Distance Education and Teachers’ Training in Africa (2015)
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Item Index pages(Distance Education and Teachers’ Training in Africa (DETA), 2017) Aluko, Folake Ruth; Mariaye, Hyleen; ruth.aluko@up.ac.zaItem Problem-based learning in teacher education: an action research project(Distance Education and Teachers’ Training in Africa (DETA), 2017) Payneeandy, Shakuntala; Auckloo, Pritee; Ramani-Mosaheb, Amrita; Aluko, Folake Ruth; Mariaye, Hyleen; s.payneeandy@mieonline.org; p.auckloo@mieonline.org; a.mosaheb@mieonline.orgThis paper argues that, although there is a worldwide move from face-to-face to distance education (DE) and open educational resources (OER) in teacher education, there is no guarantee that DE is able to lead to the development of appropriate teaching skills in student teachers. In the wake of the introduction of DE in teacher education at the Mauritius Institute of Education (MIE), a group of teacher educators at MIE have been questioning their own approaches to the teaching and learning process of teacher education. This questioning has encouraged them to revisit their own practices through the adoption of the problem-based learning (PBL) approach to deliver a module in an initial teacher education course. During the implementation of the PBL process, emphasis has been placed on the development of skills and the transformation of students from passive learners to active participants in their own learning. The teacher educators have investigated the implementation of PBL in their teaching through an action-research (AR) project. The research revealed that, when implemented using a face-to-face approach and cooperative learning, PBL was an effective tool in developing meaningful learning among student teachers. The researchers came to the conclusion that DE could have a role to play in the delivery of the theoretical component of teacher education. However, for the development of teaching skills, face-to-face sessions and PBL should be used as an effective tool to help student teachers acquire certain skills and hence help them become more efficient in their future role as teachers.Item Utilising large-scale assessment results to improve additional language teaching and learning: challenges and opportunities(Distance Education and Teachers’ Training in Africa (DETA), 2017) Omidire, Funke; Aluko, Folake Ruth; Mariaye, Hyleen; funke.omidire@up.ac.zaThe introduction of annual assessments in South African schools from 2011 represents yet another attempt to remedy the low learner performance in literacy and numeracy. The education authorities have embarked on the annual practice of testing learners in Grade 1 to Grade 6 and Grade 9 for the twin purpose of measuring the performance of the education system and providing diagnostic information to teachers to guide and inform their teaching. The results have shown that there are no significant improvements in literacy in English language. In this paper, I present a review of the Annual National Assessment (ANA) reports and other relevant literature with a view to establishing the extent to which the intent of providing diagnostic information to guide teachers and provide steps to improve literacy figures has actually been met. I further discuss both the challenges and opportunities of utilising annual assessments as a vehicle for improving English language teaching and learning in the classroom. I conclude by providing suggestions on how English language learning and teaching can be enhanced through this national testing regime.Item Enabling conditions for the successful integration of open educational resources for professional development in a developing context institution(Distance Education and Teachers’ Training in Africa (DETA), 2017) Nihuka, Kassimu A.; Mallinson, Brenda J.; Aluko, Folake Ruth; Mariaye, Hyleen; kassimu.nihuka@yahoo.com; brendam@saide.org.zaThere is evidence in literature to support the fact that the availability of enabling conditions is a critical requirement for Open Educational Resources to be successfully institutionalised. Several initiatives have been undertaken collaboratively in different countries to aid this process. In this field note, the researchers share findings from an investigation into the enabling conditions for the successful integration of OER for the professional development of lecturers at the Open University of Tanzania (OUT). Data was collected from a sample of 23 lecturers (from seven academic departments), who participated in the institutional situational analysis workshop. The study used a questionnaire that included close-ended (structured) (Cronbach’s alpha = 0.7) and open-ended questions adapted by OER Africa. Findings suggest that there are several opportunities at the institution, despite the prevalent challenges. The authors therefore provide some recommendations, which should be helpful to other institutions that experience similar challenges.Item Teaching the teachers of teachers of teachers(Distance Education and Teachers’ Training in Africa (DETA), 2017) Mays, Tony; Aluko, Folake Ruth; Mariaye, Hyleen; tony.mays@up.ac.zaNigeria, like many other countries, is currently in the process of curriculum reform to make the school curriculum more responsive to the changing needs of a 21st-century knowledge economy. This entails re-thinking not only what is taught, but also how it is taught. It is almost axiomatic that teachers teach the way they themselves were taught. Therefore, if we wish to change practices in the classroom, we first need to change practices in the colleges of education, where teachers are trained, by offering appropriate continuing professional development (CPD) to college lecturers. The design and development of a CPD programme for college lecturers was therefore the focus of one of the recent initiatives of the Teacher Development Programme (TDP) in consultation with the National Commission for Colleges of Education (NCCE) in Nigeria, which was facilitated by the South