Continuing Professional

Development through
mobile messaging apps

https://americas.britishcouncil.org/
9 November 2023

Researcher and author:

Laura Patsko
([email protected])

Editor:
Delphine Phin
04 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Content

Executive summary 07

Background and context 09

Research questions (RQs) 09

Introduction 09

Literature summary:
Low-tech Continuing
Professional Development
(CPD) for teachers 10

General insights and recommendations 10

Opportunities/potential benefits 12
Peer learning and support 12
Risks/challenges 13

Focus on low-tech CPD in Chiapas 15

Background to the British Council programme 15

Methodology and data sources 18
Findings and discussion 19
Limitations of the survey 48
Outstanding questions 55

Conclusions and recommendations 56

Opportunities and risks 56

Specific recommendations
for Chiapas 57

Appendix 1:
Summary of key case
studies in the literature 61

Appendix 2:
Survey questions 62
 05

Appendix 3:
Full list of survey respondents’ locations 72

Annotated references: Specific best

practice guidance 73

Allier-Gagneur, Z., McBurnie, C., Chuang, R., and

Haßler, B. (2020). Characteristics of Effective Teacher
Education in Low- and Middle-Income Countries.
What Are They and What Role Can EdTech Play? 73

British Council (2021).Understanding the

effectiveness of professional development
opportunities for teachers delivered remotely.
[British Council publication] 76

Cordingley, P., Crisp, B., Raybould, R., Lightfoot, A. & S.

Copeland (2023). Exploring principles of effective
continuing professional development in low- and
middle-income countries. [British Council publication] 79

Motteram, G. & S. Dawson (2019).

Resilience and language teacher development
in challenging contexts: supporting teachers through
social media. [British Council publication] 82

O’Mara (2021). How Can We Enhance Teacher

Professional Development Globally?
10 Innovations Supporting Teachers. 84

Tegha, G., El-Serafy, Y. & B. Haßler (2021).

Five considerations when using technology
for Teacher Professional Development in
low resource areas. 85

Lista completa de referencias 86

Executive
summary

This study investigates the characteristics of effective 4. It helps to use existing tech/infrastructure, and to
Continuing Professional Development (CPD) using train teachers to use it.
mobile messenger apps for teachers in remote contexts,
and the extent to which the “Low-tech CPD” programme 5. Structure, guidelines/ground rules and adequate
in Chiapas, Mexico, currently aligns with these best time for response and reflection are all essential to
practice characteristics. Relevant literature was effective remote CPD. Initial face-to-face workshops
reviewed, and the resulting insights were compared with can help establish these systems and expectations.
the design and delivery of the Chiapas programme so
far, drawing on evidence from existing documentation Opportunities/potential benefits of low-tech
as well as from a new survey of 148 course participants. remote CPD:

The overall conclusions of this study are that: 6. Remote CPD can remove barriers by enabling
teachers to participate who are unable to travel to
• In general, the use of mobile messaging and the
in-person sessions and by harnessing the familiarity
establishment of Communities of Practice have
and relative ease of common mobile messaging apps
good potential for the provision of CPD for teachers
in remote/rural contexts, who otherwise tend to like WhatsApp or Telegram.
have very little access to professional development 7. Remote CPD can facilitate greater interactivity and
opportunities. There are risks and challenges, but engagement through collaborative tools such as
these largely can be overcome. quizzes or polls, and through the use of multimedia to
• In Chiapas, the programme is proving engaging and share practical examples, e.g. videos, demos, teaching
effective for participants’ development as teachers. materials, etc.
It is well conceived, well designed and well received,
and should continue mostly as it is. Nonetheless, it is 8. Communities of practice (CoPs) can enable peer
worth now reviewing and potentially slightly revising learning and support in a relatively safe environment,
some aspects of the course. where teachers can share knowledge and experience
as well as potentially providing a model for others of
• The Chiapas “Low-tech CPD” programme could also
tech-enabled professional learning. Remote CoPs
be useful to teachers in other similar contexts,
provided it is adapted appropriately for their local can also facilitate a sense of belonging and purpose
circumstances. that are harder to achieve in contexts where teachers
are geographically dispersed.
General insights and recommendations for 9. Through remote CPD, teachers can develop skills
low-tech remote CPD: beyond language learning methodology – they may
1. CPD should improve students’ learning and should also improve their own English language skills and
be long-term, not one-off. their awareness of how social media can be used for
learning purposes.
2. CPD should be teacher-centred, reflective and critical.
3. CPD should be context-relevant and should involve a
range of key stakeholders.
08

Chiapas
insight:
The Chiapas “Low-tech CPD” programme currently
fulfils many of these potential opportunities. Future/
similar programmes might also consider including
more offline in-person collaboration between teachers
who are geographically close, and the possibility of
recruiting leaders, facilitators or mentors from among
the community itself.

Risks/challenges of low-tech remote CPD 14 .CPD programmes are not immune to the influence of
existing social roles, systems and patterns of (in)equity.
10 .A clear approach and solid foundation are key. It’s Especially in remote and/or low-resource contexts,
generally advisable to avoid traditional top-down, factors such as the use of particular language(s) or
“knowledge transmission” style CPD in favour of teachers’ own experience of marginalisation and
more empowering, democratic and contextualised disadvantage can affect their participation.
learning approaches.
11 .Low-resource contexts are unique and learnings/
insights from other contexts might not always be
applicable or welcome. More research on this is needed. Chiapas
12 .Technology, including physical devices such as mobile insight:
phones and software such as messaging apps, is not
100% reliable, available, affordable or accessible. Most of the risks and challenges over which the British
Adequate funding, equipment, support and time are Council arguably has some control or responsibility
needed to ensure effective and sustainable appear to have been well considered, avoided and/or
participation in tech-enabled, potentially large-scale, mitigated in the “Low-tech CPD” programme in Chiapas.
CPD programmes. Areas for further consideration include (1) syllabus
development involving participants themselves, (2)
13 .Effective remote tech-enabled CPD does have some
ongoing provision of mobile devices and data, (3)
time, cost and social implications which should not
allowing adequate time for learning, training, building
be underestimated or compromised. These factors
rapport etc., (4) the use of languages other than English,
can impact the scale and sustainability of such
and (5) better sharing of key insights from similar
programmes.
projects across the British Council’s offices worldwide.

A list of specific recommendations for the “Low-tech CPD”

programme in Chiapas is given at the end of this report.
 09

Introduction

Background and context

For the past several years, the British Council has been exploring low-tech
continuing professional development (CPD) possibilities for English teachers.
While this approach to teacher development was already of interest to
training providers globally, the widespread lockdowns of the Covid-19
pandemic undoubtedly inspired many, including the British Council, to
investigate effective alternatives to face-to-face learning opportunities with
increasing urgency.
As of early 2023, the British Council had already found apparent success
with distance CPD initiatives for teachers in Cuba and Venezuela. It was
therefore decided to adapt the “Low-tech CPD” programme and resources
for teachers in the state of Chiapas, Mexico, a predominantly rural context
in which many teachers have very limited opportunities to participate in
CPD. Once the first module1 had been piloted , there was a clear opportunity
to investigate how it was working in practice, whether it should be continued
and how it might be improved.
This study therefore takes a two-part approach: (1) a literature review on
online, distance and low-tech CPD to discover what constitutes and enables
best practice in such approaches; and (2) comparison of the British Council’s
“Low-tech CPD” programme so far with the insights from this review. This
second part is based on existing reports from the first (pilot) module and a
further survey of participants about to begin the second module. The
overarching objective of this study is to understand better the potential for
this type of CPD model; the programme in Chiapas provides a useful case
study of the British Council’s efforts so far. Note: this study does not consider
specific programme contents, i.e.
to what extent the focus or
Research questions (RQs) syllabus of a given module in the
Chiapas programme is appropriate
for English language teacher
This report summarises the findings arising from three broad research questions: training. Rather, the focus is on the
general suitability and
1. What are the characteristics of effective Continuing Professional Development effectiveness of mobile messaging
(CPD) using mobile messenger apps for teachers in remote contexts? for teachers’ CPD in remote and
low-resource contexts, and the
2. To what extent does the low-tech CPD programme in Chiapas currently
extent to which the current British
align with best practice characteristics? Council initiative in Chiapas fulfils
its potential in this regard.
3. Is anything else happening in the low-tech CPD programme in
Chiapas which seems to be particularly effective for the participating
teachers’ development?

1 At the time of writing, a second module is underway, which is focused on class management. The first (pilot)
module was focused on lesson planning.
10 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Literature summary:
Low-tech Continuing
Professional Development
(CPD) for teachers
The review of existing literature and research for this Some of the reviewed literature provided particularly
project centred on low-tech CPD for teachers globally, relevant and direct guidance on how to make the most
especially those which are similar in context, approach, of tech-enabled CPD initiatives in low-resource
design and/or focus to the British Council’s “Low-tech contexts. These references are summarised at the end
CPD” course in Chiapas. This directly addresses RQ1: of this report (Annotated references: Specific best
practice guidance).
Research Question 1
What are the characteristics of effective Continuing
Professional Development (CPD) using mobile messen- General insights and
ger apps for teachers in remote contexts? recommendations
The literature that was reviewed fell into three broad
categories:
The aims and nature of CPD
1. Meta-analyses and overview/umbrella studies of
low-tech and/or mobile-first CPD for teachers in • It’s important to remember that the ultimate goal of
low-resource and remote/rural contexts. developing teachers’ skills is to improve their
students’ learning.
2. Original research studies of similar CPD initiatives in
similar contexts to Chiapas. • CPD should be long-term, ongoing, iterative and
followed up (one-offs don’t work).
3. Some country-relevant data for wider background/
context.
Teacher-centred
A full list of references is available at the end of this report.
Appendix 1 contains a summary table of initiatives similar • Community is key, i.e. human connection and
to the British Council’s programme in Chiapas. genuine collaboration (not just co-presence),
Overall, the evidence from this review suggests that the working on a shared challenge, with a shared aim or
use of mobile messaging and the establishment of towards a shared goal.
Communities of Practice (including a combination of the • CPD has to recognise and involve teachers’ own
two) have good potential for the provision of CPD for expertise and experience (i.e. be truly co-creative and
teachers in remote/rural contexts, who otherwise tend to participatory, not top-down and transmissive in nature). It
have very little access to professional development should also meet them “where they’re at”, which might
opportunities. There are risks and challenges, but existing also mean first acknowledging and addressing
projects have also found ways to overcome many of these. entrenched mindsets, habits, fears or resistance.
Key insights are summarised below, grouped under:
• CPD has to be reflective – don’t just give/show
• General insights and recommendations teachers something, send them off to try it out and then
leave it there. Follow up, provide support and guidance,
• Opportunities/potential benefits
encourage peer discussion that is critical in nature.
• Risks/challenges
 11

Context
• Context is key. Every teaching and learning context
is unique and what appeared to work in one study is
not necessarily directly transferable to other
contexts, though it is possible to draw some general
conclusions about best practices.
• CPD forms part of an ecosystem. Effective CPD isn’t
just about the teacher participants in a programme.
Other stakeholder involvement and support (e.g.
headteachers, parents/carers) is often critical to
success and sustainability.

Tech availability/literacy
• Use of tech in low-resource contexts works well when
it harnesses existing infrastructure and tech the
teachers are already familiar with (e.g. WhatsApp).
• That said, we can’t assume teachers know how to
use specific tech, and in particular we can’t assume
they can use it for professional purposes. There’s a
reason such tools are referred to as “social media”.
Teachers almost always need some training.

Programme design and logistics

• CPD needs structure and guidelines/ground
rules, especially remote synchronous sessions.
This can also help keep discussions collaborative,
critical and professionally-focused.
• It’s essential to allow enough time for teachers to
engage, reflect, respond and learn.
• When setting up a community of practice, an initial
face-to-face training workshop is arguably the
best way to build the foundations of the group.
12 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Opportunities/potential benefits • CoPs also facilitate peer support, not only for
sharing challenges (and receiving support and/or
guidance in response) but also for sharing positive
Removal of barriers moments, experiences of achievement or success.
This can help to counter the risk of feeling left out or
• Using remote tech and social media for CPD removes isolated that many teachers in remote/rural contexts
the need for teachers to be physically present. can experience.
This can lighten common administrative, bureaucratic
and geographical complications that can lead to • Leaders, facilitators or mentors can be recruited
poor participation and resilience. from among the community itself and act as sort of
‘peer ambassadors’, modelling what professional
• That said, online and offline collaboration may
overlap and usefully interact – there’s no reason learning looks like (especially tech-enabled CPD)
things must be digital-only if teachers are for other teachers in their community.
physically close to each other.
• Common social media apps like WhatsApp or Developing additional skills
Telegram are relatively quick and easy to use – no
need to log on each time. • For English teachers, regular interaction and
collaboration with peers also allows them to practise
and develop their own English language skills.
Interactivity and engagement
• The very process of using social media for CPD
• The multimodal features of social media such as helps teachers learn how to use it for this purpose.
WhatsApp or Telegram make it relatively easy to use It may also open their eyes to its uses and benefits
text, pictures, audio files and video, plus holding for their own learners.
synchronous calls, allowing for greater variety and
potential engagement with CPD resources.
• Interactive content and opportunities to
collaborate are very important for boosting
engagement – provided they’re easy to access. This
could be as simple as regular short surveys. One
overview paper reports on the use of online quizzes
and polls in some cases.
• Teachers respond extremely well to examples in their
CPD discussions and materials. This could be in the
form of short videos (recorded in contexts similar to
teachers’ own), demonstration lessons, case studies,
narratives, learner feedback, peer observation,
transcripts, real teaching materials and so on.

Peer learning and support

• A sense of group membership and of professional
purpose. In particular, the use of social media can
allow connection between geographically dispersed
individuals who can’t realistically meet in person and
form a community any other way.
• Communities of practice allow teachers to share
knowledge and experience relatively quickly
and easily, and (at least in theory) in a relatively
safe environment.
 13

Risks/challenges • Even if provided, phones may be lost, stolen or broken

and (if not backed up) teachers might not be able to
retrieve previous WhatsApp history.
A clear approach and solid foundation
• WhatsApp (or similar tech) is potentially more
are key sustainable than other means of CPD, e.g. due to
• A CPD programme has to be well-designed in ease of scale, but also potentially very time-
itself, or no edtech will save it. One author notes consuming, which can affect its long-term
succinctly: “Despite the many useful affordances and sustainability. Administering, facilitating and
features that technology offers, it is not a silver bullet mentoring in particular can all take significant time.
which will solve problems inherent within an existing
teacher education system.” (Lightfoot, 2019, p. 55) • Teachers may not know how to use social media for
professional, i.e. not only social, purposes.
• Research in this area generally recommends against
common traditional top-down, transmissive • The ‘robustness’ of the tech chosen for CPD is not
models of CPD which mean that teachers’ own controlled by the teachers or facilitators when the
expertise, experience and creativity doesn’t feed into tech being used is a third-party app that exists in its
their CPD. Such undemocratic, unempowering, own right (e.g. WhatsApp, Telegram) and when its
decontextualised approaches can lead to demotivation. function is dependent on other infrastructure.

Low-resource contexts Use of time and resources

• It’s important to recognise the uniqueness of lower-
income contexts and not assume that approaches • A commonly-cited risk is not allowing enough time
which have proven effective in better-resourced, for participation, co-creation, learning, tech training,
higher-income contexts can simply be transferred building rapport and also for practical things like
and prove equally effective. poor connectivity which can cause delays in
asynchronous interactions.
• More progressive and participatory or
constructivist approaches may not be familiar or • “Establishing an online group is simple. Getting the
welcome in some contexts (at least at first). Borg et al. people within the group to use it frequently and
(2020) note that “evidence of ‘what works’ in teacher purposefully is more challenging. A plan of how to
professional development is not typically derived from engage and encourage teachers to participate is
the kinds of under- researched low-resource contexts
vital.” (Padwad & Parnham, 2019, p. 566)
the British Council works in. This does not mean such
global evidence is irrelevant to such contexts, but its • Underestimating the cost. One report notes that
applicability does need to be critically considered.” “It is more expensive in [lower-resourced settings]
• Many authors report the paucity of research into (as compared to higher-income countries with more
the effectiveness of tech-supported CPD extensive infrastructure and resource banks) to
(compared with CPD delivered without technology) provide even the most basic support, such as printed
in low-resource contexts. We simply don’t have a handouts for offline workshops or Wi-Fi access
large body of evidence (yet) as to what works. through modems or data bundles.” (Abu-Amsha et
al, 2020, p. 38)
Availability and use of tech • Lack of consistent or sustainable design – many
CPD programmes are set up for short periods and
• Phones and data/connectivity may not be available
piloted/trialled but not carried forward. Similarly, some
to all teachers. A number of studies report (and
recommend) providing teachers with the models are popular when they begin but seem to fade
equipment and funding to actually participate in away as initial enthusiasm and external support (e.g.
remote/mobile-first CPD. financial or structural) also fades away.

