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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 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...
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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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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...
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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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Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a...
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Type
Education Level
- 1. Primary (1-8) (2)
Country
- Ghana (GHA) (3)
- Malawi (MWI) (120)
- United Kingdom (UK) (2)
- United States (USA) (2)