Table A.1:
Data collection in the country contexts
| Country context | Forms of data collection carried out |
|---|---|
| Colombia | Focus group discussions with 12 primary and secondary schoolteachers from 11 different regions of the country. Six teach in rural schools, one in semi-rural and five in urban schools. Interviews: (1) representative from the teacher union federation, Federación Colombiana de Trabajadores de la Educación (FECODE); (2) advisor from Institute for Educational Research and Pedagogical Development (Instituto para la Investigación Educativa y el Desarrollo Pedaagógico, IDEP); and (3) teacher from the Universidad Distrital, Bogotá, and advisor to the Ministry of Education. Focus group discussion with two secondary school students. |
| Ethiopia | Focus group discussions with ten teachers from Tigray region: five teachers from secondary schools in Mekelle; five teachers from rural and semi-rural areas (four primary, one secondary) who were internally displaced due to the conflict. Interviews: (i) two representatives from the Teachers Association, (ii) one representative from university-based teacher education programme. |
| India | Focus group discussion with nine teachers from state schools in Delhi. Pedagogic artefacts: one from each of the nine teachers. Anecdotes of practice: one from each of the nine teachers. |
| Additional data: all nine teachers collated data from a total of 28 additional teachers in state schools, largely through individual interviews and some via group discussions with two to three teachers. | |
| Rwanda | Focus group discussions with nine teachers and one teacher training college instructor. The group included four primary school teachers and five secondary school teachers. Those teachers provided additional data collected, including pedagogic artefacts from eight of their colleagues, including four primary teachers and four secondary school teachers. Interviews: one official who has worked in the field of teacher professionalization and development. |
| Tanzania | Focus group discussions or one-on-one interviews (due to connectivity issues) conducted online with nine teachers, with six from primary schools and six from secondary schools. Nine taught in rural settings and three taught in urban settings. Interviews: (1) a teacher educator from a teacher training college; (2) a researcher from a large, influential education advocacy and policy-influencing organization. |