• Connectivity and cost are related to sustainability

– if a programme provides equipment and data to
teachers but later removes this provision, their
continued participation is at risk.
14

Social roles and (in)equity

• Off-topic and/or social interactions happening
• English-only approaches. Some studies report the within professional space/time. CPD providers/
use of translanguaging and multilingual approaches, facilitators need to decide what to do when this
including CPD materials available in multiple and/or inevitably occurs. Some study authors said they just
local languages, to ensure greater access and equity let it go because forming social bonds was deemed
among teacher participants. so important when creating a culture where teachers
could be genuine, supportive and critical in their
• Critical reflective practice is important but there’s also interactions. Other authors report providing ground
a risk of existing social roles being reproduced in rules and structure more explicitly to keep
teachers’ groups and perhaps not lending themselves interactions focused and on-topic.
to the sort of peer-led, democratic, collaborative
dialogue that supports critical reflective practice.
Applying learnings (or not)
• Teachers’ own marginalisation and disadvantage. from other studies
In remote and rural contexts, teachers themselves
may face similar challenges to their students in terms • Large organisations and/or at local, national and even
of isolation, poverty and inequity, which can be global levels are at risk of siloed approaches. There
demotivating and demoralising. are a great many initiatives being set up, monitored and
• It’s not uncommon in WhatsApp groups and similar evaluated locally, without any oversight to “connect the
online communities for only a small proportion of dots” and learn from each other.
the participants to contribute/post actively and • It’s important to remember that much research
for the other members to take a more passive or literature is itself biased. Authors themselves were
observative role. This may not be detrimental to often directly involved in designing and delivering the
participation (observing and reflecting independently new initiatives they’re reporting on, and as in most
is still valuable!) but it makes it hard for researchers fields of research, there are far more accounts
to “see” and analyse all teachers’ engagement. published of successes than of failures.
(Connectivity issues may also play a role in teachers’
willingness or ability to participate actively.)
 15

Focus on low-tech
CPD in Chiapas
Background to the British Council programme
To provide context for the later findings and conclusions, this section gives
an overview of the “Low-tech CPD” programme and its participants so far.

Structure of the programme

First module Second module 2

January–March 2023 September–November 2023

Dates
(10 weeks) (10 weeks)

Focus of training Lesson planning Class management

365 270
Number of teacher
participants (328 of whom completed the (189 of whom had also participated in
programme) module one)

18 international trainers (remote)

22 international trainers (remote)
Number of trainers 6 local trainers (two face-to-face
7 local trainers (two face-to-face
observations, but no onboarding or
sessions: onboarding + closure)
closure sessions for this module)

Number of training 31 (between 5 and 25 groups (with 25 teachers

groups 16 teachers per group) per group on average)

Number of hours of
20 (spread across 10 workshops, 1 per week)
training3

Additional support A community of practice was created for the first cohort of teachers. This community
and contact was maintained afterwards and continued into the next module.

All teachers are provided with mobile phone equipment and

Equipment
adequate connectivity in order to participate.

2 At the time of writing this report Module 2 is ongoing, so some information may be incomplete or later change.
3 Combined synchronous (live contact time) and asynchronous (recommended study time), all via Telegram.
16 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

First module Second module 2

80% (measured via learning achievement and active participation)4

Pass requirements
required for teachers to graduate and gain a certificate.

The effectiveness of the course and the

needs and perceptions of participants
were measured via a baseline needs
analysis survey and follow-up
Pre-intervention and post-intervention
Monitoring, Evaluation, and Learning
Impact measurement classroom observations were conducted
(MEL) surveys at the mid-course and
at the start and at the end of the module.
end-of-course points. Learning
outcomes were evaluated via a
post-course lesson plan template and
evaluation rubrics.

Weekly workshop structure For any participants unable to attend the synchronous
workshop, the trainer may permit them to study
Every week of a module in the British Council “Low-tech asynchronous materials and complete a related task.
CPD” programme involves: Participants are only allowed to miss a maximum of two
sessions during a module.
• A pre-workshop: Asynchronous self-study materials,
including a task/activity to be shared via Telegram
with the trainer and/or the teacher’s group of fellow
Geographical context and teacher
participants. demographics
• A synchronous 1-hour workshop (delivered Chiapas is one of the Mexican states with the highest
remotely via Telegram). concentration of rural schools. Across Mexico, there is
Each week focuses on a different sub-topic within the a shortage of English language teachers (both primary
broad focus of the module. Trainers are provided with and secondary) and most work only part-time. The
guidance notes to help them deliver the materials. academic year runs from late August/early September
to early July, and teachers will often change job or
location or sector with any given year.
Survey data gathered from teacher participants in the
first and second modules of the programme revealed
the following demographics:

4 For details of how assessments were made, see Annex 4 to the report “Final
Report_Low-Tech Project Chiapas_090523 +MT+AG.docx”.
 17

First module Second module

(data from 369 survey responses) 5
(data from 145 survey responses) 6

Less than 1 year 7.6%

1 – 2 years 16% 1 – 3 years 21.4%
Years of teaching
3 – 5 years 27% 4 – 6 years 19.3%
experience
6 – 10 years 25% 7 – 9 years 19.3%
10+ years 32% 10+ years 32.4%

Nature of teaching AEE7 85 (58.6%)

work/contract No data available. Class teacher 8 58 (40%)
Other9 2 (1.4%)
Pre-school 1% 0-3 years old 0.7%
Primary 24% 4-6 years old 15.9%

Ages of pupils taught Secondary (first grade) 21% 7-9 years old 42.8%
Secondary (second
10% 10-12 years old 40%
grade)
Secondary (third grade) 16% 13-16 years old 35.9%
Other 28% 17+ years old 1.4%

Basic 20%
CEFR A1–A2 9.7%
Teachers’ own Pre-intermediate 16%
self-reported level of
English proficiency Intermediate 43% CEFR B1–B2 77.2%
Advanced 22% CEFR C1–C2 13.1%
Bachelor’s degree related to
57.2%
English language teaching
Other bachelor’s degree 25.5%
Master’s degree related
9%
to English language teaching
No data available. Other master’s degree 23.4%
Participants’ TKT (Cambridge Teaching
qualifications 28.3%
Knowledge Test)
Teacher’s training course 13.1%

TESL/TESOL/TESL qualification 9%

(Other location) 43.4%

No hay datos
disponibles. Tuxtla Gutiérrez 24.1%

San Cristóbal de las Casas 12.4%

Geographical Tapachula 9%
location10
Comitán de Domínguez 6.2%
Villaflores 4.8%

5 There were 365 teachers participating, but the PRONI coordinator and staff also followed the course with mobile phones and are counted among the 369
survey respondents.
6 The survey received 148 responses in total but 3 respondents were facilitators, so aren’t included here.
7 AEE stands for Asesores Externos Especializados, or “Special Education Advisors”. They are contracted on “zero hours” basis, usually short-term, with generally
lower compensation and without receiving all the benefits of employed school teachers.
8 A class teacher, or “docente de aula” is employed on a more secure contract than an AEE, not necessarily defined by the number of hours taught despite often
being translated to English as “full-time teacher”. Class teachers have tenure, a guaranteed minimum base salary and fringe benefits, including retirement and
social security.
9 Two respondents to the second survey reported that they are not currently teaching but hold senior or management positions.
10 See Appendix 3 for a full list of locations represented by all survey respondents
18 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Methodology and data sources

The following case study addresses RQ2 and RQ3:

Research Question 2
To what extent does the low-tech CPD programme in
Chiapas currently align with best practice characteristics?

Research Question 3
Is anything else happening in the low-tech CPD
programme in Chiapas which seems to be particularly
effective for the participating teachers’ development?
Two methods were used to address these research
questions: one was the distribution of a survey to
course participants (145 teachers and 3 facilitators/
trainers); the other was a review of the following relevant
documentation provided by the British Council:
1. A report on the National English Programme in four
states of Mexico (Chiapas, Coahuila, Guanajuato and
Tamaulipas), based on desk research, interviews and
teacher surveys.
2. A second report focusing specifically on the
Chiapas context.
3. The content and materials used in module one of the
British Council’s low-tech CPD programme in Chiapas.
4. The final evaluation report of module one, produced
by the consultancy firm that delivered it.
5. A monitoring and evaluation of learning (MEL)
summary report of module one, produced by the
British Council Mexico office.
6. An article in Voices (the IATEFL journal) about using
Telegram as a tool for remote CPD, authored by the
consultant that designed and delivers the British
Council’s low-tech programme in Mexico and Venezuela.

The participant survey

The survey11 was distributed in both English and Spanish
to over 300 teachers and facilitators involved in the

11 See Appendices 2 and 3 for the original survey contents.

 19

British Council’s “Low-tech CPD” programme in Chiapas,

whether in module one or module two (or both). This
means that some of the 148 respondents to this survey
may have been reporting on their experience of a whole
module (module one), some may have been reporting on
their experience of part of a module (module two, which
was not yet finished at the time of sending the survey),
and some may have been reporting on their combined
experience from a complete module (one) and the start
of another module (two). All 145 teacher respondents
used the Spanish-language version and their responses
were officially translated into English for analysis. All 3
facilitator/trainer responses were submitted in English.
The survey gathered a combination of quantitative and
qualitative data about participants’ backgrounds, beliefs
and experiences of the programme so far.
The survey was created and administered through
Google Forms, a platform which does not require users
to sign in and which takes relatively little bandwidth or
data to access, both of which were key considerations for
the participants in this study. In the interest of data
protection, the use of Google Forms also ensured that all
data were automatically gathered and stored securely
within a designated password-protected Google Drive
folder, to which only the principal researcher had access.
Standard ethics protocols for research with human
participants were followed in terms of providing
information at the start of the survey including the
freedom to decline or withdraw, followed by a button to
proceed to the survey with implied consent to participate.

Findings and discussion12

A review of previous documentation on module one of
the “Low-tech CPD” programme in Chiapas suggest that
it is proving engaging and effective for participants’
development as teachers. Responses from the survey
conducted for this report seem to support this high
level of engagement and appreciation, but note: the
present study does not include any objective evaluation
or measurement of teacher learning or development as
a result of participation in the programme.

12 Note that all direct quotations in this report from the (translated) survey data
have been left as they are for example, without correcting any typographical
or spelling mistakes), for the sake of consistently and accurately reflecting
respondents’ comments.
20 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Reasons for participating in the

programme
Of 148 survey respondents, the reasons identified for
participating were:

# of respondents As a % of the total

Reason for participating in the Chiapas CPD programme
who selected this number of
(from a list of suggestions provided)
reason13 respondents
Learning new teaching skills and techniques 138 93,2%
Improving my students’ learning 136 91,9%

Having the chance to reflect on my teaching 117 79%

Practising and improving my English language skills 112 75,7%

Better career opportunities in future 86 58,1%
Using technology to learn 83 56,1%
Meeting other teachers 37 25%
Making new friends 13 8,8%

Other reasons suggested by respondents were: Existing research literature suggests that a CoP can
facilitate peer support both when challenges arise but
• To travel or work abroad, possibly in an English-
also when celebrating experiences of achievement or
speaking country (3 respondents)
success, and that for teachers who are more
• Being a trainer on the programme (1 respondent) geographically isolated this support can help mitigate
• Learning what works for other teachers and sharing feelings of exclusion or isolation. As participants in the
what works for me (1 respondent) CoP accompanying the “Low-tech CPD” programme in
Chiapas overwhelmingly find it both useful and
• Some degree of obligation (1 respondent) interesting, it seems to be an element of the programme
worth continuing in future.
Participation in the Community of This apparent success is particularly notable given that
Practice (CoP) the authors of the final report on module one of the
Chiapas programme recommended15 adding a CoP,
Of 14614 survey respondents : observing that “CoP initially can be quite culturally
• 88 participated in the CoP after module one, of whom: challenging spaces for teachers and national trainers to
navigate and manage.” If issues do arise in future, the
• 67 found it “very useful” review of wider literature suggests that an initial face-
• 18 found it “somewhat useful” to-face training workshop to set up the CoP could help.

• 64 found it “very interesting”

13 Respondents could choose as many items from the list as they liked, and could
• 21 found it “somewhat interesting” add others, so the total number will not equal 148 precisely.
14 Two responses were discounted from analysis due to the fact they didn’t know
• 42 did not participate or couldn’t remember if they’d participated in the CoP.
15 VSee section 5, entitled “Future Impact: Future risks, barriers, and resources
• 16 didn’t know or couldn’t remember if they participated required / Impacto futuro: Riesgos futuros, barreras y recursos necesarios”.
 21

Improvement of English skills

The vast majority of survey respondents felt their participation in the “Low-
tech CPD” programme in Chiapas had helped improve their own English
language skills, despite this not being the focus or purpose of the programme:

Survey prompt # responses (% of total)

The low-tech CPD programme in Chiapas has…

…not helped me to improve my own English language skills. 13 (8,8%)

…helped me to improve my own English language skills. 135 (91.2%)

As a similar but smaller number of participants had indicated “practising

and improving my English language skills” as one of their reasons for
enrolling in the programme, this can be interpreted positively as a clear
benefit for participants – even those who hadn’t explicitly sought it.
Feelings of safety
The vast majority of survey respondents reported feeling safe sharing their experiences with
others in the programme:

Survey prompt # responses (% of total)

When participating in the low-tech CPD programme in Chiapas…

…I feel safe sharing my experiences with others. 125 (84,5%)

…I do not feel safe sharing my experiences with others. 5 (3,4%)

.…I feel safe sometimes or in some ways, but not completely. 18 (12,2%)

Several published sources highlight the need for teachers to feel safe and well in order to learn and
to meet challenges (e.g. British Council, 2015; Abu-Amsha et al, 2022). Indeed, one teacher participant
in a CPD project reported by Abu-Amsha et al (2022, p. 40) pointed out: “How can we create a safe
learning space if we are not feeling safe ourselves and we are not sure we will be able to feed our
families?” Unfortunately, of the 18 people in the survey for this study whose responses suggest that
they do not always feel safe sharing their experiences with others in the programme, very few left
explanatory comments. Only two provide some deeper insight:
“Sometimes I want to share experiences with the teacher but I don’t want to feel judged by my peers.
Then I like it when the instructor gives time at the end to share some questions with him or her.”
“I don’t know if my colleagues understand me when I participate.”
 23

Participants like these would appear to benefit from some Support for disadvantaged participants
one-to-one contact opportunities with course trainers,
whether synchronous or asynchronous; but to be truly Related to the notion of safety, it’s important to
inclusive and to avoid the risk of trainers spending many remember the impact of teachers’ own potential
additional hours on individual communication with marginalisation and disadvantage on their own and their
participants, the programme should foster a generally students’ learning, motivation and morale. In remote
supportive atmosphere in which peers encourage each and rural contexts, teachers themselves may face
other to contribute and to share constructive feedback similar challenges to their students in terms of isolation,
poverty and inequity, including such issues as personal
on these contributions. Fortunately, this seems to be a
financial circumstances, access to digital equipment,
strength of the current programme (see What participants
travel costs, etc. (Motteram et al, 2020; Padilla et al,
enjoyed below, for evidence of appreciation of the 2021; Abu-Amsha et al, 2022).
environment/atmosphere and opportunities to
collaborate with peers). The “Low-tech CPD” programme in Chiapas clearly
takes some positive action towards addressing these
Another strength of the current programme in terms of risks, by not requiring participants to travel in order to
safety is the fact that it takes place online in Telegram participate, by providing mobile phone equipment and
groups set up specifically for participants. A 2023 data, and by avoiding conducting the programme
report by the GSMA highlights the exceptionally high during the rainy season when the local infrastructure
levels of mobile internet usage and awareness in Mexico for connectivity is poor.
compared to other Latin American countries, but also
notes that many people have “concerns related to
information security, unwanted contact from strangers
and exposure to harmful content” and that in Mexico,
“safety and security was the top-reported barrier for
male and female respondents” (p. 42). From this
perspective, mobile messaging apps such as WhatsApp
or Telegram arguably provide a “relatively safe”
environment since they are closed, i.e. not open to just
any participants (Parnham et al, 2018, p. 6).
24

Duration of the programme

The majority of survey respondents appear satisfied
with the current duration of one module of the
programme:

Survey prompt # responses (% of total)

In my opinion, one module of the low-tech CPD programme in Chiapas (for example,
“classroom management” or “lesson planning”)…

…lasts too long. Just a week or two is enough for one module. 11 (7,4%)

…is not long enough. One term/semester of professional

18 (12,2%)
development is not enough for one module.

