Abstract
Current trends in education are shaping school culture, whereby teaching and learning processes are being challenged to adjust from practices that have been taken for granted. Teachers who are the engine of teaching and learning are expected to be at the forefront of finding solutions to teaching and learning processes. Teachers’ education colleges are responsible for preparing pre-service teachers with new skills that will allow them to succeed professionally upon graduation. Tutors in teacher colleges are also expected to continue to support in-service teachers through teacher professional development. The success of these processes calls for tutors whose teaching practices are exceptional. Such are referred to as champion teachers; individuals who are always looking for ways to better themselves and modify their teaching strategies to meet the various needs of their pupils. The whole process of developing such tutors calls for the strengthening of education systems through interventions that are based on proven theoretical approaches. This paper examines the Foundation for Learning (F4L) project, a five-year endeavor spanning several East African countries to develop “champion teachers.” The project sought to systematically improve teacher capacity through workshops by stressing pedagogical competence and a lifelong learning attitude. It also covered areas such as gender-responsive pedagogy and integration of technology. Results show improvements in participants’ knowledge, abilities, and attitudes; champion teachers who exhibit technological competence and a dedication to diversity have emerged. Project outcomes stress the need for well-thought-out programs and strategic planning of change initiatives. To sum up, the F4L initiative is a prime example of a transformative teacher development activity, supporting inclusive and sustainable teaching practices in East Africa.
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