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Implementing change in science teacher education in Sub-Saharan Africa: challenges and opportunities

Stutchbury, Kris (2011). Implementing change in science teacher education in Sub-Saharan Africa: challenges and opportunities. In: 55th ICET World Assembly, 11-14 July 2011, Glasgow, Scotland, UK.

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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 or Workshop Item
Copyright Holders: The Author
Keywords: TESSA: backward mapping
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Related URLs:
Item ID: 31539
Depositing User: Kris Stutchbury
Date Deposited: 24 Jan 2012 11:00
Last Modified: 06 Feb 2018 21:42
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