Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa
Spremljeno u:
| Izdano u: | International Review of Research in Open and Distance Learning vol. 10, no. 4 (Sep 2009), p. 1-15 |
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| Glavni autor: | |
| Daljnji autori: | , |
| Izdano: |
Athabasca University
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| Teme: | |
| Online pristup: | Citation/Abstract Full text outside of ProQuest |
| Oznake: |
Bez oznaka, Budi prvi tko označuje ovaj zapis!
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MARC
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| 001 | 61840904 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1492-3831 | ||
| 035 | |a 61840904 | ||
| 045 | 2 | |b d20090901 |b d20090930 | |
| 084 | |a EJ861321 | ||
| 100 | 1 | |a Thakrar, Jayshree | |
| 245 | 1 | |a Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa | |
| 260 | |b Athabasca University |c Sep 2009 | ||
| 513 | |a Article Report | ||
| 520 | 3 | |a 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. (Contains 1 table and 2 footnotes.) | |
| 651 | 4 | |a Ghana | |
| 651 | 4 | |a Kenya | |
| 651 | 4 | |a Nigeria | |
| 651 | 4 | |a Rwanda | |
| 651 | 4 | |a South Africa | |
| 651 | 4 | |a Sudan | |
| 651 | 4 | |a Tanzania | |
| 651 | 4 | |a Uganda | |
| 651 | 4 | |a Zambia | |
| 653 | |a Educational Change | ||
| 653 | |a Foreign Countries | ||
| 653 | |a Consortia | ||
| 653 | |a Educational Resources | ||
| 653 | |a Professional Development | ||
| 653 | |a Elementary School Teachers | ||
| 653 | |a Units of Study | ||
| 653 | |a Open Universities | ||
| 653 | |a Educational Cooperation | ||
| 653 | |a Developing Nations | ||
| 653 | |a Barriers | ||
| 653 | |a Access to Education | ||
| 653 | |a Educational Environment | ||
| 653 | |a Educational Development | ||
| 653 | |a Economically Disadvantaged | ||
| 653 | |a International Education | ||
| 653 | |a International Organizations | ||
| 653 | |a Educational Policy | ||
| 653 | |a Policy Analysis | ||
| 653 | |a Inservice Teacher Education | ||
| 653 | |a Rural Areas | ||
| 653 | |a Program Effectiveness | ||
| 653 | |a Program Implementation | ||
| 653 | |a Instructional Effectiveness | ||
| 653 | |a Higher Education | ||
| 653 | |a Web Based Instruction | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Instructional Design | ||
| 653 | |a Educational Technology | ||
| 653 | |a Computer Assisted Instruction | ||
| 653 | |a Technology Integration | ||
| 653 | |a Computer Mediated Communication | ||
| 653 | |a Distance Education | ||
| 653 | |a Access to Computers | ||
| 653 | |a Web Sites | ||
| 653 | |a Program Descriptions | ||
| 700 | 1 | |a Zinn, Denise | |
| 700 | 1 | |a Wolfenden, Freda | |
| 773 | 0 | |t International Review of Research in Open and Distance Learning |g vol. 10, no. 4 (Sep 2009), p. 1-15 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/61840904/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ861321 |