ABSTRACT
Despite the widespread recognition that teachers are one of the most valuable inputs in any education system, in contexts of displacement teachers are often unavailable, underprepared, and unsupported. This study examines the experience of the Teachers for Teachers professional development program in the Kakuma refugee camp in Kenya in order to understand the critical role of teachers, the value of meaningful and locally relevant teacher development approaches and the challenges of getting and sustaining the right support. Our approach aims to centralize teachers’ experiences and voices to elevate what program participants identify as key challenges, priorities, and components of quality support. This study argues that there is a need for higher quality, longer-term support for teachers in displacement contexts, and that teachers’ reflections and experiences need to inform education policies and practices that directly affect their roles. The insights gained from this study will inform practitioners and policymakers working in contexts of displacement to improve teacher well-being, knowledge, and skills through the development of locally adapted, culturally responsive approaches to teacher professional development.
