Adapting and Scaling Teacher Professional Development Approaches in Ghana, Honduras and Uzbekistan

Project Information
Project Status: Ongoing
Implementing Organization/s:
Foundation for Information Technology Education and Development, Inc. (FIT-ED) [Lead], SUMMA, Worldreader, UNESCO
International Development Research Centre / Global Partnership for Education Knowledge and Innovation Exchange (GPE-KIX)
April 2020 to January 2023

Ghana, Honduras, Uzbekistan
Project Leader:
Victoria L. Tinio, Executive Director, FIT-ED

Clarisse Gomez
Senior Program Manager



The project aims to conduct field testing of the TPD@Scale principles in five out of 18 departments located in the central, north and west parts of the country: Francisco Morazán, Cortes, Atlántida, Santa Barbara and La Paz. The pilot will include a little over 1,000 math teachers of basic education (Grades 7 to 9 teachers of primary and lower secondary education) under 95 municipal directorates.  

The project in Honduras focuses on piloting the principles of TPD@Scale. A math course for teacher training has been designed by a team of technical and pedagogical staff of the Regional Centers to improve the curricular and pedagogical competencies of teachers. These Regional Centers are in charge of delivering teacher professional development (TPD) at the local level, which are grouped in municipal directions.

The objective of this pilot is to understand the way teachers can access TPD offerings, taking into consideration their access to the internet and/or advanced digital devices to avail of online resources. Findings will inform improvements to the current TPD model including better use of digital and institutional capacities.

The training is carried out through a self-guided course, which has an initial unit to provide technology support and training, and four units designed to strengthen teachers’ skills for application in their classrooms. Teachers can access the course on the Ministry of Education’s platform Ibertel through a computer or through a Moodle app on a mobile phone. Tutors are available for pedagogical support. Formative assessment is done at the end of each unit to promote teachers` reflection on their own teaching practice. Teachers interact in learning communities of seven to 10 members, mostly through WhatsApp. Synchronous sessions take place before each unit to reinforce understanding and engagement. Throughout the course, school heads and municipal directors support teachers to succeed in the course and address their specific needs.

Key Features of the Honduras Model
  • Self-guided course available on the Ibertel platform and Moodle app
  • 5-unit course: 4 units that strengthen pedagogical competencies and a final project (a lesson plan) to be prepared in unit 5
  • Support and guidance from tutors
  • Assessment that promotes reflection on teachers’ classroom practice
  • Learning communities of 7-10 teachers communicating through WhatsApp and through the course activities
  • Synchronous sessions before each unit
  • Support from school heads and municipal directors

Country Team

Rosa Maria Moncada
Country Lead

Mario Alas Solis
Research Lead
Universidad Pedagogica Nacional Francisco Morazan

Dante Castillo-Canales
Technical Advisor for Honduras SUMMA