@article {
	title = {Supporting open practices with teachers in Zambia},
	author = {Stutchbury, Kris and Gallastegi, Lore and Woodward, Clare},
	abstract = {This paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the Zambian Education School-based Training (ZEST) – a project which, over the next three years, will be scaled-up across Zambia. The project is underpinned by the belief that knowledge about teaching is co-constructed through participation in, and reflection on, practice. Thus, the emphasis is on empowering teachers to work together to develop practices appropriate to their context – open practices. In the study, we describe an on-going process of realist evaluation which enables us to establish at an early stage what works in which contexts and informs on-going project planning. It concludes that this approach to evaluation has the potential to be helpful in understanding open practices and how they can be developed.},
	year = {2019},
	month = {11/2019},
	language = {English},
	journal = {Journal of Learning for Development},
	volume = {6},
	issue = {3},
	pages = {208-227},
	country = {Zambia},
	url = {https://jl4d.org/index.php/ejl4d/article/view/367},
	refereed = {yes},
	keywords = {school-based professional development, learner-centred education, capacity development},
	attachments = {367-Article Text-1939-11-10-20191117.pdf},
}