The Open UniversitySkip to content
 

The context of using TESSA OERs in Egerton University’s teacher education programmes

Wamutitu, Joseph M.; Keraro, Fred N.; Changeiywo, Johnson M. and Cullen, Jane (2011). The context of using TESSA OERs in Egerton University’s teacher education programmes. In: DETA distance education and teacher education international pre-conference workshop, 01-03 Aug 2011, Maputo, Mozambique.

Full text available as:
[img]
Preview
PDF (Accepted Manuscript) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (100kB) | Preview
Google Scholar: Look up in Google Scholar

Abstract

The Teacher Education in Sub-Saharan Africa (TESSA) consortium has developed Open Educational Resources (OERs) to support school-based teacher education and training. Egerton University has been involved in the creation and development of TESSA materials since 2005. TESSA materials are used particularly in the B.Ed. (Primary) programme for in-service teachers and are integrated into the relevant pedagogy courses. In Kenya, there have been changes in the minimum requirements for joining primary teacher education programmes. This has led to an increased interest among teachers to upgrade their qualifications, improve their competencies and the quality of their practice. There are incentives for them to do so, including paid study leave, incremental credits on salary and promotion upon completion of their studies. For in-service teachers taking a qualification, part-time and distance learning is a necessity: because they need to fit their study around their own teaching. The expectation is that periods of residential study during holiday times, materials supplied as part of their programme, and school-based assessment, provide the basis for the development of their practice in their schools. This paper explores some of the challenges of these changing circumstances. We examine, through analysis of interviews which have been carried out with teachers and teacher educators, the opportunities and the constraints offered by a qualification designed to develop teaching practice. We explore the ways in which the use of TESSA OERs help support the development of teaching practice, and we map the challenges faced by teachers and by teacher educators in changing practice and in fitting new practices into existing school cultures.

Item Type: Conference or Workshop Item
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Related URLs:
Item ID: 59492
Depositing User: Jane Cullen
Date Deposited: 19 Mar 2019 09:24
Last Modified: 02 Apr 2019 06:17
URI: http://oro.open.ac.uk/id/eprint/59492
Share this page:

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU