Transformative Pedagogies and Practices: The Potential of the School-Based In-service Teacher Training (SITT) Model in Transforming Teaching and Learning in Zambia

Abstract

In this paper, we examine the influence of the School-Based In-Service Teacher Mentorship and Support (SITMS) pilot project on the teaching and learning environment in the pilot secondary schools in Zambia. Using Mezirow's transformative learning theory as an analytical lens, we examined the data collected from the project activities, including the learning and sharing workshops, midline surveys, monitoring visits and interviews, to uncover significant changes in students' teaching approaches and attitudes towards learning. The findings of the study revealed six salient aspects that exemplify the revolutionary character of the SITMS project, and these include: (1) attitude change as a transformative teaching foundation, which involves a shift from traditional to creative teaching methods; (2) transformational transition to inclusivity, which focuses on adopting inclusive teaching practises and cooperative learning settings; (3) collaborative knowledge construction and experiential learning, which highlight hands-on experiences and active exploration in classrooms; (4) symbiotic teacher-student relationships, which increase students participation in the learning activity; (5)Transformative Communities of Practice and Collaborative Teaching, which encouraged a broad interchange of team teaching and workgroup formation, provided momentum for these joint efforts; and (6) Pedagogical Adaptation with Contextualisation, which promotes use infusion of local context in the teaching and learning environment. These findings highlight the importance of SITMS in promoting a favourable learning atmosphere, emphasising the potential of the SITMS project for broader educational reforms.