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Purpose The aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning. Design/methodology/approach This study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS model. The units being analyzed are teachers' written reflections and lesson plans. The analytical approach is qualitative content...
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Whilst teacher education in Malawi seems to be afflicted by numerous challenges emanating from financial inadequacy and human resource constraints, widespread ownership of mobile technologies among student-teachers and versatility of the devices offer prospects for an improved academic environment. This study examines disciplinary variations in the diffusion of heutagogical use of mobile technologies among student-teachers at Domasi College of Education in Malawi. It is a case study...
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The outbreak of the coronavirus pandemic (SARS-COV-2) in December 2019 disrupted traditional forms of teaching and learning centred on face-to-face and in-class instruction. Governments enforced social distancing measures characterised by stay-at-home strategies and the closure of schools and other learning facilities. The government of Zimbabwe adopted radio broadcast as the primary tool for lesson delivery during the COVID-19. Contextually, Zimbabwe’s radio signals are only accessed by...
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This study was motivated by the shortage of qualitative studies on student uses and gratifications of smartphone technology. Most research studies on mobile device uses and gratifications are quantitative and focus on mobile phones. Further, these studies are quite general, with insufficient information on how participants in those studies appropriate and engage with the technology. The purpose of this study was to investigate motives for use and usage patterns of smartphones among public...
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The majority of documented social accountability initiatives to date have been ‘tactical’ in nature, employing single-tool, mostly community-based approaches. This article provides lessons from a ‘strategic’, multi-tool, multi-level social accountability project: UNICEF’s ‘Social Accountability for Every Woman Every Child’ intervention in Malawi.
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In development, there have been a considerable number of calls from academics, practitioners, nongovernmental organizations (NGOs), community leadership, and grassroots activists to ground development principles and efforts in people’s own experiences, using their own cultural resources. It is important because grounding development in people’s own experiences represents a shift away from the paternalism of the past and recognizes the lived realities of beneficiary communities and,...
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This study provides a rare ground-level picture of the interactions around schooling among parents, teachers, district-level brokers, as well as village chiefs in rural Malawi. Our primary objective is to provide insight into the everyday dynamics of village life surrounding issues of public primary schools and schooling in rural Malawi. Without understanding these dynamics, planning for systemic reform would be futile.
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Purpose The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher educators’ (TEs’) understanding of planning for LS. Design/methodology/approach This study is a part of a wider ongoing project designed to improve the quality and capacity of mathematics teacher education in Malawi. One of its components is professional development of all mathematics TEs in Malawi using an LS...
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Topic
Publisher
- National Strategies (maths, UK) (1)
- ndr.mw (Malawi) (16)
- University of Malawi (109)
Type
Education Level
- 1. Primary (1-8) (1)
Country
Publication year
- Between 1900 and 1999 (26)
- Between 2000 and 2025 (120)
- Unknown (29)