Teacher design teams in three African studies (Ethiopia, Ghana, Tanzania) were associated with increases in teachers' knowledge and skills¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? All three design-research studies of teacher design teams found increases in teachers' knowledge and skills, and Ghana and Ethiopia also found changes in teachers' beliefs. → Joke Voogt 2015
Evidence¶
Joke Voogt 2015¶
Joke Voogt, Therese Laferrière, Alain Breuleux, Rebecca C. Itow, Daniel T. Hickey, Susan McKenney (2015). Collaborative design as a form of professional development. Instr Sci (2015) 43:259-282. https://doi.org/10.1007/s11251-014-9340-7
q2 · i? · review · r2
Synthesis of three mixed-methods design-research studies (Anto 2013, Ethiopia; Bakah 2011, Ghana; Kafyulilo 2013, Tanzania) using questionnaires, interviews, and observation. The article states "increases in teachers' knowledge and skills" without printing effect sizes.
"All three studies found increases in teachers' knowledge and skills (Bakah 2011; Anto 2013; Kafyulilo 2013). The studies in Ghana and Ethiopia also found changes in teachers' beliefs."
Discussion¶
Related Claims¶
- In the Ethiopian TDT study, novice teachers performed as well as facilitators in designing communicative English lessons — related
- Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops — related
- Teacher training for inclusive education had a large effect on teachers' knowledge and moderate effects on willingness to change, skills, and beliefs in the fitted Willingness-to-Change model — a broader claim this one bears on
- Knowledge-to-Practice, Reaction-to-Training, and Practice-to-Belief models were not well-suited to explain empirical transfer data, and Knowledge-Skills-Beliefs fit only in RCT/quasi-experimental subsets — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tdt-african-studies-increases-knowledge-skills |
title |
Teacher design teams in three African studies (Ethiopia, Ghana, Tanzania) were associated with increases in teachers' knowledge and skills |
description |
Teacher design teams in three African studies (Ethiopia, Ghana, Tanzania) were associated with increases in teachers' knowledge and skills |
status |
review |
evidence_strength |
weak |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — joke-voogt-2015 |
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