training as it addresses the specific challenges and opportunities that the teachers and school are facing.

On-the-job TPD also has a positive impact on teacher retention. When teachers are provided with on-the-job training and support, they are more likely to stay in the profession, which can lead to increased stability and continuity in the classroom. This is particularly important in Uganda as the high rate of teacher dropout is a significant challenge for the education system.

ICT in Education Course for teachers in Uganda is based on the Contextualised UNESCO ICT Competency Framework. It focuses on Building competencies for the integration of Information and Communication Technology for both educators and learners for improved teaching and learning processes.

This will lead to better learner outcomes, increased learner engagement, research, and communication with educators which provides robust opportunities that ICT offers for the social development of knowledge based-economies for education.

In conclusion, on-the-job TPD is an essential aspect of teacher professional development. It provides teachers with the opportunity to improve their skills and knowledge while they are teaching in the classroom, it allows for immediate application of new knowledge and skills, it promotes collaboration and networking among colleagues, it can be tailored to the specific needs of the teachers and the school, and it can have a positive impact on teacher retention.

Topics for KAWA Teacher Training 

  1. Classroom management
  2. Curriculum development and lesson planning
  3. Effective teaching strategies
  4. Differentiated instruction
  5. Assessment and evaluation
  6. Technology integration in the classroom
  7. Inclusive education and addressing diverse student needs
  8. Professional development and self-reflection
  9. Special education and accommodations for students with disabilities
  10. Behavioral management and discipline
  11. Effective communication with parents and other stakeholders
  12. Cultural competence and understanding
  13. Student motivation and engagement
  14. Collaborative teaching and team teaching
  15. Mindfulness and self-care for teachers
  16. Educational research and data analysis
  17. Current trends in education and education policy
  18. Strategies for working with English Language Learners (ELLs)
  19. Project-based learning and inquiry-based instruction
  20. Trauma-informed teaching and creating a safe and supportive classroom environment.

Module for teachers 

Active engagement techniques
Assessment for learning
Behaviour Management,
Child Protection,
Clean and Safe Environment for Learning
Designing lessons
Developing effective learners
Developing reading
Developing writing
Explaining
Group work
Guided learning
Improving the climate for learning
Inclusion and Special Educational Needs,
Leading in learning
Learner Engagement and Welfare,
Learner-Centred Teaching and Learning
Learning styles
Lesson design for inclusion
Lesson design for lower attainers
Lesson Planning and Delivery,
Modelling
Parent and Community Engagement,
Questioning
Starters and plenaries
Structuring learning
Using ICT to enhance learning