Achieving teaching quality in sub-Saharan Africa: Empirical results from cascade training

Resource type
Book
Authors/contributors
Title
Achieving teaching quality in sub-Saharan Africa: Empirical results from cascade training
Abstract
© Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.
Publisher
Springer VS, Wiesbaden
Date
2016
Language
en
Loc. in Archive
LOCAL-SCOPUS_ID:85017575802
Extra
Citation
Lange, S., & Benavot, A. (2016). Achieving teaching quality in sub-Saharan Africa: Empirical results from cascade training (LOCAL-SCOPUS_ID:85017575802). Springer VS, Wiesbaden. https://doi.org/10/gfw34w
Relations
Cited by