Developing a pedagogy of mutuality in a capability approach: Teachers’ experiences of using the Open Educational Resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme

2013 ◽  
Vol 33 (3) ◽  
pp. 263-271 ◽  
Author(s):  
Patricia Murphy ◽  
Freda Wolfenden
Keyword(s):  
Teacher Education ◽  
Capability Approach ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Sub Saharan Africa ◽  
Teachers Experiences ◽  
Sub Saharan

scholarly journals Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Jayshree Thakrar ◽  
Freda Wolfenden ◽  
Denise Zinn
Keyword(s):  
Teacher Education ◽  
Success Factors ◽  
Teacher Educators ◽  
National Policy ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Sub Saharan Africa ◽  
School Based ◽  
Sub Saharan ◽  
University Of Fort Hare

The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international organisations delivering teacher education across 9 countries) designed and produced a bank of open educational resources (OERs) to guide teachers’ classroom practices in school-based teacher education. Drawing on examples from the TESSA consortium and from the University of Fort Hare, South Africa, the authors categorize the forms of TESSA OER integration as highly structured, loosely structured, or guided use. The paper concludes by outlining success factors for the integration of OERs: accessibility, adequate resources, support for teachers, accommodation of local cultural and institutional practices, and sustainable funding.

scholarly journals Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Technical and Comprehensive Ghanaian Universities

Open Praxis ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 405 ◽  
Author(s):  
Judith Pete ◽  
Fred Mulder ◽  
Jose Dutra Oliveira Neto ◽  
Kathleen Ludewig Omollo
Keyword(s):  
South Africa ◽  
Empirical Data ◽  
Large Scale ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Sub Saharan Africa ◽  
Common Goal ◽  
Comprehensive Universities ◽  
Sub Saharan ◽  
Selection Of

This paper is the second in a series of three with a common goal to present a fair OER picture for Sub-Saharan Africa, represented by large-scale studies in three countries: Kenya, Ghana, and South Africa. This paper examines a deliberate selection of four Ghanaian universities with randomly sampled students and lecturers. Distinct questionnaires for students and the lecturers have been used, which generated a response from in total 818 students and 38 lecturers. The major outcomes based on the empirical data are: (i) there is a significant digital differentiation among lecturers and students at technical versus comprehensive universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual variety and types of processing by respondents of educational resources (not necessarily open) there is a preparedness for openness for the future.

scholarly journals Adoption and Impact of OER in the Global South

2017 ◽  
Author(s):  
Cheryl Hodgkinson-Williams ◽  
Patrícia Arinto
Keyword(s):  
Student Performance ◽  
Tertiary Education ◽  
Global South ◽  
Open Educational Resources ◽  
The Body ◽  
Educational Resources ◽  
Sub Saharan Africa ◽  
Policy Practice ◽  
Open Educational Practices ◽  
Sub Saharan

Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.

Teaching Teachers

2012 ◽  
pp. 198-209 ◽  
Author(s):  
Bob Moon
Keyword(s):  
Developed Countries ◽  
Partial Solution ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Sub Saharan Africa ◽  
The Status ◽  
Social Opportunities ◽  
Sub Saharan ◽  
Trained Teachers ◽  
And Training

Existing institutionally based systems for educating and training teachers in Sub-Saharan Africa have not kept up with present demand, nor can they hope to meet future needs. The reasons are simple: insufficient numbers of trained teachers and inadequate educational resources. Meeting these needs is not an option; education is the cornerstone for social and economic sustainability. Failure to educate more of a nation’s population does not maintain the status quo. In today’s world of technology, “uneducated” is synonymous with lower economic and social opportunities. The educational needs cannot be met in Sub-Saharan Africa by building more physical classrooms and dormitories, a reality that is facing emerging and developed countries alike. This chapter discusses the use of Open Educational Resources (OER) and how they can be a partial solution to the needs of developing countries.

Adapting OER for Professional Communities

2012 ◽  
pp. 126-144 ◽  
Author(s):  
Freda Wolfenden ◽  
Alison Buckler
Keyword(s):  
Teacher Education ◽  
Open Educational Resources ◽  
Sub Saharan Africa ◽  
Adaptation Process ◽  
Access To Education ◽  
User Communities ◽  
Sub Saharan ◽  
Adaptation Processes

Much is written of the potential of Open Educational Resources (OERs) to contribute to improvements in the quality of and access to education, particularly in environments such as Sub-Saharan Africa. But some of the greatest challenges lie in the processes of adaptation and re-use, and as of yet, little has been reported on how best to support user communities to harness and integrate OERs for their own systems and cultures. This chapter describes an empirically based approach to understanding and representing the OER adaptation processes as it occurred across the TESSA (Teacher Education in Sub-Saharan Africa) consortium. The authors draw on a range of investigations to make explicit the kinds of knowledge, skills, and support employed in the adaptation process, the role of the structured template in supporting this process and the problems encountered. The chapter suggests that OERs will only fulfil their promise if greater attention is given to understanding the conditions of access, motivations, and relevant skills of users, particularly in the challenging context of Sub-Saharan Africa. Finally, the chapter offers suggestions for guidance to support other users in adapting OERs for their own context, whilst maintaining the quality of the OERs and working towards self-sustaining communities of users.

scholarly journals A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Hengtao Tang
Keyword(s):  
Qualitative Inquiry ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Practices ◽  
Free Access ◽  
Perceived Benefits ◽  
Personalized Instruction ◽  
Teachers Experiences ◽  
Open Educational Practices ◽  
K 12

Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers’ experiences with OEP. This research explains K-12 teachers’ perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K–12 settings. The study also discusses the practical implications of integrating OER in K–12 curriculum.

scholarly journals Phonology in Teacher Education in Nigeria: The Igbo Language Example

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Linda Chinelo Nkamigbo
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Sub Saharan Africa ◽  
Standard English ◽  
Crucial Aspect ◽  
Sound System ◽  
African Languages ◽  
Qualified Teachers ◽  
Sub Saharan ◽  
Set Up

The goals of education cannot be achieved without language. Language is actively involved in the production of qualified teachers who will teach at various levels of the educational system. Furthermore, linguistics is the area of study that is concerned with objective and empirical study of language, and phonology undoubtedly is a crucial aspect of this set up. This paper addresses the issues of phonological facilitation and interference in both teacher training and general education in sub-Saharan Africa. These phonological phenomena are critically examined as they feature in Igbo, one of the major African languages, spoken predominantly in South-Eastern Nigeria. The sound system of Igbo influences that of the English of the native Igbo speakers. Therefore, this paper recommends that the language instructor should focus on the variations in the English of the native Igbo speakers in order to achieve a near Standard English by the Igbo speakers of English.

scholarly journals Harnessing the Use of OERS in Teacher Education

2020 ◽  
Vol 8 (1) ◽  
pp. 74-84
Author(s):  
Catie E. Carlson ◽  
Michelle L. Meadows
Keyword(s):  
Teacher Education ◽  
Survey Data ◽  
Teaching And Learning ◽  
Clinical Course ◽  
Lesson Plan ◽  
Field Experiences ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Before And After ◽  
Subject Areas

Open educational resources (OERs) are used by teachers to help find resources to integrate into their classroom and find resources for teaching and learning (UNESCO, 2019). The purpose of this study was to investigate the OERs that pre-service teachers (PSTs) used within their field experiences during one semester in a clinical course. To address the purpose of this study, the researchers collected survey data and lesson plans before and after conducting two OER lesson plan trainings. Findings suggest PSTs may benefit from learning about OER resources, how to use them when planning lessons, and how to cite them properly in lessons within all subject areas. 

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