Evidence Library – Open Development & Education - Custom feedEvidence Library – Open Development & Educationhttps://docs.opendeved.net/lib/2024-03-28T13:08:48.768845+00:00https://docs.opendeved.net/lib/atom.xml?featured=L9BBRUZP&location=46REA2TEKerkoCharacteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play?https://docs.opendeved.net/lib/237CSM4W2020-06-29T10:02:56Z2024-01-02T19:02:29ZAllier-Gagneur, ZoeMcBurnie, ChrisHaßler, BjörnChuang, RachelMay 2020ENCreative Commons Attribution 4.0 InternationalCharacteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play?Keyword inventoryhttps://docs.opendeved.net/lib/NB3WMPDJ2020-04-18T11:24:52Z2024-01-02T14:07:06ZHaßler, BjörnAdam, TaskeenBrugha, MeaghanDamani, KalifaAllier-Gagneur, ZoéHennessy, SaraHollow, DavidJordan, KatyMartin, KevinMurphy, MaryWalker, Hannah01/09/2019Creative Commons Attribution 4.0 InternationalKeyword inventoryTeacher professional development in sub-Saharan Africa: Equity and scale [preprint]https://docs.opendeved.net/lib/WMYNLNVK2020-04-18T11:19:03Z2024-01-02T14:07:06ZThis 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, Kalifa2020-08-14Teacher professional development in sub-Saharan Africa: Equity and scale [preprint]Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysishttps://docs.opendeved.net/lib/I2CG3TP32020-04-03T19:55:29Z2024-01-02T14:07:06ZDonor 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.pdfHaßler, BjörnBrugha, MeaghanMuyoya, ChisengaMitchell, JoelHollow, DavidJackson, Alan2018-03-20Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA)Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap AnalysisPedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one yearhttps://docs.opendeved.net/lib/QGHFB3QL2018-06-09T16:20:22Z2024-01-02T14:07:06ZSupporting 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, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.Hennessy, SaraHaßler, BjörnHofmann, Riikka2015https://doi.org/10.1080/02671522.2015.107334302671522enCreative Commons Attribution 4.0 InternationalPedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year