Results 7 resources
A review of teacher education in Tanzania and the potential for closer links between PRESET and INSETHardman, F. - 2009
The Discourse of Whole Class Teaching: A Comparative Study of Kenyan and Nigerian Primary English LessonsAbd-Kadir, J., & Hardman, F. - 2007 - Language and Education, 21(1), 1–15
This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on...
Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schoolsHardman, F., Abd-Kadir, J., & Smith, F. - 2008 - International Journal of Educational Development, 28(1), 55–69
This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and...
Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and UgandaHardman, F., Ackers, J., Abrishamian, N., & O’Sullivan, M. - 2011 - Compare: A Journal of Comparative and International Education, 41(5), 669–683
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the...
Implementing school-based teacher development in TanzaniaHardman, F., Hardman, J., Dachi, H., … Tibuhinda, A. - 2015 - Professional Development in Education, 41(4), 602–623
This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based...
Changing pedagogical practice in Kenyan primary schools: the impact of school‐based trainingHardman, F., Abd‐Kadir, J., Agg, C., … Smith, F. - 2009 - Comparative Education, 45(1), 65–86
This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to...
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