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TESSA secondary science: addressing the challenges facing science teacher-education in Sub-Saharan Africa

Stutchbury, Kris and Katabaro, Joviter (2011). TESSA secondary science: addressing the challenges facing science teacher-education in Sub-Saharan Africa. In: DETA Conference 2011, 3-5 August 2011, Maputo, Mozambique.

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Abstract

In recent years, access to primary education in Sub Saharan Africa (SSA) has improved. This is creating considerable pressure at secondary level where there is a shortage of school places and teachers. Furthermore, students’ educational outcomes are poor and not, therefore, contributing to human capability development as much as they could.
TESSA Secondary Science, funded by The Waterloo Foundation, is a collaborative project, co-ordinated by The Open University with partners in Ghana, Kenya, Tanzania, Uganda and Zambia, designed to support the pre-service education of secondary science teachers.
This paper describes the project and identifies the key issues for implementation. We report on the pedagogical themes identified by the group and demonstrate how these will be exemplified in specific scientific contexts. We will be building on the learning from TESSA and will argue that, whilst significant challenges lie ahead, the approach that we have adopted has the potential to make a real contribution to the problems facing secondary teacher educators in science.

Item Type: Conference Item
Copyright Holders: The Authors
Extra Information: Theme of the conference: Ensuring the highest possible quality of education in a changing Africa

Pre-conference workshop 2-3 August 2011
Keywords: TESSA; secondary science; teacher education; pedagogy; backward mapping
Academic Unit/Department: Education and Language Studies > Education
Education and Language Studies
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Related URLs:
Item ID: 31541
Depositing User: Kris Stutchbury
Date Deposited: 19 Jan 2012 16:53
Last Modified: 24 Feb 2016 07:14
URI: http://oro.open.ac.uk/id/eprint/31541
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