Stutchbury, Kris and Katabaro, Joviter
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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:||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:||19 Jan 2012 16:53|
|Last Modified:||05 Oct 2016 12:38|
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