Supporting Professional Development Through MOOCs: the TESSA Experience

Loading...
Thumbnail Image
Link(s)
Date
2019-09
Editor
Journal Title
Journal ISSN
Volume Title
Corporate Author
Publisher
Commonwealth of Learning (COL)
Abstract

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

Description
Subject
Massive Open Online Courses (MOOC),Open Educational Resources (OER),Teacher Education
Country
Region
Africa
Series
DOI
Citation