ABSTRACT
The increasing focus on researching classroom processes over the last decade has been in response to the growing realisation that developing the pedagogic practices of teachers is central to improving the quality of education in resource constrained contexts. Drawing on a range of observation studies from Kenya and Tanzania, this chapter discusses the challenges facing both governments and the international donor community in the East African region in implementing effective professional development for teachers and reviewing their policy responses. It discusses the emerging evidence of effective teacher development and support from Kenya and Tanzania suggesting that educational quality is largely obtained through engaging teachers in reviewing pedagogical processes in the classroom. The chapter concludes with a discussion of the key priorities for policy makers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators, and raising learning outcomes for all children as part of the new post-2015 education agenda.
