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August 30, 2026ECNU Review of EducationOpen Access

Developing a Model for Technology-Supported School-Based Teacher Professional Development in Ghana: Opportunities and Challenges

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Authors

EAEsinam Ami AvornyoOBOlivier BiardCBCatharine Bleasdale

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Overview

Mixed-methods study reveals facilitation challenges in mobile teacher professional development across ten Ghanaian schools, suggesting structured facilitator training is vital for scaling.

Key Points

  • To investigate the opportunities, challenges, and scalability of a technology-based model for school-based teacher professional development linked with professional learning communities in Ghana.
  • Tested a digital professional development model across 10 schools in Ghana using a free online course focused on inclusive education.
  • Teachers completed coursework on mobile phones for two hours per week over four weeks and met weekly in school-based professional learning communities.
  • Gathered evaluation data through a mixed-methods design comprising questionnaires, interviews, and direct observations of peer learning meetings.
  • Teachers identified the mobile course content as highly relevant and well aligned with national inclusive education goals.
  • Professional learning community sessions generated relatively little peer discussion, exposing substantial barriers in meeting facilitation.
  • The digital model showed strong potential for scaling, provided facilitators receive explicit training and resources align with policy priorities.

Cite This Study

Avornyo et al. (2026) studied this question.

synapsesocial.com/papers/6a93f0e06c1a8fb52e79d6a8https://doi.org/10.1177/20965311261468801
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