Author(s): Rose, Pauline; Aslam, Monazza; Downing, Phoebe; Gupta, Romanshi; Law, Brian; Ogando Portela, María José; Rawal, Shenila; Stewart, Katherine
Publisher(s): Tetra Tech International Development
Pages: xv, 59 p. + 80 p. + 4 p.
Teachers play a critical role in developing and enhancing children’s education outcomes. Improving the quality of teaching through actions that enhance pedagogy and support teachers in delivering learning is seen as an important mechanism for improving education outcomes. In recognition of this, improving teaching quality is one of the eight intermediate outcomes set out in the Girls’ Education Challenge Phase II (GEC II) Theory of Change. This study focuses on how GEC II projects have engaged teachers and emphasised teaching quality to improve girls’ education. This means understanding not only teacher demographics (who teachers are), but also their pedagogical practices, most notably how they approach teaching marginalised girls in their classrooms (what they do). In this context, the study focuses on two key research questions: How have GEC II projects (1) implemented and adapted interventions with teachers and teaching prior to Covid-19; and (2) adapted their interventions during the pandemic? This study focused on areas identified in the literature as being important - some of which are a gap in the global evidence base – including those related to gender-responsive pedagogy; the role of female teachers; and teacher professional development. It considered these in the context of adaptations to learning and teaching interventions by GEC II projects in response to the Coronavirus 2019 (Covid-19) pandemic.