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

Autor/inn/en	Murphy, Patricia; Wolfenden, Freda
Titel	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
Quelle	In: International Journal of Educational Development, 33 (2013) 3, S.263-271 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2012.09.010
Schlagwörter	Organizational Change; Students; Teaching Methods; Teacher Education; Foreign Countries; Educational Change; Teacher Educators; Educational Resources; Teaching Experience; Interviews; Colleges; Higher Education; Instruction; Teacher Role; Resource Units; Computer Uses in Education; Shared Resources and Services; Universities; Africa; Kenya + Suchen Sie Ihr Suchwort? Organisationswandel; Student; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Ausland; Bildungsreform; Teacher education; Education; Bildungsmittel; Interviewing; Interviewtechnik; College; Hochschule; Fachhochschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching process; Unterrichtsprozess; Lehrerrolle; Computernutzung; Gemeinwirtschaft; University; Universität; Afrika; Kenia
Abstract	The TESSA (teacher education in sub Saharan Africa) programme aims to improve teacher education at scale by developing open educational resources (OER) that allow sustainable and locally managed pedagogical change in higher education institutions and schools. The article offers a sociocultural theoretical rationale for the pedagogy of mutuality represented in the TESSA OER; and for the research approach to understanding pedagogical change that recognises the dialectical relationships between national policies and institutional structures and practices, and the consequent impact of these on teachers' practice and pupils' learning. It reports from an interview-based enquiry, from the project "Extending and embedding TESSA OER", looking at how teacher educators at a Kenyan University served to broker changes in pedagogy within the institution and its partner schools. Two school-based cases are discussed that highlight the role teachers, who take up these pedagogical challenges play in further brokering change in their local institutions; some of the influences that support the process of institutional change are identified and how these are understood and reported to increase access and enhance learning for all pupils. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10