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.

Effect of Reflective Practices on Student Learning in Higher Education—A Real Life Approach

“…It has been observed during this research that academics have significant influences on student learning in higher education settings. According to McIntosh and Bowman (2019), a culturally responsive teaching is an appealing pedagogy for engaging teachers in professional development that fosters intercultural competence. Teachers will be constantly engaged in self-reflection regarding their instructional practices, which will sustain their craft and advance student success.…”