Reflections: Professional Development Using a Gradual Release Model to Facilitate Culturally Responsive Strategies in a Rural Secondary School Curriculum in Malawi

Abstract

This self-reflection article explores the collaboration with a nongovernmental organization serving underserved students in Malawi and a private Midwestern university educator preparation program which provided research-based pedagogical culturally responsive practices to teachers. Through strong partnerships, education programs can combine their academic and activist voices to prepare teachers as change agents. This article examines the Malawian education system that is gradually shifting from a decentralized system. The authors provided professional development focused on a framework of gradual release model of culturally responsive strategies to be employed in a rural secondary school in Malawi. Finally, the article concludes by sharing lessons learned.

Keywords

gradual release model student-centered professional development culturally responsive pedagogy assessment

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