…takes just the right amount of time for one module.

119 (80.4%)
I wouldn’t change anything about this.

One participant commented that “six to seven weeks plan takes a sensible approach: each module covers
would be sufficient” but two others suggested potential several weeks and there are multiple subsequent
opportunities to extend the time and/or contents: modules. Such a long-term, ongoing approach is well
“Just add one more unit to reflect on the products known to be more effective for CPD than one-off trainings
because we did not get feedback from the lesson (see, for example, the extensive research meta-analysis
planning module, i.e. we submitted our planning but did by Allier-Gagneur et al, 2022). However, CPD should also
not receive feedback on it.” be iterative and followed up, i.e. ideally the modules
“I think the topics should be given a little more time would not stand alone but teacher participants would
because sometimes the teacher had to run to review have regular occasional opportunities to connect what
everything in the book in an hour and there were they are currently learning or trying with what they knew,
interesting topics that perhaps needed more time.” learned or tried previously. One response to another
survey item (about whether they had enough time to
Realistically, it seems unlikely that many courses would
participate effectively) suggests that at least one
receive a 100% satisfaction rate on this aspect. One
participant’s additional comment on this survey item participant was aware of this need to follow up on things
seems to reflect an understandable mix of feelings: they’d studied earlier in the programme:

“I like the length of the course, it would be interesting to “sometimes after the class I have questions, but for
have more time, however breaks are required and the new class it is a new topic and I feel that there is
personally, it has been just the right amount of time.” no opportunity to discuss my questions from the
previous one.”
Perhaps a compromise for further courses would be to
provide 8–10 mandatory weeks and another 1–2
optional weeks in which participants could explore Face-to-face vs. online balance
certain topics in more depth, or perhaps spend some
time on more open-ended discussion, reflection or Approximately two thirds of respondents are happy
ideas-sharing. with the balance of face-to-face and online time in the
Chiapas programme. The remaining third of respondents
In terms of alignment with best practices in the literature are divided in opinion.
on remote CPD, the current “Low-tech CPD” programme
 25

Survey prompt # responses (% of total)

When participating in the low-tech CPD programme in Chiapas…

…I would like more face-to-face time and less online time. 19 (12,8%)

…I would like more online time and less face-to-face time. 23 (15,5%)

…the balance of online and face-to-face time is fine. 99 (66.9%)

It depends. / I’m not sure. 7 (47,3%)

Existing literature suggests that tech-enabled distance CPD programmes like

the one in Chiapas are particularly helpful for teachers based in rural or
remote locations with limited opportunities for travel, especially if travel is
inconveniently time-consuming; and indeed some survey respondents’
comments seem to reflect this:
“For me it is fine with distance learning because it is difficult for us to travel to
face-to-face classes.”
“In my case, my workplace is far from the offices, there are always roadblocks
and it would be difficult for me to be there in person unless they would consider
putting an office or training centre nearby, and my director is very particular and
does not give permission.”
“I like the fact that the course is virtual, I do NOT like the face-to-face sessions
because it is difficult due to the time we have available.”
“It depends on time as I have a family and a job that also demands my time.”
However, a minority of follow-up comments to this question indicated a
preference for face-to-face contact:
“Both ways are beneficial to us. Although in person it would be much more
enriching.”
“Balance the way we can see each other face to face like the first time.”
26 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Similarly, 12 responses to the end-of-survey question findings of the British Council (2021) that teachers tend
requesting suggestions for improvements to the to prefer face-to-face CPD but appreciate the flexibility
programme related to a desire for more face-to-face of remote CPD.
CPD opportunities, either within the current programme
(e.g. “Maybe we can have face-to-face sessions as well Who should be involved
and not only by telegram?”) or in future/different in the programme
programmes (e.g. “I would welcome more face-to-face
courses and invitations to courses such as the BBLT.”). Item-by-item responses suggested that respondents
It seems that many teachers would value face-to-face misunderstood this question, with only 87 of 148
training in principle, but it’s often not manageable in respondents indicating that teachers themselves
practice, and therefore remote training like that offered should be involved in the programme. However, 4
by the “Low-tech CPD” programme is more realistic and respondents did specify other people that they felt
acceptable. This interpretation is supported by the should be involved:

Survey prompt # responses (% of total)

In my opinion, the low-tech CPD programme in Chiapas should involve…

[select all that apply]

…teachers. 87

…more senior/experienced teachers. 42

…school directors or managers. 51

…parents. 19

…government officials. 18

4 (specifically: “students”, “experts”,

“people interested in the language”
…other. (Who?)
and “Mexican teachers with
experience in large groups”)

Several relevant comments were also made about the “Staff from the Ministry of Education should be invited
precise nature of others’ involvement: to see the real needs and shortcomings of the schools.”
“I think it’s good that only people who teach English are “I like the fact that the SEP16 authorities are involved in
on the course.” this project.”
“In some [cases it’s useful] to involve whole schools, A wealth of literature17 recommends the involvement of
because the [English] lesson plan has been studied and people at all levels in effective CPD in order to create a
is useful in all subjects.” supportive system in which teachers can develop
“I don’t think it is necessary for principals and parents professionally. In particular, the implementation of a
to be present, as many parents do not have access to systemic approach to CPD is important for long-term
technology and resources, and principals often do not sustainability of CPD initiatives. The Sustainable Learning
understand the work in the classroom.” Framework (SLF), for example, specifies that positive
“Managers must understand that the subject of English
has its own characteristics to work with, because 16 Assumed to mean “Secretaría de Educación Pública” (Secretariat of Public
Education in English).
sometimes they want it to be as mechanised as the
17 e.g. Woodward et al (2014); Power et al (2017); Hayes (2019); Lightfoot (2019);
other subjects.” Allier-Gagneur et al (2020); World Bank (2020); British Council (2021); Abu-
Amsha et al (2022); Cordingley et al (2023).
 27

impact requires solutions at all levels, involving all actors

within the educational ecosystem. Allier-Gagneur et al
(2022) add that leaders should be actively involved, i.e.
not just supporting from a distance and preferably not
from a totally different context. They should understand
what teachers’ daily professional lives are really like.
However, Allier-Gagneur et al (2022) also warn that there
isn’t much evidence available on effective leadership in
low- and middle-income contexts, and that there’s a risk
that leaders face such high administrative burdens that
they have little time or energy left for focusing on learning
needs and outcomes. It may be that only a third of
respondents in this survey suggested involving school
directors/managers due to a sense of realism about their
likely participation or commitment, rather than because
they didn’t feel the involvement of institutional leaders
would be beneficial to their professional development.

Use of Telegram
Some survey questions focused specifically on
Telegram18 , as there is very little published literature
on the use of social media or mobile messaging for
CPD in low-resource contexts at all, and that which
exists focuses almost exclusively on WhatsApp or
bespoke apps/mobile resources designed for the
purposes of a particular study.
Survey responses indicate that many of the participants
hadn’t used Telegram before participating in this
programme, but that it wasn’t a major issue for those
who hadn’t.

18 WhatsApp was initially considered for the “Low-tech CPD” programme but it
was considered undesirable in some contexts to use an app with such strong
geopolitical associations (i.e. to the USA), so Telegram was chosen instead.
WhatsApp was also deemed unsuitable due to certain limitations with its
features (e.g. not enough people permitted in a single group, inability to screen
share while talking during a call, etc.). Note that, since late 2022, WhatsApp has
in fact increased the maximum capacity of groups to 1024 and it is possible to
share screens (on most desktop devices and also mobiles).
28 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Survey prompt # responses (% of total)19

The low-tech CPD programme in Chiapas uses Telegram. Which of the following is true for you?

I had no previous experience of using Telegram at all.. 61 (41.8%)

I had used Telegram before this CPD programme,

69 (47.2%)
but only for personal purposes.

I had some previous experience of using Telegram for

16 (11%)
professional purposes before I joined this CPD programme.

The low-tech CPD programme in Chiapas uses Telegram. If you had never used Telegram before
joining the programme, how did you feel about needing to use it for this programme?

Unhappy – I didn’t want to learn to use a new app. 1 (0,7%)

OK – I didn’t mind learning to use a new app. 14 (9,5%)

Happy – I liked learning to use a new app. 85 (57,4%)

I already knew how to use Telegram before joining

48 (32.4%)
the low-tech CPD programme in Chiapas.

Several respondents made additional comments on “I have not found it complicated to use telegram, it is an
these survey questions which revealed a positive easy tool to use, plus they provided us with the slide with
attitude towards the use of Telegram, including internet, so there are no excuses.” ((respondent with no
respondents who had some prior experience of the app prior experience of Telegram at all before joining this CPD
but also some for whom Telegram was completely new: programme, who also reported being “happy” to learn
how to use a new app)
“THE MOST INNOVATIVE THING WAS PRECISELY HAVING
Some respondents reported difficulties, but gave little
THE CLASS LIVE VIA TELEGRAM.” (respondent with prior
explanation for the difficulties:
experience of using Telegram for professional purposes)
“This application has been difficult” (respondent who
“I knew how to use telegram but I learned many other had used Telegram before joining this CPD programme
things.” (respondent with prior experience of using but only for personal purposes, not professional)
Telegram for professional purposes)
“I wish the course could be on a more practical
“It is a very useful platform for taking courses.” platform.” (respondent with no prior experience of
(respondent who had used Telegram before joining Telegram at all before joining this CPD programme,
this CPD programme but only for personal purposes, who also reported being “happy” to learn how to
not professional) use a new app)
“The Telegram application is very practical and useful “It took me a little while to understand it” (respondent
for me.” (respondent who had used Telegram before with no prior experience of Telegram at all before
joining this CPD programme but only for personal joining this CPD programme, who also reported being
purposes, not professional) “happy” to learn how to use a new app)
“I think it is a very good and useful application for
“I find it difficult to watch the sessions on my mobile
this course.” (respondent with no prior experience
phone. I use my laptop to feel more comfortable”
of Telegram at all before joining this CPD
programme, who also reported being “happy” to (respondent with no prior experience of Telegram at all
learn how to use a new app) before joining this CPD programme, who also reported
being “happy” to learn how to use a new app)

19 Only 146 respondents answered these questions.

 29

The vagueness of these comments makes it difficult to know precisely how the
“Low-tech CPD” course might be improved for such participants. This might be
an area worth exploring further if the British Council intends to continue offering
this course via Telegram.

The relevance of context

Participants’ responses on this point indicate that the current programme
is reasonably successful in aligning with the particularities of different
teaching contexts:

Survey prompt # responses (% of total)

In my opinion, the low-tech CPD programme in Chiapas…

…is too generic and doesn’t suit my specific context. 7 (4,7%)

…suits my specific context in some ways. 76 (51,3%)

…suits my specific context very well. 65 (44%)

The importance of localisation and/or contextualisation in effective CPD is

overwhelmingly reported in literature on the topic. The current programme in
Chiapas has certainly been designed with particular attention to the needs of
teachers in this context in terms of both contents and implementation. One
trainer/facilitator survey respondent specifically commented:
“Great to know that the British Council is taking this part of the country into
consideration.”
Survey respondents who felt the course suited their specific context only in some
ways mentioned some areas for potential reconsideration. The most common
comment (4 respondents) was about the size of classes:
“They should make a study of what education is like in the state, the tools, the context,
etc. It is not the same to have 15-20 children as 35-45 children per classroom.”
“The course is excellent, I would like it to be adapted to the context of the size of
the group.”
“Strategies for groups of more than 30 children should be considered.”
Three responses also related to indigenous language environments:
“The groups in public schools are between 35 and 45 students, in some places
indigenous languages are spoken and the teacher does not speak them, or there
are many social problems that make teaching difficult.”
“It does not fully adapt to indigenous environment”
And two respondents commented on the challenges of teaching pupils who had
only just begin to study English:
“My school is new to the programme, the children had no contact with the
language, so they should give more learning techniques for that kind of cases.”
“The context of the municipality where I work is very low, the students don’t have
English since primary school, their first contact is in secondary school and some
of them don’t even know how to read or write well, there are things that I have to
30 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

adapt and do my best to make things easier for them and above all there are
times when we don’t even have service”
A number of existing publications in this field recommend more “bottom-up”
CPD approaches involving co-creation of course design and contents, based on
the belief that teachers themselves are experts in their local educational
contexts and therefore have an important role in guiding the development of
useful CPD resources. For example, Abu-Amsha et al (2022, p.18) “observe that
even in the lowest-resourced contexts and during the most challenging times
(COVID-19 pandemic, lack of electricity, government unrest, lack of regular
compensation, etc.), there are teachers who show up as lifelong learners and as
leaders in their communities and across the world.” Currently the British
Council’s programme in Chiapas invites teachers’ own experiences and voices,
but the course contents are pre-determined. Co-creation and contribution
directly by teachers themselves may be worth investigating or trialling in future
modules, particularly to see if this might address the feelings of the 50+% of
respondents that the course could be better suited to their particular contexts.

Collaboration among teachers

The majority of survey respondents appear to value collaboration with their peers, with
over a third feeling satisfied with the opportunities the programme already provides
and nearly all of the remaining respondents wanting even more such opportunities:

# responses (% of
Survey prompt
total)

In the low-tech CPD programme in Chiapas…

I would like more opportunities to work together

89 (60,1%)
with other teachers.

I have enough opportunities to work together

58 (39.2%)
with other teachers.

I think we work together too much – I would prefer

1 (0,7%)
more independent work.

It’s interesting that only 25% of respondents had selected “meeting other teachers”
as a reason for joining the programme, yet 60.1% say here that they would like more
opportunities to work together. It may be that this wasn’t initially a main motivating
factor, but that now they’re participating in the programme, they feel the value of
collaboration with other teachers. Among the 60.1% of survey respondents who
selected “I would like more opportunities to work together with other teachers”,
three added a comment that they would appreciate more face-to-face collaboration,
suggesting that the amount of collaboration currently in the programme might not
be unsatisfactory per se but that they simply wish it wasn’t all online/remote.
This apparent valuing of the human connection between peers and of the opportunity
to contribute one’s own ideas would seem to support the emphasis in much existing
literature on CPD on the importance of centring of teachers’ own experience – as
opposed to more traditional “top-down” approaches, which are arguably
 31

undemocratic, unempowering and demotivating. Respondents to this survey

appear generally to feel that the balance is right between “expert” input and
their own/their peers’ input on the Chiapas programme, though slightly more
respondents would like to hear more from experts than from other teachers:

Survey prompt # responses (% of total)

In the low-tech CPD programme in Chiapas…

I’d like to hear more from other teachers like me. 12 (8,1%)

I’d like to hear more from experts, not other teachers like me. 23 (15,5%)

I think the balance is right between ideas from experts and ideas
113 (76,4%)
from other teachers like me.

Unfortunately, no respondents gave additional detail in their follow-up

comments about the reasons behind the preference for more “expert” input.
While the majority of participants seem satisfied with the degree of peer
input in the current Chiapas programme, a British Council (2021) review of
four similar courses across the MENA region highlights one potential risk
to remain aware of when designing or delivering future courses: that
some synchronous sessions in these courses ended up being too trainer-
centred and that more work needs to be done to find effective ways of
encouraging peer-to-peer sharing.

Professional vs. personal interaction

Experts point out that off-topic and/or social interactions are likely to occur
in spaces or times otherwise allocated to professional interaction, and that
decisions on how to address this will vary from programme to programme
according to the priorities in a given context or group. As to this aspect of
the Chiapas programme, survey respondents’ feelings seem
correspondingly influenced by mere personal preference, with no
particularly strong patterns in the data:
32 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Survey prompt # responses (% of total)

In my opinion, in the low-tech CPD programme in Chiapas…

…discussions between teachers should focus on professional matters. 38 (25.7%)

…it’s OK to share some more personal things in our discussions, but not too much. 45 (30,4%)

…discussions between teachers should definitely include both

65 (43,9%)
personal and professional things.

