Supporting Professional Development Through MOOCs: the TESSA Experience
Policy aspirations for education across sub - Saharan Africa are requiring teachers to change from being transmitters of knowledge to facilitators of learning. This means that teacher education needs to change as well. At present, teacher preparation courses are highly theoretical, and many teacher educators have very limited sch ool teaching experience. Teacher Education in sub - Saharan Africa (TESSA), open educational resources (OER) can support teacher educators in developing the practical knowledge needed, yet many see them as resources for teachers rather than themselves. Also, curricula and examination systems may restrict the incorporation of OER into teacher preparation programmes. The TESSA MOOC - Making teacher education relevant for 21 st Century Africa - was designed to support teacher educators in changing their practice and better support teachers in the new curricula being developed. It focused on active teaching approaches, incorporating ICT into classroom learning, and using TESSA materials and other OER. It ran three times, over two years, and nearly 7000 participants , mainly from sub - Saharan Africa (SSA), registered. For many people it was their first experience of online learning. They studied on phones, in environments where electricity and connectivity were erratic, and supported each other in local communities. De spite the challenges, the completion rates for the first two presentations were encouragingly high compared with the norm for MOOCs. This paper analyses data from the pre - and post - course surveys from the first two presentations to understand who took pa rt, how they studied, what they learnt and how it has impacted on their practice. // Paper ID 82
MetadataShow full item record
Showing items related by title, author, creator and subject.
“… by Seeking Help I Became Equipped, Skilled and Enlightened”: Ugandan Tutors’ Stories, Identities and Spaces for Professional Development in Teacher Colleges. Buckler, Alison; Stutchbury, Kris; Kasule, George; Kaije, Doris; Cullen, Jane (Commonwealth of Learning (COL), 2019-09)The title of this paper is taken from a story written by Norah Nakitto, a tutor at Jinja Primary Teachers’ College (PTC) in Uganda. Like a majority of stories generated during a storytelling research project with Ugandan ...
Gallastegi, Lore; Stutchbury, Kris; Woodward, Clare (Commonwealth of Learning (COL), 2019-09)The Zambian Education School based Training (ZEST) programme (2017 - 2022), funded by the Scottish Government, is an innovative response to government policy which engages all levels of the education system . ...
Teachers Taught, Lessons Learnt: Experiences of Using Video to Support Teacher Learning on Three Continents Stutchbury, Kris; Woodward, Clare (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)This paper will focus on innovative approaches taken by the Open University UK, to school-based pre- and inservice teacher training, using video, across 3 continents – Africa, Asia and South America. It will use case studies ...
Building an effective ‘Open Education Resource’ (OER) Environment for Teacher Education in Sub-Saharan Africa: The TESSA Experience Anamuah-Mensah, Jophus; Buckler, Alison; Moon, Bob; Ricketts, Keith; Sankale, James; Wolfenden, Freda; Pontefract, Caroline (Commonwealth of Learning (COL), 2008)The provision of basic education for all children by 2015 is one of the world’s major educational objectives. Through UNESCO’s Education for All (EFA) commitments and the UN’s Millennium Development Goals (MDGs) national ...
Law, Patrina (Commonwealth of Learning (COL), 2019-09)The OpenLearn platform was launched in 2006 with the aim of delivering excerpts of the Open University’s (UK) (OU) curriculum as open educational resources (OER). Now reaching over 8.5m learners a year, the platform delivers ...