Results 5 resources
Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] [Preprint]Haßler, B., Bennett, G., & Damani, K. - 2020
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of...
Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? (EdTech Hub Helpdesk Response No. 10B)Allier-Gagneur, Z., McBurnie, C., Haßler, B., & Chuang, R. - 2020 - EdTech Hub
Keyword inventory (EdTech Hub Research Instruments No. 1; EdTech Hub Research Instruments)Haßler, B., Adam, T., Brugha, M., … Hannah Walker - 2019 - EdTech Hub
Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis (Principles for Digital Development — Resource Development Program Asset No. 1)Haßler, B., Brugha, M., Muyoya, C., … Jackson, A. - 2018 - Digital Impact Alliance
Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one yearHennessy, S., Haßler, B., & Hofmann, R. - 2015 - Research Papers in Education, 31(4), 399–427
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering,...