While personal opinion on this issue seems quite divided The importance of examples
among respondents to this survey and no obvious
action seems required at this point, it’s worth bearing in In addition to peer collaboration, much literature on
mind for future programmes the potential risk of teacher development emphasises the value of examples
interaction in CPD delivered via social media becoming when learning new teaching skills or methods. And like
more social than developmental (Motteram et al, 2020). peer collaboration, the majority of survey respondents
To mitigate this risk, Motteram and Dawson (2019) appear to share this sense of importance, with half of
recommend involving all participants in setting respondents feeling satisfied with what the programme
already provides and nearly all of the remaining
expectations and objectives early, including discussion
respondents wanting even more:
of ethics and behaviours within a professional group.

Survey prompt # responses (% of total)

In the low-tech CPD programme in Chiapas…

I would like to see more examples of the things that we discuss. 70 (47,3%)

I think we have enough examples of the things that we discuss. 74 (50%)

I think there are too many examples of the things that we discuss. 4 (2,7%)
 33

Numerous existing studies20 support the benefit of

practical examples in CPD for teachers, and it is clear that
respondents to this survey overwhelmingly agree that
examples are important, with one person explaining that
“more examples make the lessons more meaningful, so
they are not so easily forgotten.” However, of the 70 survey
respondents who requested more examples, unfortunately
none made further specific suggestions.
Literature commonly recommends video examples: for
example, the British Council (2021) overview of four CPD
programmes in low-resource contexts shows that
“teachers respond positively to videos of teaching and
where video examples and short clips were used there
was some reflective and concrete discussion” (p. 7).
Lightfoot (2019) similarly refers to the possibility of
teachers sharing videos of their own teaching.
However, Allier-Gagneur et al (2020) caution against
huge investment in video just yet, as there isn’t really
enough solid evidence in favour of this medium.
Alternatives to video include “vignettes, narratives,
learner-feedback, transcripts [and] real teaching
materials (Mann and Walsh, 2017)”, as well as
“demonstration lessons, peer observations, or case
studies of teaching (Bates and Morgan, 2018)” (all cited
in the British Council study, 2021, p. 24). It’s also
important that videos are short (not whole lessons) and
are “paired with other learning resources, such as
viewing guides or discussion with other professionals”
(British Council, 2021, p. 26).

20 e.g. Allier-Gagneur et al (2020); British Council (2021); Lightfoot (2019); Power

et al (2017); Tegha et al (2021); Woodward et al (2014).
34 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

The importance of reflection

Just as the general literature on teacher development emphasises the importance of collaboration
and examples in teacher development, so it does with the importance of reflection on practice;
and again, the majority of survey respondents appear to share this view. Unlike collaboration and
practice, however, fewer respondents in this survey would change the balance of practice vs.
reflection that is currently provided in the Chiapas programme:

Survey prompt # responses (% of total))

In my opinion, the low-tech CPD programme in Chiapas…

…has too much new content and not enough opportunity

11 (7,4%)
to reflect on it.

…has the right balance of trying new things and then

131 (88,5%)
reflecting on them.

…has too much reflection and not enough new content. 12 (8,1%)

Unfortunately, of the 23 participants who were not satisfied with the amount of reflection in
the Chiapas programme, none gave extra detail to explain what type or amount of reflection
they would prefer.
In terms of alignment with best practice, it does seem that reflection opportunities abound
within the Chiapas programme and are generally well signposted and explicitly encouraged
within the course materials, both in asynchronous pre-workshop tasks and synchronous
workshop slides. For example:
 35

Fig. 1. Slide referring to reflection, from the Week 6 synchronous workshop

material.

Fig. 2. Slide referring to reflection, from the Week 10 asynchronous pre-work

shop material.
36 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Cordingley et al (2023, p. 21) point out that iteration and

reflection on practice is related to the sustainability of
CPD approaches – it’s not enough to present a teacher
with a new idea, expect them to use it, then monitor
whether they do; there needs to be support and even
specific tools or processes to embed this learning in
their daily practice and follow up what happened
through collaborative enquiry. The 2021 British Council
report agrees that the connection between theory and
practice “needs to be visible and pragmatic” (p. 23).
It’s important to remember that one key prerequisite for
adequate reflection is time. The authors of a 2019 case
study of the large-scale British Council Tejas project in
India21 , which used WhatsApp for developing a
Community of Practice, report that time for reflection is
often underestimated in such groups. Participants
often end up devoting more time to talking about
teaching activities/practices than reflecting on what
they have learned from trying them or on planning how
to use these new things in their lessons.

Time available to participate

There is no shortage of literature within the field of
education highlighting the trend for teachers to have
too much to do and too little time. In the case of CPD,
the research suggests facilitators in particular find their
role extremely time-consuming. It seems reassuring,
then, that over two thirds of survey respondents
reported having generally enough time to participate
effectively in the Chiapas CPD programme:

21This British Council project has a lot in common with the “Low-tech CPD”
programme in Chiapas, as summarised in the table in Appendix 1. Key findings
from the project report are also summarised below in the Annotated references
section. The original report is accessible at https://www.teachingenglish.org.
uk/sites/teacheng/files/Effectiveness_remotely _delivered_professional_
development_teachers.pdf
 37

Survey prompt # responses (% of total)

In the low-tech CPD programme in Chiapas…

…I don’t have enough time to participate effectively. 12 (8,1%)

…I have enough time to participate effectively. 105 (70.9%)

…I have enough time for some things but not enough time for
31 (20,9%)
others. (Please give more detail below.)

However, just under a third of respondents appear to have insufficient time. This comes up again
in the part of the survey where respondents indicated what they found challenging about the
course (see below, What participants found difficult).
Some respondents who said they had enough time also commented on what was helpful to them
in terms of managing their time and schedules:
“I liked the detail of placing us in groups according to the timetable available to teachers and not
affecting our other jobs.”
Some respondents added explanatory comments to their selection of the option “I don’t have
enough time” which suggest that some people simply have too many conflicting demands on
their time in general, such as existing commitments to work, family or other studies:
“At the beginning of this new cycle my schedule at work changed changed [sic] and I only hope
that they will give me a final schedule so that I can establish my timetable so that I can give 100%
in the course and learn a lot.”
“I am studying an online degree and I have to be very organised.”
Three respondents who indicated that they had enough time for some things but not for others
commented specifically on the pre-task:
“Sometimes, due to work, I have less time for the pre-task”
“I would prefer the activities (pre-workshops) to take place in class and not outside of class. Due
to my schedule.”
“Make the prework shop tasks easier, [with fewer questions] and less time consuming, such as
multiple choice questions, using forms, etc.”
38

There will always be some people who have many patient and flexible. They also point out that while
demands on their time in their lives in general. Lightfoot WhatsApp (or similar tech) is potentially more
(2019, p. 58) points out that teachers are notoriously sustainable than other means of CPD, e.g. due to ease
“time-poor” and have many commitments and tasks to of scale, it is also potentially very time-consuming
juggle, not only at work/school but also balancing (especially for administrators, facilitators and mentors),
these with home life. Existing research suggests that
which can affect its long-term sustainability.
the most important thing to remember for the design
and implementation of CPD courses is that “time” does
not merely refer to the hours available to attend What participants enjoyed
sessions or participate in activities, but also for the
learning that takes place around those sessions and All 148 respondents completed the question “What do
activities, including mastering the digital tools required you enjoy about this programme? Try to identify three
(Abu-Amsha et al, 2022) and reflecting on what has things.” Of these, 144 responses were deemed valid
been learned (Padwad & Parnham, 2019). and subsequently coded for analysis. An in vivo coding
Motteram & Dawson (2019) also mention one issue of approach was initially used, i.e. deriving codes from
particular relevance to CPD initiatives involving mobile the words used by the participants22 themselves , then
messaging apps: that frustration can arise if members a second level of coding grouped the emerging 21
of a digital community (e.g. on WhatsApp or Telegram) themes into broader categories.
expect immediate replies to their posts. Availability and
connectivity can impact others’ speed in replying and
the group members should understand the need to be

Theme # Occurrences in the data

The course trainers/instructors, including their manner, their use of English as the medium of instruction, the
advice and support they provide to participants.

The trainers themselves (often simply stated as “the teachers”, but sometimes
with additional details such as their quality, manner, professionalism and the 61
attention they paid to participants)

The support/advice provided 13

Exposure to English from instructors 4

22 There is an obvious methodological risk involved here, in that the analysis was done on English translations of survey responses originally provided in Spanish (apart
from 3 which were submitted in English). However, as the translators were briefed on the purpose of the translation, have worked with the British Council before, and
collaborated on the same dataset, their translation was deemed to be consistent and reliable enough for the analysis of this question. Moreover, the data are being used
here as a resource for general insight rather than for an ethnographic study (for example), so it is less important to examine their original words verbatim.
 39

Representative examples of respondents’ comments on the course trainers include:

“excellent work and planning by the teachers”
“the openness of facilitators”
“the level of attention of the people teaching the courses”
“The kind treatment from the advisors, and the accompaniment we receive as
well as all the support they give us to carry out the activities because sometimes
we are loaded with work.”
Similar comments also appeared elsewhere in the survey, e.g.:
“The teachers who are giving me the courses are very nice people who are
prepared to teach. I am very happy and grateful to the whole team.”
“Professional, respectful, and ethical teachers.”

Theme # Occurrences in the data

The content of the course, including the materials used (digital and print), the topics covered, the perceived
accuracy or reliability of the information, the practical applicability of the ideas, its perceived
relevance and how easy it was to understand.

The content/materials (including printed) 55

The course/ideas are practical 17

Modern/innovative/up-to-date 12

Simplicity/ease of understanding 10

Reliable/valid/accurate info 2
40 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Representative examples of respondents’ comments on the course contents

and materials include:
“I liked that the sessions are interesting”
“the subjects help to improve teaching practice”
“the content is very relevant”
“the course material is very good”
“[I like] that they give you the book with the slides to have them if you need them”
”It is easy to understand”
“The two courses have been excellent in handling the information and that
brings me up to date, especially when I teach English, because I didn’t study a
degree in English teaching.”
“Los dos cursos han sido excelentes en el manejo de la información y eso me
pone al día, sobre todo a la hora de enseñar inglés, porque no estudié la
carrera de magisterio.”

Theme # Occurrences in the data

The design of the course, including its general structure and delivery, the learning environment/atmosphere,
operational elements/logistics and blended modality.

Timetable and scheduling (with many respondents using the word “flexibility”) 28

Course is well organised/structured (including enough time to do the activities) 17

The course format/methodology23 13

The fact that the course is done online 11

Telegram/use of digital tech 5

Representative examples of respondents’ comments on the design of the

course include
“I am pleased that the work is not too much, and not too heavy.”
“I like that they give us the opportunity to choose a timetable.”
“the flexibility of the programme”
“It gives timetable options that suit my schedule”
“I can rewatch the different videos”
“I also like that everything is very structured…”
“That I can take [the course] without leaving home”
“the way courses are run”

23 Note that some respondents’ comments were not entirely clear on whether they relate solely to the live sessions
or to the course in general, e.g. “the way of working”, “the working format”, “the methodology used”. As the live
workshops are part of the course in general, I opted to group them into the latter (broader) category.
 41

Theme # Occurrences in the data

The implementation of the course, including its general structure and delivery, the learning environment/
atmosphere, operational elements/logistics and blended modality.

Atmosphere/environment 19

The live sessions 8

Phone equipment provided 5

Representative examples of respondents’ comments to turn my camera on or not, I think that flexibility gives
on the implementation of the course include: me a lot of comfort to learn the way I want to learn.”
“It is zero bullying” “the mobile phone as a tool so that you don’t have
problems due to lack of equipment or internet”
“Dynamic, informative, and enthusiastic”
“the fact that they gave us the most important tool, i.e.
“the way in which the workshops are carried out.”
the telephone with internet…”
“I don’t feel [under] pressure, the instructors give me the
freedom to participate or not, to choose whether I want
42 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Theme # Occurrences in the data

What participants feel they’re getting out of the course, in terms of learning, community, reflection and
certification.

Learning in general, especially new teaching skills,

39
strategies and/or methodology

Participating/sharing/interacting with others 27

Practising/improving their own English 11

Reflection 2

Certification 2

Representative examples of respondents’ comments on the particular benefits they feel they are
gaining from participation in the course include:
“I learn how to improve in my classes, it has given me many tools to improve my classes.”
“It helps us to grow professionally and apply new strategies in the classroom.”
“The different tools they provide us with to improve our practice, as well as feedback.”
“1. TOOLS FOR GROUP CONTROL 2. TOOLS TO ORGANISE THE CLASS”
“I can share experiences with other colleagues. I can learn new things from other teachers. I don’t feel
alone as a teacher because there are teachers who have gone through similar situations to mine.”
“we measure our level and capacity of understanding by interacting in another language since not
all of us have had the opportunity to travel to foreign countries; and so we can get to know new
cultures and feel closer to the language. That motivates us to continue learning and motivates our
students to do so as well.”
Overall, it is clear that the majority of survey respondents enjoy their participation in the “Low-tech
CPD” programme in Chiapas, particularly regarding the topic/content of the modules and the trainers
who deliver these, as well as tending to enjoy working together with other teachers. It’s also clear that
the British Council’s efforts to accommodate different schedules and provide appropriate equipment
and connectivity are having a positive impact on teachers’ ability to participate in the programme.

What participants found difficult

All 148 respondents completed the question “What do you find difficult about this programme? Try
to identify three things.” Of these, data from 112 respondents were deemed valid and subsequently
coded for analysis (34 respondents said they found nothing difficult and 2 responses were too
vague or unclear to be understood and categorised). As with the “What do you enjoy…?” survey item,
an in vivo coding approach was initially used, then a second level of coding grouped the emerging
themes into broader categories.
 43

Theme # Occurrences in the data

Time and scheduling issues, including general comments about “time”, how the course is scheduled and paced,
and the length of the course and the live sessions.

Lack of time (e.g. due to clash with other commitments like teaching timetable),
37
including simply “time”
General comment about “scheduling”, “schedule” or “timetable(s)”
17
(originally “el horario” or “horarios”)
The live sessions are not long enough (to discuss/process
5
everything in sufficient detail)

The length of the course 4

Difficulty “keeping up” / difficulty with the pace of work 2

Representative examples of respondents’ comments on time and

scheduling include:
“Time and that we have a lot of extra surveys to attend to.”
“The time required to attend the class because sometimes there is a lot to do.”
“The times for activities, I prefer to do them in class.”
“Sometimes the difficult part is the schedules, sometimes we make plans to
be present and do all our course activities and assignments but we also
have things to do at work, to get grades, and to hand in documentation, and
that takes time needed to fulfil the tasks established in the course.”
“Module 1... the dates on which it took place .... We had a lot of work at school
and some conflicts that made me feel very stressed... That’s why I didn’t
participate in the practical community... because I needed to take care of
my family for a while... Because at the same time I was taking the module, I
was studying another course and the truth is that ... it stressed me out... too
much… I think this module started in good time... God willing, I will do better”
“Adapting and adjusting to the 60 min. format. I think that sometimes a little
more time is needed to reflect on and discuss the topics.”
“It is difficult to try to understand information that the instructor does not
explain due to lack of time.”
“the course is too long (10 weeks)”
“Keeping the same pace as all my classmates.”
44 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Theme # Occurrences in the data

Issues with technology, including connectivity, general comments about “tech” or the digital format, learning how
to use Telegram, and difficulties during the live synchronous sessions.

Internet connectivity 25

“Technology” or the digital format (unspecified) 6

Using tech (trying to multitask during live sessions) 6

Using tech (the app itself) 4

Using tech (audio/video problems) 3

Using tech (the mobile equipment) 1

Representative examples of respondents’ comments “I don’t write fast or I don’t see the screen”
on technology in the Chiapas programme include:
“Type fast to reply in the chat”
“Sometimes the Internet in my community is not optimal”
“Sometimes using a new mobile app”
“Connectivity due to the region where I live, which is
“Listening clearly to instructions [service] is sometimes
not good and prevents optimal participation.”
cut off.”
“sometimes interaction via computer is not the same as
“The audio because sometimes I can’t hear well.”
face-to-face”
“Not being able to see [teachers]”
“The digital ways of working”
“Can only be taken on the assigned mobile phone.”
“clearly see the presentations (slides) from the mobile
phone and write through the chat at the same time as
watching the video.”
 45

Theme # Occurrences in the data

Difficulty with the course content, including unspecified difficulties and language features (own level of
proficiency or the use of language in the course).

