Results 4 resources
Lesson observation and quality in primary education as contextual teaching and learning processesO’Sullivan, M. - 2006 - International Journal of Educational Development, 26(3), 246–260
Quality in primary education is currently high on the education agenda in developing countries. What is quality? How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two suggestions to be critical to answering these above questions and engages with them in this article:• place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the quality agenda; and • use lesson observation to answer the...
Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in NamibiaO’Sullivan, M. C. - 2002 - Teaching and Teacher Education, 18(5), 523–539
The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reﬂective approaches. This has undoubtedly inﬂuenced the relatively recent introduction of reﬂective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reﬂective approaches in the training of unqualiﬁed and underqualiﬁed primary...
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...
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