Evidence Library – Open Development & Education - Custom feedEvidence Library – Open Development & Educationhttps://docs.opendeved.net/lib/2024-03-29T12:01:28.573759+00:00https://docs.opendeved.net/lib/atom.xml?creator=%22Gravett,+Sarah%22KerkoEmbedding Social Justice in Teacher Education and Development in Africahttps://docs.opendeved.net/lib/BRH2C5JG2023-01-10T23:06:11Z2023-01-10T23:06:38ZMcNaught, CarmelGravett, SarahFebruary 2021RoutledgeCreative Commons Attribution 4.0 InternationalEmbedding Social Justice in Teacher Education and Development in AfricaFuture-Proofing Teacher Education: Voices from South Africa and Beyondhttps://docs.opendeved.net/lib/CV5DTCQE2022-12-03T19:44:09Z2022-12-30T12:08:20ZGravett, SarahPetersen, Nadine2022-5-27978-1-00-318549-9enRoutledgeFuture-Proofing Teacher Education: Voices from South Africa and BeyondThe effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyondhttps://docs.opendeved.net/lib/PMRPEFS62021-05-08T16:20:42Z2024-03-20T18:08:18ZEl-Serafy, YomnaAdam, TaskeenHaßler, BjörnGravett, SarahPetersen, Nadine2022-5-27978-1-00-318549-9enRoutledgeThe effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and BeyondTeacher professional development in sub-Saharan Africa: Equity and scalehttps://docs.opendeved.net/lib/E2Q73NBN2020-08-06T13:21:09Z2024-01-02T14:07:06ZThis 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 appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.Haßler, BjörnBennett, GemmaDamani, KalifaMcNaught, CarmelGravett, SarahFebruary 2021RoutledgeCreative Commons Attribution 4.0 InternationalTeacher professional development in sub-Saharan Africa: Equity and scale