Low level of my own English makes it challenging to understand/to keep up 12

The trainer’s language/speech/accent 2

The general challenge of learning or not understanding 2

Assessments 1

Representative examples of respondents’ comments

on the course content include:
“The level of the classes was a bit high for my level but
I tried to keep up.”
“My English is poor and I find it difficult to speak. I see
nothing wrong with the programme.”
“Following lessons in English, poor knowledge of the
language, and language proficiency”
“Practising my English.”
“Academic terminology”
“Sometimes the accent”
“Connecting new ideas with familiar ones”
“clarity of content”
46 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Theme # Occurrences in the data

Difficulty with participation, including interaction with others and grouping of participants.

Difficulty with other participants (including inexperienced teachers, unfamiliar

5
teachers or interaction with others)

Reluctance to contribute orally in live sessions (my own reluctance or others’) 3

The course groupings 3

Representative examples of respondents’ comments on participation include:

“Sometimes the communication with the other colleagues is a little bit difficult. Not everyone
wants to participate when we share our experiences”
“inexperienced colleagues”
“Sometimes the interaction, just that.”
“my school colleagues are spread out on different teams.”
“Number of persons per group.

Theme # Occurrences in the data

Course design and implementation, including applying new learnings to practice and
engaging with the course materials.

Putting what I’ve learned into practice 8

The asynchronous course elements, e.g. homework/pre-tasks 4

No printed materials available 3

Representative examples of respondents’ comments on the course design and

implementation include:
“Carrying out some changes that I am afraid to implement in my class such as different interactions
with students like working in pairs, in teams, etc.”
“there is a lack of guidance to directly implement the strategies you provide.”
“How to apply the classroom suggestions as I have large groups of more than 30 children.”
“I think it is difficult to put it into practice, because theory is one thing, but putting it into practice
is complicated. It is also difficult to know if I am understanding things correctly because there is
not much feedback on the products, so I don’t know if I applied things well or not.”
 47

“The final project, in module one there was no concrete

explanation. The information was distorted because many
people sent too much information.”
“The Pre workshop activities”
“Extensive booklet”
“the fact that the books are not provided in physical form”
“In the second module, the delivery of physical material is
not available at the moment.”
Overall, the responses to this section of the survey confirm
the evidence from the previous question (“What did you
enjoy…?”) that the majority of survey respondents enjoy
their participation in the “Low-tech CPD” programme in
Chiapas and, indeed, many respondents explicitly stated
finding nothing difficult or having nothing to say in response
to this survey question. Unsurprisingly, the vast majority of
comments relating to challenges faced by course
participants were about having limited time to participate.
This is certainly borne out by existing research in this area
and it’s clear that the British Council have attempted to
mitigate this risk in the course implementation by offering
different times for live synchronous sessions. The second
most frequently mentioned difficulty was about internet
connectivity, and again the British Council seem to be doing
what they can to address this by providing equipment and
avoiding scheduling modules during the rainy season in
Mexico, when general connectivity is very poor.
Three aspects of the Chiapas programme that the British
Council might want to consider developing or updating are:
1. How participants can understand and demonstrate
application of the ideas in the course to their own classroom
practice, particularly when they teach large classes.
2. The level of English used in the course materials and by
the trainers. As the majority of participants report a CEFR
level of B1–B2 and a significant minority report having a
lower level of proficiency, it would be worth grading all
course input to B1 level to maximise inclusivity and
accessibility for all course participants.
3. Whether the pre-workshop tasks could be optional, or at
least partly optional, without negatively affecting learning
or motivation on the course.
48 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Limitations of the survey

It is important to explain one particular limitation of the survey and the reason why data from
one section (highlighted in grey in the table below) is not included in the analysis above.
The survey was divided into six sections, each with its own objective:

Survey section Objective

1.Informed consent
To inform respondents of the nature and purpose of the study, the terms of their
(Consentimiento
participation and to give them the opportunity to withdraw or ask questions.
informado)

2.About me To gather basic biodata for background on the respondents to

(Sobre mí) inform later segmentation and analysis.

To gather some background on respondents’ feelings about CPD in general, which could
3.What I think about contextualise and enrich the later analysis of how these feelings and expectations
Continuing compared with their experiences of the Chiapas programme
Professional (see survey section 5, below).
Development in
general (Lo que The original basis for the 15 statements in this section24 was the list of key insights,
pienso sobre el opportunities and risks arising from the literature review. Some items from these lists
Desarrollo Profesional were conflated for the sake of clarity and efficiency for respondents.25 Others were not
Continuo en general) addressed directly as they were deemed to be general observations or facts, rather
than areas we wanted to gather participants’ views on.

4.Opportunities and
challenges in the To gather information about what respondents have enjoyed and what they have found
low-tech CPD challenging in the Chiapas programme so far; and to discover who among them
programme in had also been in the Community of Practice and whether they are
Chiapas finding it useful or interesting so far.
(Oportunidades y This section of the survey was deliberately placed before section 5 so that respondents
retos en el curso DPC could first reflect on the Chiapas programme in their own words and not be led by the
de baja tecnología, ideas or phrasing coming up next in the survey.
Chiapas)

5.How I feel about the

low-tech CPD To discover respondents’ feelings about the “Low-tech CPD” programme in Chiapas. Like
programme in section 3, the items in this section were based on key insights from the literature to help
Chiapas (¿Qué opino inform Research Question 2. Unlike section 3, each item was presented separately and
del curso DPC de baja phrased differently, to encourage respondents to think about them carefully and to
tecnología en provide the chance to add examples or comments.
Chiapas?)

6.“The final To invite respondents to make any specific suggestions for improvement to the Chiapas
questions!” (¡Las programme and to give them the chance to add any final thoughts or questions on any
preguntas finales!) topic before finally submitting their survey response.

24 See Appendix 2 for the full survey (in English), including this list of 15 statements, completed by the majority of survey respondents
(n=145).
25 For example, opportunity/benefit 6 “Teachers respond extremely well to examples in their CPD discussions and materials…” and general
insight “Teachers’ learning and practice benefit from examples (especially videos)...” were addressed jointly in the survey item where
participants were asked to what extent they agree with the statement “When I learn about teaching methods or activities, I like to see
examples of new things (like classroom videos, lesson plans, students’ work, etc.) before I try them with my students.”
 49

Unfortunately, when all 148 survey responses were

submitted and analysis of survey section 3 was
underway, it became clear that this section of the
dataset was not clear enough to be reliable. Ultimately,
all responses in this section had to be excluded from
the analysis for the following reasons.

Polarised responses
For each of the 15 statements in section 3, respondents
had to indicate the extent to which they agreed or
disagreed. A 4-point scale was provided:
• I strongly disagree. (Estoy totalmente en desacuerdo.)
• I disagree. (Estoy en desacuerdo.)
• I agree. (Estoy de acuerdo.)
• I strongly agree. (Estoy totalmente de acuerdo.)
When reviewing the data, it emerged that the
responses were very polarised for some items in
particular. Closer analysis revealed an almost even
split (53 vs. 58) among the majority of respondents
between general agreement and general
disagreement. For this 15-item question, individual
survey respondents were categorised as follows:
50 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

How an individual responded to this part of the survey # of people falling into this category

A range of agreement/disagreement responses indicated

37
across all 15 items

Same response x 15 (“strongly agree”) 5

= 58 respondents who
All “agree” or “strongly agree” 20 agreed with all/most
items
Mostly agreed (only 1 or 2 “disagree” or “strongly disagree”
33
responses from all 15 items)

Mostly disagreed (only 1 or 2 “agree” or “strongly agree”

5
responses from all 15 items)
= 53 respondents who
All “disagree” or “strongly disagree” 39 disagreed with all/
most items

Same response x 15 (“strongly disagree”) 9

Total responses 148

This split is surprising when we remember that most of The first, fourth and fifth of these points relate to
the 15 items in this part of the survey were essentially personal preference and therefore might reflect
good practice characteristics for low-tech and/or genuine individual variation, despite otherwise broad
remote CPD according to existing research, reframed in similarity in feeling about the other statements.
terms of personal beliefs or experiences for the purpose Similarly, the second and third points might simply
of the survey. Given that over two thirds of the reflect the fact that some teachers are less confident
respondents (103 out of 148, or 70%) are quite with technology than others.
experienced professionals (four or more years), we
This extreme polarisation in itself was not enough to justify
might expect more of them to agree with what existing
disregarding this part of the survey, but closer scrutiny of
research in this field has found to be best practice.
the different categories of agree/disagree responses
At first, the patterns in individual respondents’ made me doubt whether the views reported in these very
selections on this survey section could be interpreted polarised responses were genuine.
as legitimate. For example, of the five respondents who
disagreed with most (i.e. 13 or 14) of the 15 statements, Contradictions
the items with which some agreed were:
Closer analysis of all responses to section 3 of the
1. My main reason for participating in teacher development survey (the 15 statements) revealed numerous
is to improve my students’ learning. (1 respondent) contradictions and potential confusion that threw into
2. When I participate in digital/online teacher development question the validity of this section of the dataset. For
programmes, I prefer to use technology which I already example, of the 48 respondents who disagreed with all
know or feel comfortable using. (1 respondent) of the 15 statements:

3. I need support to use digital/online tools for • 31 have a bachelor’s degree related to English
professional purposes. (3 respondents) Language Teaching.

4. When I participate in teacher development, I like to • 27 had previously participated in online events such
share my own skills and experiences, not just listen as webinars or live Facebook chats.
to other “experts”. (1 respondent) • 27 participated in the Community of Practice after
5. When I participate in digital/online teacher module one of the Chiapas course, 26 of whom found
development programmes, I prefer to spend some it useful.
time face-to-face with the other teachers (not all • 19 had previously participated in CPD courses such
online). (1 respondent) as Cambridge CELTA or TKT.
 51

• 16 made specific suggestions for improving the Chiapas

“Low-tech CPD” programme.
Given the apparently high level of education and experience
among these teachers, it surprised me that so many of
them, representing approximately a third of all survey
respondents, disagreed with things widely supported in the
literature to be good practice, such as the concept that
teacher development be long-term and ongoing (not just
short courses or individual workshops) or that reflection on
practice is important when learning new skills.
It was also confusing that 6 of the 16 respondents in this
subcategory who made specific suggestions for improving
the programme in Chiapas requested more face-to-face
sessions – and yet they had all disagreed with every
statement in section 3 of the survey, including the statement
“When I participate in digital/online teacher development
programmes, I prefer to spend some time face-to-face with
the other teachers (not all online).”
Similar direct contradictions in this sub-population of
respondents included:
• A respondent who strongly disagreed that they “usually
have enough time to think about, discuss and try things”
in CPD courses, but who later commented:
“Sometimes the difficult part is the schedules,
sometimes we make plans to be present and do all our
course activities and assignments but we also have
things to do at work, to get grades, and to hand in
documentation, and that takes time needed to fulfil the
tasks established in the course.”
• A respondent who strongly disagreed with the statement
“When I learn about teaching methods or activities, I like
to see examples of new things…” and indicated in a later
survey item that “[In the Chiapas course,] I think we have
enough examples of the things that we discuss” but when
asked how the Chiapas course could be improved,
requested “A little more depth and examples on the
topics”.
• Two respondents who strongly disagreed that “teacher
development programmes should be adapted for
different contexts” but later indicated that the Chiapas
CPD programme “suits [their] specific context in some
ways” and when asked how the course could be
improved, suggested it be better adapted for different
teachers’ contexts.
There were numerous instances of such ambiguity and
even direct contradiction, forcing me to conclude that
some respondents had misunderstood, misread or not
carefully answered the 15-statement question, disguising
the true extent of their agreement or disagreement with
these statements.
52 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Interpretation and learnings

for survey design
It seems highly unlikely that so many respondents would knowingly directly
contradict their own views – in qualitative research with human subjects,
it’s not unusual for some respondents to present self-contradictory data,
but the scale within this section of this survey was very unusual and
surprising. Looking at the survey tool itself (Google Forms) and the way it
was presented to respondents, I suspect that a poorly designed user
interface and consequently poor human-tech interaction was ultimately to
blame. Specifically:
• The vast majority of respondents completed the survey in Spanish. The
4-point scale was therefore presented to them in Spanish as follows – note
that, unlike in the English version, there is only a single character (i.e. letter
or space) difference in Spanish between opposing meanings (highlighted
in bold here, but appearing in standard font in the original survey):
• Estoy totalmente en desacuerdo. (I strongly disagree.)
• Estoy en desacuerdo. (I disagree.)
• Estoy de acuerdo. (I agree.)
• Estoy totalmente de acuerdo. (I strongly agree.)
It is conceivable that a busy person, reading quickly through a long survey,
could simply misread the options and accidentally choose an exact opposite
instead, particularly if they first read all 15 statements and then decided
they agreed (or disagreed) with all of them, so simply selected the same
button for each statement without double-checking at the top of the screen
whether this button was at the correct end of the scale (from strongly agree
to strongly disagree) to represent their choice.
• When we look at how Google Forms presents the survey on a computer
screen (see screenshots below), we can see that the range of options on
the 4-point scale is only visible if you scroll to the top – by the time you’re
reading the fourth, fifth and so on statement on the list, you can no longer
see which end of the scale is “strongly agree” and which is “strongly
disagree”. Again, this is not particularly clear or user-friendly for the
survey respondent.
 53

Fig. 3. Survey section 3 as viewed on a laptop (first 2–3 statements and 4-point
scale visible).

Fig. 4. Survey section 3 as viewed on a laptop (later statements, with 4-point

scale labels no longer visible at the top).
54 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

• The user experience is even worse if taking the survey on a mobile device: not
only is the 4-point scale not pinned to the top of the screen as you read
through the statements, but you also have to scroll back and forth from left to
right to read the full 4-point scale, making responding to this survey section
quite cumbersome.

Fig. 5. Survey section 3 as viewed on a Fig. 6. Survey section 3 as viewed on a

mobile (first 2–3 statements and mobile (later statements, with
part of 4-point scale visible). 4-point scale labels no longer
visibleat the top and only two of
four scale points visible).

As section 3 was a mandatory survey section, respondents would not have been
able to progress without first selecting a response to every item in this section.
It is therefore not at all surprising if some people gave up trying to answer this
section honestly and simply selected anything in order to progress to the next
section of the survey. This was an unfortunate and unforeseen consequence of
using this particular question format within Google Forms and should be borne
in mind for future similar research surveys.
 55

Outstanding questions
Some areas of potential interest for future development of the “Low-tech”
CPD programme in Chiapas are not well documented in existing literature
and were not captured within the present study, specifically:
1. How big is the ideal group on WhatsApp or Telegram for a Community
of Practice (CoP)? Examples in the literature range from approx. 10 to
over 200 participants within a group, but with little commentary or critical
reflection on the difference this might make. Similarly, respondents to the
participant survey for this report sometimes commented on the size of
groups but without useful detail on what was perceived as particularly
helpful or challenging.
2. Is there any correlation between length of a teacher’s experience or
extent of their existing training and the benefits they gain from
remote CPD and/or CoPs? The literature review for this study did not
find any insights on this question and no meaningful patterns were
observable in the survey data either.
3. Do any low-tech or remote CPD programmes differentiate between
equity and equality in resource provision for under-resourced
teachers? ‘Equal’ in this context means giving all teacher participants
the same mobile equipment or data allowance, whereas an ‘equitable’
approach would mean inviting teachers to identify what they each
individually need in order to achieve comparable access so that everyone
can participate fully. Some teachers might not need to be given a device
but others might, for example. The literature review for this study could
find no evidence of programmes that took a flexible approach like this,
but survey responses from participants in the Chiapas programme
suggest that some might need this support more than others.
4. What about Telegram? There currently exists very little literature on
social media for CPD in low-resource contexts at all, and that which exists
almost exclusively focuses on WhatsApp or bespoke apps/mobile
resources designed for the purposes of a particular study. Time may tell
if more projects adopt Telegram as a tool for remote CPD but currently it
has been almost impossible to find other projects that use it, let alone
solid research evidence for its effective use(s) or impact.
Interestingly, WhatsApp use is not counted when paying for data in Mexico
(i.e. it is free when using a mobile phone line). While this doesn’t affect the
British Council’s current “Low-tech CPD” project because participants are
supplied with adequate data, it could be interesting to learn whether this
has any impact on the overall popularity of WhatsApp vs. Telegram among
Mexican teachers and whether participation in British Council CPD
programmes might be higher if WhatsApp were used instead of Telegram.
56 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Conclusions and
recommendations
While this report is not exclusively about the work being done in Chiapas,
this does provide a useful case study of the British Council’s efforts to
design and deliver effective and engaging CPD for teachers in remote/rural
and low-resource contexts. My final conclusion at the end of this study is
that the “Low-tech CPD” programme in Chiapas is well conceived, well
designed and well received, and should continue mostly as it is, but that this
is also a very good moment to review and potentially slightly revise some
aspects of the course (per the recommendations below). I also conclude
that a similar programme could be useful to teachers in other similar
contexts, adapted of course to suit their local circumstances.

