Ngeze, Lucian VumiliaIyer, Sridhar2023-10-022023-10-022022Ngeze, L. V., & Iyer, S. (2022). Teachers co-creating for teachers: Design and implementation of an online teacher professional development course in Sub-Saharan Africa. In Global Perspectives on Educational Innovations for Emergency Situations (pp. 35-44). Cham: Springer International Publishing.URL: https://link.springer.com/content/pdf/10.1007/978-3-030-99634-5_4http://hdl.handle.net/20.500.12661/4084Book chapter. Also available at https://link.springer.com/content/pdf/10.1007%2F978-3-030-99634-5_4As schools closed during the Covid-19 pandemic, different digital platforms were available for remote teaching. However, the majority of the school teachers were not trained on how to use different digital technologies to continue their teaching. Rather than waiting for technology experts to provide such training, one approach is co-creation, that is, to identify teachers who are adept at using technology in their teaching and mentor them to create materials for training other teachers. Co-creation is collaborative and is created by peers and hence easier for adoption. This chapter reports on a four-week online course developed by co-creators (teachers mentored by a trainer) for school teachers (course participants). The course aimed at introducing participants to different electronic and digital technology tools to engage students remotely. Selected teachers co-created the lessons, activities and resources, including guidelines, tips and procedures that participants could use while preparing their own lessons. Participants reflected on how the course changed their mindset in using different technology tools and how they were able to engage students during and beyond the course duration. A model to engage teachers as cocreators and co-facilitators of such training programs evolved.enSub saharan AfricaOnline educationTeacher professional programmesTeacher professional development.Online learningOnline teacher professional courseBook chapter