It focused on the role of WhatsApp use and developing teacher resilience by forming teacher communities of practice. This work built on prior activity taking place in teacher associations in three sub-Saharan countries– Cameroon, Côte d'Ivoire and Rwanda – and sought to both develop good practices in using WhatsApp for distance teacher development as well as engage in collaborative research. The paper shows that social media can play an important role in the professional development of teachers in remote and challenging contexts, but that we need to consider the workload and role of moderators and establish realistic expectations for groups, where there is limited access to the internet.
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