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Implementing change in education in Africa is both urgent and problematic. TESSA is a large-scale project that is successfully implementing change in primary teacher education across Sub-Saharan Africa. This paper describes the extension of the TESSA approach to secondary science education in a project designed to support pre-service teacher education. The project is based on the notion that change will come through improving teachers’ classroom practices, and that change is more likely to be successful if it takes place with closest proximity to the problem. The concept of backward mapping is used to plan for implementation; this identifies teacher educators as the key players. This paper describes research carried out during the writing workshops, to better understand the perspective of the teacher educators involved and hence identify the challenges and opportunities afforded by this project. The work will also contribute to the wider learning about implementing educational change within the TESSA consortium.
|Item Type:||Conference Item|
|Copyright Holders:||The Author|
|Keywords:||TESSA: backward mapping|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
|Depositing User:||Kris Stutchbury|
|Date Deposited:||24 Jan 2012 11:00|
|Last Modified:||09 Aug 2016 08:36|
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