Teacher Professional Development in Emergency Contexts: A small sample exploratory analysis for five East African Countries

This paper examines Teacher Professional Development (TPD) in conflict zones and refugee settlements in Ethiopia, Kenya, Somalia, South Sudan, and Uganda through qualitative and quantitative methods, survey and interviews performed with teachers and CSO actors. It highlights the benefits of TPD activities, especially standardized and on-site models, while noting challenges like poor infrastructure and financial constraints. Recommendations include prioritizing funding, ensuring program adaptability, investing in research, supporting relevant policies, adopting long-term planning, and engaging in transformative pedagogy to enhance educational resilience in crisis-affected areas.