Playful Learning in Crisis Settings: Teacher Professional Development in Ethiopia, Tanzania, and Uganda
Ethiopia, Tanzania, Uganda (virtual engagement)
2020
Primary Investigators: Dr. Mary Mendenhall and Dr. Vidur Chopra, Post-Doctoral Fellow
This qualitative study examined the challenges and opportunities for integrating learning through play in teacher professional development in refugee and host communities in Ethiopia, Tanzania, and Uganda. By centering the professional development needs of teachers, our work contributed to a vital evidence base for The LEGO Foundation’s Playful Learning in Crisis Settings (PLiCs) initiative, which aims to enhance educational services that include learning through play for children and youth (ages 3 to 12+) living in protracted refugee settings in East Africa.
Publications and Resources
White Paper
Mendenhall, M., Chopra, V., Falk, D., Henderson, C., & Cha, J. (2021). Teacher professional development and play-based learning in East Africa: Strengthening research, policy and practice in Ethiopia, Uganda, and Tanzania (white paper). The LEGO Foundation.
- Dr. Mary Mendenhall (Primary Investigator)
- Dr. Vidur Chopra, Post-Doctoral Fellow (Primary Investigator)
- Jihae Cha (Doctoral Student '21)
- Danielle Falk (Doctoral Student '23)
- Christopher Henderson (Doctoral Student)
- Tracie Jarrard (Master's Student '22)
- Jon Kwok (Master's Student '22)
- Emily Ervin (Master's Student '22)
- Charlotte Wright (Master's Student '22)
- Suzanne Zuidema (Master's Student '22)
- The LEGO Foundation