Opportunities and risks

Of the 12 opportunities/potential benefits of such approaches that were
identified in the literature review, 10 are well addressed by the current
design and implementation of the “Low-tech CPD” programme in Chiapas.
The only two areas which might be considered for future programmes,
though do not currently seem to be problematic, are (1) the possibility of
offline in-person collaboration between any teachers who are
geographically close to each other and interested in such opportunities,
and (2) the possibility of recruiting leaders, facilitators or mentors from
among the community itself to act as sort of ‘peer ambassadors’,
modelling what professional learning looks like (especially tech-enabled
CPD) for other teachers in their community.
Of the 22 risks/challenges identified in the literature review, many are
outside the British Council’s direct control or responsibility (e.g. the
robustness of mobile internet infrastructure in any given country), but most
of the others appear to have been well considered, avoided and/or mitigated
in the “Low-tech CPD” programme in Chiapas. Possible exceptions are:
• Content and syllabus that are shaped more by ELT experts than by
participants themselves. While there is clear value in this approach and
in the current programme syllabus, participants in such specific, low-
resource, remote/rural contexts might benefit from more chances to
contribute their own expertise, experience and creativity, especially in
terms of applying programme theory and learnings in their own schools.
• Sustainability in terms of connectivity and cost. To the best of my
knowledge, the current provision of mobile devices and data is due to end
in November 2023. If further modules are planned but without this provision
for connectivity, continued participation of some teachers is at risk.
• Not enough time for participation, co-creation, learning, tech training,
building rapport and also for practical things like poor connectivity which
can cause delays in asynchronous interactions. This need for ample time is
commonly underestimated in perhaps all learning programmes, and there
 57

isn’t very strong evidence from the present study that element of the programme; the final session would
the British Council’s current low-tech CPD approaches reiterate this sense of human connection, and
fall into this trap; but some survey respondents did potentially provide a sense of closure to a module
comment that they needed more time to process and an opportunity for gathering feedback on the
what they were learning, so its importance shouldn’t programme and suggestions for improvement. If this
be diminished in future programmes. were organised and facilitated in a focus group
format, it would enable richer exploration of
• English-only approaches. As noted in the above
participants’ comments and avoid the lack of clarity
literature review, some studies report that the use of
that often arises when the only means of researching
translanguaging and multilingual approaches,
course impact – as in the present study – is an
including CPD materials available in multiple and/or
asynchronous written (and translated) survey.
local languages, can ensure greater access and equity
among teacher participants. In a cohort with so few 5. Keep the high amount of reflection opportunities in
advanced users of English as in the Chiapas programme, the current programme; and keep the clear
and where 145 of the 148 survey respondents opted to signposting of these opportunities. Also:
complete it in Spanish (when an English version was
• Make sure enough time is allowed for these
available), a multilingual approach could be helpful, not
reflections, and not only asynchronous time.
only in the programme itself but also when conducting
The amount of time required for reflection
future research into participants’ experiences.
within CPD programmes is often underestimated.
Consider adding optional drop-in sessions for
Specific recommendations participants who want to discuss things further,
so that everybody gets a chance to reflect
for Chiapas synchronously but there is also additional time
if people need it. (These sessions don’t
1. Praise the trainers and course designers! necessarily need to be moderated by a trainer
or to take place in English.)
It’s quite clear that the majority of participants think
their trainers are skilled, supportive and personable, • Consider varying the nature of pre-workshop
and that the contents of the course are generally tasks so that some are either optional or less
interesting, engaging and relevant. This is presumably time-consuming, while still providing a valuable
the result of professional expertise, respectful opportunity for reflection.
consideration and diligence, so should be
acknowledged. 6. Keep the Community of Practice (CoP) going.
2. Continue to offer support with connectivity. Most CoP participants within the current
programme clearly find it useful and interesting.
This is obviously a requirement for participation This is particularly notable as a CoP was advised,
in a remote online course but remains a frequently but cautiously, in the conclusions of the previous
reported issue, and one which seems has not report on the Chiapas programme (module one). If
even been totally resolved by the provision of any issues do arise in future with the CoP on this
devices and data. programme, an initial face-to-face training
3. Keep the flexible scheduling. workshop to set it up could be helpful.

Continue to offer different options for days/times to 7. Keep using Telegram.

attend the programme. This flexibility is very much Many of the participants in the current Chiapas
appreciated by participants. programme hadn’t used Telegram before joining,
4. Keep the blended approach. but it seems not to have been problematic for most
of them. (Unfortunately, those who said they’d
Insights from existing research and from the present encountered difficulties with Telegram didn’t give
study suggest that many teachers value and even explanatory detail in their comments.) Also:
prefer face-to-face CPD, but appreciate the flexibility
of remote CPD since face-to-face options are often • It might be worth adding an optional Telegram
not manageable in practice. “clinic” session after the first two weeks of the
programme where people can drop in if they
If face-to-face sessions are included, use them for need support, so they can address any major
the first and final sessions of the course. The first blockers early and avoiding continuing to
session allows everyone to set a foundation of human struggle for the entire length of a module. I
connection which is particularly valuable for the CoP
58 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

suspect that in some cases, if someone has 10. Review the use of examples in the course con-
persistent trouble with Telegram, they might tent/materials.
also be a bit less confident with tech in general, • Participants appreciate the examples already
so even having videos that show them how to included in the course, and more examples
use it (which they need to use tech to access) would probably also be welcome.
might actually be less helpful or welcome to
• Video examples are helpful but other examples
them than guidance from a human tutor.
shouldn’t be forgotten (e.g. short written vignettes,
• Remind participants that Telegram is available learner feedback, or teaching materials).
on laptops as well as on mobile devices, which • One potentially helpful adaptation/addition for
might make it easier for them to do multiple future courses is to include real examples from
things at once (like type in the chat while seeing teachers who had participated in earlier modules
other participants as well as the slides being or related British Council courses (and, of course,
shared from the trainer’s screen). where consent has already been given by all
teacher and pupil participants to share these
8. 8. Review the course length and structure.
examples). These could be especially useful
• Generally 10 weeks seems an acceptable length where they address challenges that participants
for one module, though a minority of participants feel are lacking in the current course, i.e. large
reported a wish to have more time to go into classes and indigenous contexts.
depth and reflect more on each sub-topic, • Ensure examples are accompanied by reflective
feeling that the general pace was quite fast. tasks so teachers don’t only see an example but
also think about what it means, how it
• Perhaps a compromise for further courses would demonstrates good practice and how it could
be to provide 8–10 mandatory weeks and another compare with their own context(s).
1–2 optional weeks in which participants could
explore certain topics in more depth, or perhaps 11.Review the amount/nature of peer collaboration.
spend some time on more open-ended discussion, • Respondents seem generally to enjoy this on
reflection or ideas-sharing. the programme and if anything would
appreciate more. Research from other similar
• Make sure weeks and modules connect explicitly projects supports this and only warns of a risk
to each other to allow participants to follow up that synchronous sessions could become too
what they’ve learned and carry insights forward. trainer-centred.
Teachers need regular opportunities to connect
• To encourage collaboration and peer-to-peer
what they are currently learning or trying with
sharing, perhaps there could be a session midway
what they knew, learned or tried previously. through a module in which a more “swapshop”
9. Review the contextual relevance of course content. approach is taken, facilitated by the trainer(s) or by
more experienced teachers. For example,
• Clearly this programme already takes local participants might reflect on what they’ve studied
context into consideration so may not need or and tried in the first half of the module and work
benefit from major amendments. However, together to brainstorm how to apply these learnings
areas for improvement are to address the issue to their contexts, especially larger classes (30+
of class size (30+ pupils) and the involvement of pupils) or indigenous contexts. This would also
indigenous communities, which the current address the issues of context applicability
programme seems not to address well. mentioned above, as well as addressing the feeling
that it’s hard to apply learnings to practice, which
• Currently the programme invites teachers’ own was mentioned by several respondents in the “what
experiences and voices, but the course contents I found difficult” section of the survey.
are pre-determined. Co-creation and contribution • Alternatively, teachers could be prompted to
directly by teachers themselves may be worth try something in their class one week, then
investigating or trialling in future modules, come back and report on it the following week,
particularly to see if this might address the feelings and then vote on each other’s experiments and
nominate one peer as “teacher of the week”
of the 50+% of respondents that the course could
according to criteria they set themselves (e.g.
be better suited to their particular contexts. effort or achievement or innovation etc.).
 59

12. I12. Include more opportunities for directly relating and applying
learnings to teachers’ own practice.
Provide explicit examples of how to put theory into practice, as well as
opportunities for teachers to report back on what happened when they
tried and discuss these experiences with their peers on the course.
Consider inviting participants to write up or video/audio record these
experiences for posterity, in English or in a preferred other language, and
storing these in an “experience bank” which can be accessed by future
participants in the programme, or perhaps incorporated into the future
programme content itself.
13. Add English-language support.
• 112 respondents reported that improving their own English
proficiency was one reason for participating in the programme; 135
respondents reported that they had improved their own English
proficiency as a result of participating; but 12 respondents
nonetheless reported that their own low level of English sometimes
made it hard to keep up.
• To be more inclusive of all participants, consider some surrounding
English-language support, such as a glossary, bilingual vocabulary
list, subtitles on all course videos, some discussion permitted and
facilitated in Spanish (or other local/appropriate language), etc.
• As the majority of participants report a CEFR level of B1–B2 in
English and a significant minority report having a lower level of
proficiency, it would also be worth grading all course input
(materials and trainers’ own speech, as far as reasonably
practicable) to B1 level in order to maximise inclusivity and
accessibility for all course participants.
14.For participants to feel safe:
• Keep using closed groups on Telegram.
• Keep allowing participants to share individual questions at the end
of live sessions.
15. To support disadvantaged participants:
• Keep providing mobile phone equipment and data (several participants
explicitly mentioned this as something they’d appreciated), but
consider a more equitable (as opposed to equal) approach.
• Keep avoiding conducting the programme during the rainy season
when the local infrastructure for connectivity is poor.
16. Consider piloting a module that also involves school leaders.
• Literature suggests that school leadership should be involved in CPD,
and actively involved. However, there is little evidence available on
how this might work effectively in practice or whether leaders have
adequate time and capacity to be truly involved or supportive.
• It could be enlightening and rewarding for the British Council to
pilot one module in Chiapas in which leaders or other school
departments are somehow more involved and see what comes of it.
For example, this could be piloted in one school where participation
in the Chiapas programme is already quite well established, so that
trying this new variable wouldn’t be too disruptive.
60
 61

Appendix 1:
Summary of key case
studies in the literature

Features of programme

British Low- Focus on Used (at least

Programme and location(s) Involves (Mainly)
Council resource teachers’ partly) mobile
CoPs mobile-based
involved context CPD messaging

Mobile-enabled remote CPD in Chiapas

(Mexico, i.e. the focus of x x x x x x
this research study)

CPD via WhatsApp in a refugee camp

(Jordan) x x (x) x x

ELISS (English Language Initiative for

Secondary Schools) x x x (x) x x
(India)

English in Action
(Bangladesh) x x (x) x

National Teacher Training Programme

(Egypt) x x x (x)

MENA Regional CoP Leader Support

Programme (part of the Teacher
Networking Initiative) x x x x
(Yemen, Algeria, Palestine, Bahrain,
Lebanon, Oman, Iraq, Jordan)

QHL (Quality Holistic Learning) project

(Lebanon, Niger, Kenya, Chad) x x x x x

Teachers Learning Together

(Kenya and Rwanda) x x x

Teaching for Success

(Occupied Palestinian Territories) x x x (x) x

Teaching for Success

(Syria) x x x x x

Tejas project
(India) x x x x x x

Study of 3 ELT associations

(Cameroon, Côte d’Ivoire and Rwanda) x x x x x
62 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Appendix 2:
Survey questions

Low-tech teacher development in Chiapas professional or personal development that can come
from reflecting on your experience.
[Informed consent] • The responses that you provide will be stored in a
password-protected electronic file. The data will be
Thank you for your interest in participating in this survey. stored until the end of 2023 for the purpose of
You have been invited to participate because you are
completing this research project, then all survey
part of the British Council’s continuing professional
data will be deleted.
development (CPD) programme in Chiapas, Mexico.
• The data that you submit will be transferred to, stored
The aim of this research is to investigate the use of
and processed at a destination outside the UK and
mobile messaging apps like Telegram for continuing
the European Economic Area.
professional development (CPD) for teachers.
The latest date to submit your responses to the survey • Your responses to this survey are completely
is 30 September 2023. anonymous. You do not need to give your name,
email address or contact details at any point.
It’s important to complete the survey in one session.
If you leave the survey before you submit your answers, • If you choose to include any identifying information
your information won’t be saved and you would need to like your name or email address, these will not seen
repeat the whole survey. by anybody except the main researcher (Laura
Patsko). All and any identifying information will be
Please read the following information carefully, and removed before the data are analysed so that the
discuss it with others if you wish, before deciding if you final report is completely anonymous.
want to participate.
If you have any questions or require more information
• You should only respond to the survey if you want to. about this research, please contact Laura Patsko
Choosing not to respond to this survey will not
([email protected]).
disadvantage you in any way.
If this study has harmed you in any way, you can contact
• You can stop and close the survey at any time and
without giving a reason. the British Council’s Safeguarding Focal Point, Victoria
Maineri ([email protected]).
• Once you click “submit responses” at the end of the
survey, your data will be submitted and it will be too If you have read the information above and agree to
late to withdraw your data from the research. participate with the understanding that the data (including
any personal data) that you submit will be processed
• There are no known risks or discomforts to you from
participating in this research, except spending 1 hour accordingly, please click “Continue” to begin the survey.
on the survey which you could choose to spend in
some other way.
• There are no known benefits to you from participating
in this research, except the possible opportunity for
 63

About me I have the following qualifications:

• TKT
I am participating in the British Council low-tech
CPD programme in Chiapas as: • TKT jyoung learners

• A teacher • Teacher’s training course

• A facilitator • ICELT

• Other • CELTA
_______________) • DELTA
The municipality I teach in is… • TESOL
• TEFL
• TESL
I teach pupils aged… • Licenciatura relacionada con la enseñanza del
• 0-3 years old inglés

• 4-6 years old • Otra licenciatura (especificar)

• 7-9 years old • Maestría relacionada con la enseñanza del

inglés
• 10-years old
• Otra Maestría (especificar)
• 13-16 years old
I am a:
• 17+ years old
• Full time teacher (Docente de Aula)
• No pupils (I am not currently teaching).
• AEE (Asesor Externo Especializado)
I have been teaching for…
My own general level of English is:
• Less than 1 year
• Low (CEFR level A1–A2)
• 1-3 years
• Intermediate (CEFR level B1–B2)
• 4-6 years
• Advanced (CEFR level C1–C2)
• 7-9 years
In the past, I have participated in the following
• 10 more years teacher development activities:
I currently teach: • Courses (for example, Cambridge CELTA or TKT)
• English only • Live workshops/seminars
• Another subject(s) • Online events (for example, webinars or live
• English and another subject(s) Facebook chats)

• No subjects (I am not currently teaching) • Other (_____________)

64 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

What I think about Continuous

Professional Development in general
Below are 15 statements about teacher development
programmes in general. For each statement, you should say
how much you agree or disagree with it.
Let’s go!

I strongly I strongly
I disagree. I agree.
disagree.. agree.

My main reason for participating in teacher development

is to improve my students’ learning.

I believe teacher development is not just about teachers

– it should involve everyone (for example, directors/
principals, parents, managers).

I believe teacher development programmes should be

adapted for different contexts (for example, different
countries, states, schools or classrooms).

