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Reconsidering the evidence base, considering the rural: aiming for a better understanding of the education and training needs of Sub-Saharan African teachers

Buckler, Alison (2011). Reconsidering the evidence base, considering the rural: aiming for a better understanding of the education and training needs of Sub-Saharan African teachers. International Journal of Educational Development, 31(3) pp. 244–250.

DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.ijedudev.2010.04.003
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Abstract

Providing basic education for all children by 2015 is one of the world’s major educational objectives and
teachers are crucial to achieving this. This article argues that not enough attention has been paid to the
specific training needs of teachers in rural areas. Focusing on Sub-Saharan Africa it argues (i) that largescale
statistical data should highlight rather than mask urban–rural disparities and (ii) that ethnographic
studies of teachers can provide rich descriptions of specific training needs. Drawing on a study of rural
teachers’ lives it suggests that a reconsideration of the evidence base for teacher education is necessary.

Item Type: Journal Item
Copyright Holders: 2010 Elsevier Ltd.
ISSN: 0738-0593
Keywords: teachers’ narratives; rural schools; in-service teacher education; Sub-Saharan Africa; TESSA
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
Innovation, Knowledge & Development research centre (IKD)
Related URLs:
Item ID: 32448
Depositing User: Alison Buckler
Date Deposited: 03 Feb 2012 16:31
Last Modified: 02 May 2018 13:38
URI: http://oro.open.ac.uk/id/eprint/32448
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