FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 402
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LIDERAR LA EDUCACIÓN INTEGRAL (LEI) COMO CAMINO PARA LA INNOVACIÓN PEDAGÓGICA / TERCERA PARTE
loving, and 8free9. While TFN fellows appear to have built strong relationships with various stakeholders and made a signiocant impact on the
students they taught directly, respondents did not remark on any schoolwide transformations attributed to the TFN fellows in their orst or second
year teaching, despite TFN fellows engaging in school wide initiatives.
With respect to academic learning, various informants, including
parents, non-TFN fellows, and TFN fellows themselves remarked on
noticeable improvements in students9 ability to speak, read, and write
in English. Based on interviewees9 accounts, the TFN fellows9 impact on
students9 social-emotional competencies was notable across all schools.
Several stakeholders perceived student behaviour improving not only
within the classroom (e.g., listening to other students9 perspectives) but
also at home (e.g., apologizing for wrongdoing). Interviewees attributed
students9 improved behaviour and sense of responsibility to the actions
of TFN fellows. They also perceived that TFN fellows fostered in their
students a growth-orientation towards learning and greater diligence
toward their schoolwork, encouraging them to persevere.
Interviewees reported that TFN fellows held rigorous and consistent
expectations of their students and utilized different methods of instructional support to motivate and help students reach expectations,
observed consistently across the eight focal schools. For example, TFN
fellows organize student seating in groups facing each other so they can
collaborate. Moreover, TFN fellows empower students to be 8free9 and
speak their mind openly, helping students to feel comfortable taking
risks in expressing themselves by normalizing making mistakes. Interviewees also described TFN fellows modeling certain manners and behaviours that promoted courtesy.
TFN fellows shared recommendations and feedback in regards to
challenges they face in their school placements to be better able to support WCD environments. Several teachers noted that they did not feel
well-prepared to instruct in school environments that experience overcrowding - many TFN teachers lead classsrooms of more than 60 students. Other TFN fellows noted that they felt uncertain about how to
address some culture-specioc aspects of socializing in certain remote
regions of Ogun State and engaging with families to support their students, as not all fellows are originally from the communities where
they work. Some TFN teachers felt set back by lack of technology and
resources, in particular in more remote environments. Finally, several
head teachers and TFN fellows wished that the government would be
able to retain TFN fellows after their two-year placement in the leadership development program, as currently there is not a policy pathway
for fellows to remain as system teachers in their placement schools.