When I participate in digital/online teacher development

programmes, I prefer to use technology which I already
know or feel comfortable using.

I need support to use digital/online tools for

professional purposes.

When I participate in teacher development, human

connection is important – I want to work together and
learn from other teachers.

I believe teacher development should be long-term and

ongoing, not just short courses or individual workshops.

When I participate in teacher development, I like

to share my own skills and experiences, not just
listen to other “experts”.

When I learn about teaching methods or activities,

I like to see examples of new things (like classroom videos,
lesson plans, students’ work, etc.) before
I try them with my students.
 65

I strongly I strongly
I disagree. I agree.
disagree.. agree.

When I participate in digital/online teacher development

programmes, I prefer discussions to stay focused
on professional matters.

When I participate in teacher development, reflection is

important – I want to think about and discuss the new
things that I’m learning or trying.

When I participate in teacher development, I usually have

enough time to think about, discuss and try things.

When I participate in digital/online teacher development

programmes, I prefer to spend some time face-to-face with
the other teachers (not all online).

When I participate in digital/online teacher development

programmes, safety is important – I want to share my
experiences confidentially and not to feel
judged by others.

As an English teacher, professional development

programmes also help me to develop my
own English language skills.
66 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Opportunities and challenges in the

low-tech CPD programme in Chiapas
Think about your participation in the British Council’s
low-tech continuous professional development
programme in Chiapas.
What do you enjoy about this programme? Try to
identify three things.
What do you find difficult about this programme? Try
to identify three things.
Did you participate in the Community of Practice
after Module 1?
• Yes
• No
• I don’t know / I don’t remember
If you participated in the Community of Practice
after Module 1, how useful did you find it?

1 Not useful at all

2 Somewhat useful
3 Very useful
4 I don’t know / I don’t remember

If you participated in the Community of Practice

after Module 1, how interesting did you find it?

1 Not interesting at all

2 Somewhat interesting
3 Very interesting
4 I don’t know / I don’t remember

How I feel about the low-tech CPD

programme in Chiapas
You will now answer 15 short questions specifically
about the low-tech Chiapas CPD programme.
For each question, select all the answers that
apply. You will also have the opportunity to add
your own comments for each question.
Let’s go!
 67

P1. My reasons for participating in the low-tech CPD programme in Chiapas

include… [select all that apply]
• Improving my students’ learning.
• Learning new teaching skills and techniques.
• Having the chance to reflect on my teaching.
• Meeting other teachers.
• Making new friends.
• Better career opportunities in future.
• Using technology to learn.
• Practising and improving my English language skills.
• Other (What? _____________)
Do you have any other comments on this aspect of the low-tech CPD programme
in Chiapas? Please note them here if so.

P2. In my opinion, the low-tech CPD programme in Chiapas should involve…

[select all that apply].
• …teachers.
• …more senior/experienced teachers.
• …school directors or managers.
• …parents.
• …government officials.
• …other. (Who?)
Do you have any other comments on this aspect of the low-tech CPD programme
in Chiapas? Please note them here if so.

P3. In my opinion, the low-tech CPD programme in Chiapas…

• …is too generic and doesn’t suit my specific context.
• …suits my specific context in some ways.
• …suits my specific context very well.
Do you have any other comments on this aspect of the low-tech CPD programme
in Chiapas? Please note them here if so.
68 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

P4. The low-tech CPD programme in Chiapas uses Telegram. Which of the following is
true for you?
• I had no previous experience of using Telegram at all.
• I had used Telegram before this CPD programme, but only for personal purposes.
• I had some previous experience of using Telegram for professional purposes before.
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.

P5. The low-tech CPD programme in Chiapas uses Telegram. If you had never used
Telegram before joining the programme, how did you feel about needing to use it for this
programme?
• Unhappy – I didn’t want to learn to use a new app.
• OK - I didn’t mind learning to use a new app.
• Happy – I liked learning to use a new app.
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.

P6. In the low-tech CPD programme in Chiapas…

• I would like more opportunities to work together with other teachers.
• I have enough opportunities to work together with other teachers.
• I think we work together too much – I would prefer more independent work.
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.
 69

P7. In my opinion, one module of the low-tech CPD programme in Chiapas (for
example, “classroom management” or “lesson planning”)…
• …lasts too long. Just a week or two is enough for one module.
• …is not long enough. One term/semester of professional development is not
enough for one module.
• …takes just the right amount of time for one module. I wouldn’t change anything
about this.
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.

P8. In the low-tech CPD programme in Chiapas…

• I’d like to hear more from other teachers like me.
• I’d like to hear more from experts, not other teachers like me.
• I think the balance is right between ideas from experts and ideas from other
teachers like me.
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.

P9. In the low-tech CPD programme in Chiapas…

• I would like to see more examples of the things that we discuss.
• I think we have enough examples of the things that we discuss.
• I think there are too many examples of the things that we discuss.
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.

P10. In my opinion, in the low-tech CPD programme in Chiapas…

• …discussions between teachers should focus on professional matters.
• …it’s OK to share some more personal things in our discussions, but not too much.
• …discussions between teachers should definitely include both personal and
professional things.
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.
70 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

P11. In my opinion, the low-tech CPD programme in Chiapas…

• …has too much new content and not enough opportunity to reflect on it.
• …has the right balance of trying new things and then reflecting on them.
• …has too much reflection and not enough new content
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.

P12. In the low-tech CPD programme in Chiapas…

• …I don’t have enough time to participate effectively.
• …I have enough time to participate effectively.
• …I have enough time for some things but not enough time for others. (Please give
more detail below.)
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.

P13. When participating in the low-tech CPD programme in Chiapas…

• …I would like more face-to-face time and less online time.
• …I would like more online time and less face-to-face time.
• …the balance of online and face-to-face time is fine.
• It depends. / I’m not sure. (Please give more detail below.)
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.
 71

P14. When participating in the low-tech CPD programme in Chiapas….

• …I feel safe sharing my experiences with others.
• …I do not feel safe sharing my experiences with others.
• …I feel safe sometimes or in some ways, but not completely. (Please give more detail
below.).
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.

P15. The low-tech CPD programme in Chiapas has…

• …not helped me to improve my own English language skills.
• …helped me to improve my own English language skills.
Do you have any other comments on this aspect of the low-tech CPD programme in
Chiapas? Please note them here if so.

The final questions!

Do you have any suggestions for how to improve the British Council’s low-tech CPD
programme in Chiapas, or in similar contexts, in future?
[free text response]

Is there anything else you would like to add?

[free text response]

Thanks again for your time!

Remember to click “Submit” below to complete this survey.
72 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Appendix 3:
Full list of survey
respondents’ locations
Responses to the participant survey were received from the following locations
across Chiapas state:

• Acacoyagua • Rayón
• Arriaga • Salto de Agua
• Bella Vista • San Cristóbal de las Casas
• Benemérito de las Américas • San Juan Cancuc
• Catazajá • Siltepec
• Chamula • Sitalá
• Chilón • Socoltenango
• Cintalapa • Soyaló
• Comitán de Domínguez • Suchiapa
• Frontera Comalapa • Tapachula
• Huehuetán • Tenejapa
• Huixtla • Teopisca
• Jiquipilas • Tila
• Jitotol • Tonalá
• La Independencia • Tumbalá
• Larrainzar • Tuxtla Chico
• Las Margaritas • Tuxtla Gutiérrez
• Maravilla Tenejapa • Tuzantán
• Mazatán • Venustiano Carranza
• Mezcalapa • Villa Corzo
• Ocosingo • Villaflores
• Palenque • Yajalón
• Pijijiapan • Zinacantán
 73

Annotated references:
Specific best
practice guidance
Allier-Gagneur, Z., McBurnie, C., Chuang, R., and
Haßler, B. (2020). Characteristics of Effective
Teacher Education in Low- and Middle-Income
Countries. What Are They and What Role Can
EdTech Play?26
In this meta-analysis of the findings from 10 existing research reviews, the
authors note a paucity of quality research into the effectiveness of such CPD
programmes, not only for teachers’ skill development but also the impact of CPD
interventions on their students’ learning. Limitations include:
• Lack of “control vs. intervention group” evidence to compare directly what
impact a CPD programme has had.
• Evidence gathered about teachers but not about the impact of teachers’ actions
on their students’ learning (i.e. the ostensible end goal of CPD interventions).
• Over-reliance on self-reporting.
• Lack of acknowledgement of the observer effect, i.e. “the likelihood that
teachers make an extra effort to use new methods when under [classroom]
observation” (p. 6).
• Limited consideration of the cost-effectiveness of CPD interventions.
• Analysing the whole of an intervention, rather than identifying and separating
out different parts and their relative impacts (the authors note that “This
practice is problematic as programme designers need to understand
characteristics that drive impact, rather than a list of programmes that work
(International: Hill, et al., 2013).”)

The authors aim in their meta-analysis to aggregate characteristics that drive

impact from learnings across multiple studies, rather than simply listing separate
programmes that seem to work in themselves. They point out that it’s not ideal to
construct a set of principles for effective CPD intervention design on the basis of
such inadequate research evidence, because this evidence “does not allow
researchers to distinguish the ‘active ingredients’ of teacher education
programmes from causally redundant features” (p. 7).

26 Downloadable from https://docs.edtechhub.org/lib/R9VVKUH5

74 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

To provide guidance that is as useful as possible in such 5. Empower teachers to become reflective
circumstances, the authors cite Scutt & Baeyer’s (2019, practitioners and structure teacher education around
p. 66) position, i.e.: practice-based cycles of trial and refinement – this
“We have a plausibly helpful set of design principles relates not only to the likelihood that teachers really will
expressed across a number of reviews about professional develop new teaching habits and change their practice
development. While no individual feature would (hopefully for the better) but also relates to the
seem to offer any guarantee of success, it seems sustainability of teachers’ learning. The implication is
like a good bet to stay focused on carefully that teachers who actively reflect on their experiments
designed programmes that align broadly with all not only learn new teaching practices, but learn how to
of them until such time as a developing evidence base learn new teaching practices.
can offer us more granular and specific recommendations.” 6. Incorporate peer support (including virtual
The review identifies 12 characteristics of effective communities of practice and social media). This
tech-enabled teacher education, many of which it is especially helpful where teachers are unable to
appears the British Council are already addressing in meet face-to-face. The authors also stress the
the Chiapas CPD programme: importance of collaboration and co-learning, not
mere “collegiality”. They note (p. 14) that “teachers
1. Encourage teachers to focus on their pupils’ need to have a shared commitment to improving
learning because this is ultimately why CPD exists: pupil learning outcomes, establishing common
to help these teachers’ students learn better. goals and developing approaches to achieve them.
2. Share effective practices with teachers using If these conditions are in place, communities of
modelling (especially via video, but also via any practice can enable teachers to build their
other models such as sample lesson plans or understanding of effective teaching and challenge
materials. As there isn’t enough really solid evidence problematic beliefs as they analyse the impact of
that video is the best approach, CPD providers should teaching on pupil learning.”
be careful before making huge investments. There 7. Ensure teacher education programmes motivate
also isn’t widespread consensus on precisely what teachers. This can raise teachers’ confidence as
makes a given practice or approach effective for well as improving the effectiveness of their practices.
students’ learning, but that whatever these are The authors note that teachers want to know that
determined to be, an effective CPD programme the CPD they engage in is actually going to make
should show teachers how to do them. Teachers need them more effective, but also vice versa, i.e. teachers
to see and experience the methods they’re being will probably be more effective if they are motivated
trained on, and this is especially useful if the model to engage in CPD. Local and cultural considerations
provided is similar to their own real contexts. may also have an impact in teachers’ motivation to
3. Acknowledge and build on teachers’ existing participate (e.g. the authors mention one study
knowledge, views, and experiences. Recognise where female teachers actually decreased in
that novices and more experienced teachers may confidence because their programme forced them
need different approaches, and also that teachers to participate in male-dominated groups in a context
who have already been teaching for some time where this often means the women would not share
before participating in a particular CPD intervention their own opinions).
will have developed habits and opinions during this 8. Prioritise school-based teacher education
time that may warrant addressing carefully during (including using mobile phones and tablets for
the CPD programme. virtual coaching) – in other words, regular peer-to-
4. Focus on developing practical subject pedagogy peer learning opportunities among teachers based
rather than theoretical generic pedagogy. Context at the same school, who therefore have access to
is very important, not only in a geographical/ similar CPD opportunities and a similar environment
institutional sense but in a subject sense. For in which to try out and reflect on new things. This
example, groupwork is a useful teaching strategy but could also include support from an external
this is too generic to mean much unless examples “coach”, potentially delivered virtually if the
are given of its use in the specific subject area of the circumstances require this.
teachers participating in the CPD programme.
 75

9. Schedule regular, ongoing teacher education –

one-off interventions do not work.
10. Provide supporting teaching and pupil learning
materials (including Open Educational Resources,
community servers, audio-based teaching and
learning materials and mobile phones) – in other
words, along with training insights, give teachers
quality learning materials too that they can use when
trying new things. They should be “aligned with the
local curriculum and should relate to the day-to-day
experiences of teachers”, as well as being provided in
a familiar language (not a foreign or official language
that might be less accessible to the teachers).
11. Ensure support from school leaders (including
the use of mobile phones for communication and
accountability) – and leaders should be actively
involved, not just supporting from a distance and
preferably not from a totally different context.
Leaders should understand what teachers’ daily
professional lives are really like. But the authors also
note (p. 24) that while “communities of practice
(CoPs) need appropriate leadership to thrive”, “CoPs
needs change over time. As teachers’ capacity is
built, they become more autonomous and leaders
need to adjust their leadership style.” They warn that
there isn’t much evidence on effective leadership in
low- and middle-income contexts, and that there’s a
risk that leaders face such high administrative
burdens that they have little time or energy left for
focusing on learning needs and outcomes.
12.Create a coherent policy environment. “Teacher
education programmes need to be aligned with the
local cultural norms, policy environment and school
conditions” (p. 6). For example, teachers will find it hard
to implement new practices if these are not also
believed in or supported by parents.
76 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

British Council (2021).Understanding the

effectiveness of professional development
opportunities for teachers delivered remotely.
[British Council publication]
This umbrella study looked at literature on remote CPD for teachers, plus 4 case
studies of different approaches in low- and middle-income contexts across the
MENA region (Middle East and North Africa): “the MENA-wide CoP Leader Support
Programme, the Egyptian National Teacher Training Programme (second year),
TfS [Teaching for Success] Syria, and TfS Palestine.” (p. 5)
The authors’ overall conclusion is that:
“teachers can learn effectively through remote PD providing there is adequate
induction, clear explanation, and ongoing support. Synchronous sessions are
particularly valuable in fostering peer interaction and dialogue and discussions
focussed on ways to motivate pupils and improve outcomes. The data presented
in all four case studies shows that teachers prefer F2F to remote PD. However,
the data also shows that teachers appreciate and value learning online with
other teachers and levels of satisfaction are consistently high across the four
case studies.” (p. 5)
From the literature and case study reviews, they identified 12 factors (p. 5) that
contributed to the effectiveness of remote CPD for teachers:
1. “Providing a regular structure in synchronous sessions (e.g. review, warmers,
input, open dialogue, demonstrations, video, tasks, breakout discussions).
2. Giving teachers the opportunity to experience digital tools in synchronous
sessions [provide a model/demo, show them how it works] and then encouraging
them to try them in their own classrooms.
3. Using a flipped model with at least some tasks being done before
synchronous sessions.
4. Having a well-organised asynchronous platform to support work in
conjunction with synchronous sessions.
5. Getting to know the teachers’ needs and taking them into account.
6. Giving teachers specific roles within the group.
7. Creating opportunities in both synchronous and asynchronous environments
for peer-to-peer sharing.
8. Integrating video into synchronous sessions to make explicit connections to
the classroom and for modelling.
9. Integrating quizzes and polls (e.g. Kahoot, Mentimeter, Wordwall, Nearpod and
Flipgrid) which has a positive effect on engagement and interaction.
10. Employing WhatsApp. This app plays a particularly important role in fostering
interpersonal interactions, enabling flipped learning, and for organisational
purposes (e.g. information, reminders and resources).
 77

11. Providing specific ideas and tasks for teachers to

try out in classrooms (either F2F or online).

