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Teacher Perspectives on the Usefulness of a Formative Assessment Tool to Support Their Implementation of Learning Through Play
By Martin Ariapa
In this study, we explore teacher perspectives on the utility of a formative assessment tool, Teacher RePlay, to support their implementation of learning through play (LTP) activities in classrooms for students age 3 to 12 years in Bangladesh, Colombia, and Uganda. Research suggests that formative assessment tools may be useful to bridge support from professional development trainings to the classroom. The Teacher RePlay tool was designed to provide continued support to teachers subsequent to their participation in training sessions on implementing LTP. Through interviews, we explored the benefits and challenges teachers experienced while using the tool. Teachers reported the tool improved their planning and delivery of LTP activities and cited positive outcomes, including enhanced student engagement, attendance, and overall learning. Challenges in implementing LTP included class size limitations, time constraints, and technology access. The study underscores the importance of considering cultural contexts in implementing LTP and suggests future considerations, including alternative resource delivery formats and the creation of a support community for teachers. We highlight, as an alternative to the traditional professional development model, the promise of formative assessment tools as a means of providing continual and productive support to teachers.
Well-being, that word is very wide: Understanding how teachers in Uganda define and navigate their occupational well-being
By Martin Ariapa
Teachers in Uganda are overstretched and exhausted. Occupational well-being-how teachers feel and function-is associated with satisfaction and retention. Yet, we know little about what teacher well-being looks like in low-resource contexts. We worked with 148 Ugandan teachers to understand how they conceptualize well-being. They described well-being as economic, social, emotional, and physical health. Female teachers were more focused on displaying (over receiving) respect while teachers working with refugee children more frequently described the need for intrinsic motivation and training. We discuss not only the broader implications for understanding TWB in other low-resource and fragile contexts but also how interventions in Uganda need to focus on the interpersonal dynamics that are more proximal to teachers' lived experiences.
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