12. Providing basic digital induction and training.”

[emphasis added]

Other opportunities and advice included:

• Teachers tend to prefer face-to-face CPD but
appreciate the flexibility of remote CPD.
• But remote CPD is nonetheless useful and “should
not be seen just as a poor, expedient or less effective
substitute for face-to-face PD.” (p. 7)
• Support for video examples: “Observation of TAG
and CoP sessions shows that teachers respond
positively to videos of teaching and where video
examples and short clips were used there was
some reflective and concrete discussion.” (p. 7)
• But: “Video viewing is unlikely to be impactful in
isolation and should instead be paired with
other learning resources, such as viewing guides
or discussion with other professionals. In this
sense, the TAG format is ideal if video can be
integrated gradually.” (p. 26)
• Support for other types of example too: “Inclusion of
vignettes, narratives, learner-feedback, transcripts,
videos and real teaching materials create stronger CPD
(Mann and Walsh, 2017). This can be through video,
demonstration lessons, peer observations, or case
studies of teaching (Bates and Morgan, 2018) but short
videos have higher positive evaluations from teachers
than whole lessons (see Mann et al., 2019).” (p. 24)
• Multilingualism/translanguaging should be
considered as a useful approach when delivering
CPD, especially for teachers whose subject is not
English – but don’t just assume/impose this; discuss,
negotiate and decide on the best linguistic approach
with the teachers involved. (p. 8)
• Incorporating existing British Council materials
can enhance CPD programmes: Teaching for
Success content and the Teaching English website
were considered valuable by TAG (Teacher Activity
Group) participants in the case studies reviewed
for this paper.
78 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Some potential risks were identified: • Generally usable even with low connectivity (though
not always, of course)
• “Some [recorded remote PD sessions] were fairly
trainer-centred and this can be a tendency with • Familiar to range of users (teachers, parents,
remote PD (see McAleavy et al. 2018). More work students)
needs to be done to find ways to encourage peer-
• Scalable
to-peer discussion in synchronous sessions.” (p. 7)
• Allows multimedia
• Teacher educators should follow up and provide
support beyond the synchronous sessions – one-off • Allows both synchronous and asynchronous
CPD isn’t good enough. communication

• “Providing a regular structure is crucial in The British Council Teaching for Success case study in
ensuring a secure and productive remote PD Syria concludes with a specific recommendation
experience. Elements like review, warmers, input, about WhatsApp (p. 91):
open dialogue, demonstrations, video, tasks, “It is recommended to plan and deliver a WhatsApp
breakout discussions work better if there is a regular based PD [professional development] project that
sequence or pattern.” (p. 7) might be more scalable and able to reach a much larger
number of teachers with low data videos or cartoons
• Interactive content and opportunities to collaborate focussed on improving classroom methodology. This
are very important – provided they’re easy to would be a significant investment for [the British
access! Could be as simple as regular short surveys, Council] but might
but in these four case studies there was also use of
They strongly recommend a blended approach to
online quizzes and polls.
CPD, whether remote or not – the real question is not
WhatsApp was the preferred platform for connection whether to take a blended approach, but what mix/
and communication in all four of the case studies balance is right:
reviewed for this umbrella paper. The case studies “Further work needs to be done to explore appropriate
reveal/imply a number of advantages to WhatsApp (a use of flipped and hybrid models rather than thinking of
number of which are echoed in Qazi & Mtenzi’s 2023 choosing simply F2F [face-to-face] or remote PD
summary of the affordances of mobile devices in [professional development]. In many ways the F2F
general for CPD): versus remote/distance learning debate should be a
debate that belongs in the past for PD. There may still be
• large TAGs (Teacher Activity Groups) can be interventions that rely exclusively on F2F and those that
accommodated more easily than in (for example) rely exclusively on remote delivery, However, the
Zoom – a WhatsApp group of 30+ people doesn’t challenge and opportunity for most programmes will be
feel as overwhelming as a Zoom call with 30+ to arrive at the appropriate mix.” (p. 93)
people
• Ease of sharing links to files elsewhere
 79

Cordingley, P., Crisp, B., Raybould, R., Lightfoot, A. & S.

Copeland (2023). Exploring principles of effective
continuing professional development in low- and
middle-income countries. [British Council publication]
These authors of this umbrella study reviewed existing research evidence to identify what
high-quality CPD might look like for teachers in low- and middle-income contexts (LMICs).
They note the importance of recognising the uniqueness of lower-income contexts, and not
assuming that approaches which have proven effective in better-resourced, higher-income
contexts can simply be transferred and prove equally effective.
The authors took into account “characteristics of effective CPD that made assumptions
about or depended upon available resources, capacity or teachers’ working contexts that
would likely not apply in LMICs” (p. 7) so that they could avoid the risk of recommending
irrelevant or unrealistic practices.
They identified 12 principles of effective CPD and considered specifically how these relate
to low-income contexts (pp. 8–9). Note that there is a high degree of overlap between these
12 principles and the 12 characteristics identified by Allier-Gagneur et al (2020) (see above
summary within this annotated references section).
Specifically, “effective CPD programmes:
1. are organised around providers’ aspirations for students’ learning and those of
participating teachers and the school/system
2. focus on enabling teachers to develop their pedagogy, practice and understanding of
content and theory (e.g. about why things do and don’t work) in connection with each other
3. describe CPD as a process of taking shared responsibility (between programme providers,
participants and their schools) for excellence in student achievement and well-being
4. help to reinforce and enhance teachers’ professional identities and professional
growth as well as their knowledge and skills
5. ensure that in order for teachers to achieve high-quality practice, providers:
• make explicit the value and contribution of specialist expertise to professional
learning
• encourage teachers to value their own expertise and access that of their colleagues
• build subject expertise and expertise about the community [which] participants
are serving, about how children learn and about school leadership into the CPD
programmes they provide
6. ensure that combinations of iterative, evidence-rich CPD activities include assessment
for learning (AfL) for teachers
80 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

7. encourage school leaders to explicitly promote and model

professional learning for their colleagues
8. focus on CPD by building on a deep understanding of teachers’:
• professional identities, practices and motivations
• existing knowledge, skills and beliefs – especially as they relate to
knowledge of local communities, local cultural beliefs and practices,
and local languages
9. provide opportunities for peer-supported, exploratory dialogue
focused on:
• exploring new practices
• students’ responses to changes
10. provide opportunities for participants to explore their habits, assumptions
and beliefs – this is done by trying new approaches that disrupt the
status quo sufficiently to enable new ways of looking at the curriculum.
11.provide opportunities for sustained, iterative combinations of
evidence-rich, enquiry-oriented activities which enable participants to
try out, practise and refine new approaches and then integrate them in their
day-to-day teaching.
12. provide opportunities for participants to access high-quality tools
and resources for teaching and learning. These need to be relevant to
the programme content and could include curriculum or lesson-planning
templates, progression frameworks or student observation and
assessment software.”
[emphasis added]
The original report lays out very clearly each principle on a single page, with
practices to consider, potential challenges, and specific practical
recommendations for overcoming each of these challenges. For example (p. 12):
 81

One final piece of key advice relevant to the British Council is that in evaluating
CPD programmes, they stress the importance of “doing things well, not quickly”.
They cite a double problem in creating large-scale, effective CPD: (1) the majority
of evidence for effective approaches is not sourced from, or generalisable to,
LMIC contexts, and (2) because each teaching and learning context is unique,
each one will have its own particular circumstances and challenges that aren’t
captured in a large number of research studies.
Thus, rather than taking all principles aggregated from multiple sources, trying
to put them all into practice in a particular context, and then evaluate the impact,
the authors conclude that “funders and providers of CPD working in LMICs need
to focus on a small number of these principles and ensure they are done
well, rather than trying to work at large scale immediately.” (p. 26)
82 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Motteram, G. & S. Dawson (2019).

Resilience and language teacher development
in challenging contexts: supporting
teachers through social media. [British
Council publication]
This report looks at three English language teacher associations in sub-
Saharan francophone Africa (Cameroon, Côte d’Ivoire and Rwanda), two of
which had already used WhatsApp for some form of Community of
Practice (CoP) and/or CPD.
The focus was on CPD in remote and challenging contexts, particularly
where social media is used to support ELT teachers’ development via CoPs
on WhatsApp and how these might “contribute to individual and collective
resilience27, strengthening the quality of teaching and learning in these
challenging contexts”.
One of the authors’ key research questions (RQs) was:
How can ‘low-tech’ forms of digital communication contribute to
language teacher development in challenging contexts?28
Note that while Mexico ranks better on the Fund for Peace “Fragile States
Index” than the three countries in this review, they do all face some similar
challenges. The three contexts in the study in this review are poorly resourced,
leading to a strain on pre-service training and extremely limited in-service
training, especially in remote and rural locations.
This review found that the use of WhatsApp for remote CPD shows great
potential for:
• more equal and democratic participation;

• sustainability and scale;

• improving teachers’ agency and their taking responsibility for their

own CPD;
• building teachers’ individual and collective resilience.

They also note that WhatsApp requires less bandwidth than Zoom (which had
proven less successful in the authors’ previous studies) and that “WhatsApp
and similar tools, such as WeChat, Viber or Telegram, are multimodal devices
able to handle text, pictures, sound files and video as well as voice calls” (p. 3).

Key additional key findings were:

1. Context remains extremely important for success, not only for the
relevance of CPD topics but also for practical issues such as connectivity.
2. Self-organisation and the natural emergence of leaders within groups
seem to promote commitment and trust among participants.
3. CoPs promote collegiality and collaboration to improve teaching
practice and learning outcomes despite the daily challenges faced by
teachers and learners.

27 It’s notable that the British Council appears not to have focused on teacher resilience in the Chiapas
programme or evaluations so far.
28 This RQ clearly aligns very closely with the interests of the British Council Argentina/Mexico, who
commissioned the present report and case study of the “Low-tech CPD programme” in Chiapas.
 83

4. CoPs work best when leaders emerge naturally 3. When working in remote and rural communities where
within the group, rather than somebody being access to the internet is more sporadic, perhaps there
appointed to lead a CoP – this helped build is an argument for helping teachers, for example by
relationships and for teachers to trust and respect purchasing some mobile data for the first few months
the leader as a peer rather than a superior. to increase their access to the group and enable them
to grasp the potential of the group for their own
5. The ideal size of a CoP was around 20 people,
professional development. This might encourage
rather than trying to reach and include every
continued uptake.
teacher in a region. It’s not necessarily a case of
“the more, the better”. And they noted the following recommendations from
their local partners in sub-Saharan Africa for anyone
6. There was a need for basic (tech) skills training –
considering similar projects in other countries (p. 18):
the authors note that we mustn’t assume that all
teachers can actually use WhatsApp, even if they • “Teach the potential members of the CoP how to use
have it on their phones and seem familiar with it. social media.
The authors conclude with the following three • Encourage teachers to be passionate about their
recommendations (p. 18): own CPD, because if they are passionate they will find
the means to manage the group.
1. “It is of paramount importance to find local, trusted
and skilled colleagues who work in and understand • Be flexible in relation to your expectations of other
the local context and the needs and mindsets of the CoP members.
teachers in order to build a CoP that is relevant to
• Monitoring an online community should take a
local needs.
democratic rather than an autocratic leadership
2. A face-to-face training workshop is critical for approach.”
building the foundations of the group, although we
recognise that this might not always be possible and
alternative ways of setting up at a distance need to
be considered, as remote/ virtual ways of working
become more routine.
84 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

O’Mara (2021). How Can We Enhance Teacher

Professional Development Globally? 10
Innovations Supporting Teachers.29
This online article summarises insights from the “Teachers for a changing world
Spotlight” campaign (collaboration between HundrED, the World Bank and the
Global Partnership for Education (GPE)), which received applications from 400
teacher development programmes across 80 countries and shortlisted the 10
most effective in using high-tech or low-tech solutions to “engage, motivate, and
support teachers”.
They summarise five key insights from the 10 shortlisted innovations, several
of which seem to be fulfilled by the British Council’s ”Low-tech CPD”
programme in Chiapas:
1. “Design with the user in mind: If you want teachers to integrate your solution
into their daily practice, you need to understand their context, their level of
connectivity, and their digital literacy.”
2. “Use existing technology, when possible: Think about you can get your
solutions to teachers in a low-cost and accessible way. Do most of your teachers
have access to a smartphone? If so, then think about how your solution could
utilize that technology before investing in a pricey alternative.“
3. “Give users options on how to access content: This is particularly important
if your teachers are spread out across low-and-high bandwidth areas as they
will require different options to access the content. Selected innovator, Global
School Leaders, provided their teachers in low-bandwidth settings, modules
delivered in-person, then staff followed up with principals via phone calls for
further support.”
4. “Train users on how to use the technology: This one might seem obvious
but can not be overstated - technology can only improve learning outcomes if
teachers are trained with the necessary skills to apply it.”
5. “Ensure technology enables but does not drive teacher professional
development: Start by asking yourself what outcomes you care about, then
think about how technology can help you achieve them more effectively. It
might not be a viable option for technology to replace in-person training or
coaching, but it could be a great tool to support school communities remotely.”

29 Published online by hundrED at https://hundred.org/en/articles/how-can-we-enhance-teacher-professional-

development-globally-10-innovations-supporting-teachers
 85

Tegha, G., El-Serafy, Y. & B. Haßler 4. Edtech is better at solving specific challenges than
general ones. The authors recommend “[thinking]
(2021). Five considerations when about the specific challenge with TPD and consider
using technology for Teacher whether technology offers the best option to
Professional Development in low address it. Perhaps you realise there’s a challenge
with teachers forming specialist Communities of
resource areas.30 Practice (CoP) because distances are too far to
travel. You could use technology to bridge the
The authors of this online article identify “five cross-
distance gap by organising specialist Communities
cutting principles [to be] taken into account when
of Practice digitally, for example, over WhatsApp.”
using technology for TPD [teacher professional
(Again, the Chiapas programme seems already to
development] in low-resource contexts” based on
have addressed exactly this.)
their research and reviews of other studies:
5. Remember that what is scalable in tech-enabled CPD
1. In order for tech to support effective TPD, the plan
may ultimately depend on what tech has already
for TPD must in itself be effective, i.e. “pedagogy
reached scale. (Again, the Chiapas programme seems
before technology”. There are many tech tools
to have addressed this by harnessing tech that
available that can do many things, but those things
teachers are already using in their daily lives.)
must first be identified as demonstrably effective,
and only then can the right tech be selected to In the event that each teacher doesn’t have a
enable them. “Without the right foundations, no smartphone, the authors suggest the potential of a
amount of technology use will make teacher “one tablet per school” approach: “Equipping schools
with one tablet each can be much more cost-effective
professional development effective.” (This risk
than equipping each teacher with a device and can lead
seems to have been avoided in the Chiapas
to effective TPD outcomes. Tablets can be loaded with
programme as the programme contents are quite TPD material and used in school-based teacher learning
pedagogically sound in themselves.) groups to stimulate learning. [...] Moreover, the one
2. The tech chosen has to be suitable for the existing tablet available can be used in combination with
messaging to non-smartphones, covering different
infrastructure, especially where access to data or
aspects of the intervention.”
devices is low or non-existent. The authors also
caution against assuming everyone is constantly
offline – it’s OK to require some degree of connectivity,
just remember that it may be unavailable to some 30 Published online by HundrED at https://hundred.org/en/articles/5-
c o n s i d e r a t i o n s - w h e n - u s i n g - t e c h n o l o g y - f o r- t e a c h e r- p r o f e s s i o n a l -
people in some places some of the time. development-in-low-resource-areas

3. They advise caution when using new or innovative

tech, as teachers who are not adequately incentivised
to learn how to use it may simply prefer to use tech
they’re already familiar with. (This risk seems to have
been avoided in Chiapas by using a messaging app
that most teachers were already familiar with.)
86 Desarrollo profesional continuo a través de aplicaciones de mensajería móvil

Lista completa
de referencias

Meta-analyses and overviews

Allier-Gagneur, Z., McBurnie, C., Chuang, R., and Haßler, B. (2020). Characteristics of Effective Teacher Education in Low- and
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British Council (2021). Understanding the effectiveness of professional development opportunities for teachers delivered
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Note that the key insights from this study are accessible in an alternative (video-based) format: watch an interview with the
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Hayes, D. (2019). Continuing professional development/continuous professional learning for English language teachers. In S.
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Lightfoot. A. (2019). ICT and English language teacher education: Opportunities, challenges and experiences. In S. Walsh & S.
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O’Mara (2021). How Can We Enhance Teacher Professional Development Globally? 10 Innovations Supporting Teachers. Published
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