African Institute for Distance Education (Saide). In the belief that the programme should practise what it preaches, the design and development of this programme was based on an activity- and resource-based and collaborative hermeneutic model. The article outlines the process followed and the outputs achieved, and may provide a useful example for others contemplating the development of a similar programme.Item Book review: Assuring institutional quality in open and distance learning (ODL) in the developing context(Distance Education and Teachers’ Training in Africa (DETA), 2017) Mhlanga, Ephraim; Aluko, Folake Ruth; Mariaye, HyleenItem Embracing new technology to enhance teaching and learning for school learners(Distance Education and Teachers’ Training in Africa (DETA), 2017) Naidoo, Vannie; Aluko, Folake Ruth; Mariaye, Hyleen; naidoova@ukzn.ac.zaTeaching is under the microscope in terms of delivering quality learning to students in the classroom. New technological tools, such as simulations that extend the understanding of physics concepts, laser discs, video tapes, CDs, computer analysis of digitised videos and presentation software have made their way into the school arena. The new technologies at a teacher’s disposal add value to the teaching experience and improve the quality of the teaching service provided. From a basic marketing and public relations perspective, when a school looks to improve its quality of teaching, it should look at the learners’ needs in terms of teaching and learning. Learners of today are technologically advanced, since they live in the digital age. Teachers can therefore embrace technology tools that can help facilitate the learning process in the classroom. Since learners enjoy interacting with their cell phones, computers and tablets, teachers today need to use these technology tools for teaching, where possible. New technologies should therefore enhance classroom teaching and learning. In this paper, a literary review of various theorists’ views is explored. The research is qualitative in nature and is based on understanding the different approaches taken by different countries and theorists on the subject of adopting new technology in the classroom. By looking in the literature at the various studies undertaken, the pros and cons for embracing new classroom technologies for Africa are examined.Item Teacher training that meets the needs of mathematically gifted learners(Distance Education and Teachers’ Training in Africa (DETA), 2017) Mhlolo, Michael Kainose; Aluko, Folake Ruth; Mariaye, Hyleen; mmhlolo@cut.ac.zaIn Africa, there is increasing evidence that progress being made in producing scientists, engineers and technologists is very slow. Yet, there is a total neglect of mathematically gifted students who have the potential to enter these careers. This is mainly due to teachers not receiving adequate training on education for gifted learners. This paper examines the necessity for and provision of suitable training for teachers who are required to teach gifted learners in mainstream classrooms. Using Gagné’s differentiated model of gifts and talents (Gagné, 2015), the paper shows how gifts might never translate into talents if teachers are not trained to effectively nurture such talent. The model further implies that gifted students are found in mainstream classrooms, suggesting that all teachers encounter gifted students in a similar way to that in which they encounter learners with learning difficulties. The paper proposes that all pre-service teachers should receive training in education for gifted learners. The paper concludes by suggesting four broad components of a programme for training teachers to teach gifted students: changing beliefs and attitudes, the nature and identification of gifted students, the differentiated curriculum, and the assessment of gifted learners.Item Learning oral communication skills in a teacher professional development programme through open and distance learning in Tanzania(Distance Education and Teachers’ Training in Africa (DETA), 2017) Leopold, Jacob; Aluko, Folake Ruth; Mariaye, Hyleen; jacob.leopold@out.ac.tz; Leopoldmwalongo@yahoo.co.ukThis paper explores the issues related to the learning of oral communication skills (OCS) in the English language through distance learning in an era where the information revolution is affecting the delivery and practice of language learning through open and distance learning (ODL). The study is modelled after Kurniasih’s study of language skills and learning (Kurniasih, 2011), and uses both quantitative and qualitative approaches. The sample for the study comprises 102 participants (100 students and two tutors) from the Diploma in Primary Teacher Education programme, presented by the Open University of Tanzania. The data was collected through questionnaires and interviews. The findings indicate that the student teachers share positive perceptions of learning OCS through ODL, primarily because of the nature of ODL. The study can assist the development of teaching OCS in the English language.Item The implementation of scientific inquiry skills in primary teacher training colleges in Kenya(Distance Education and Teachers’ Training in Africa (DETA), 2017) Kamanga, Angela Ndunge; Aluko, Folake Ruth; Mariaye, Hyleen; angelakamanga@ymail.comThis report investigates the implementation of scientific inquiry skills in a primary teacher training college, as a possible solution to transforming science education in primary classrooms. The current practice is that primary science tutors prepare pre-primary science teachers who do not have the prerequisite skills. According to this report, scientific inquiry skills are required for extensive and diverse learnercentred interactions and hands-on activities that centre on the application of science to improve a learner’s scientific literacy. The study sought to identify the scientific inquiry skills that primary science tutors need to develop in pre-service primary science teachers. Five scientific inquiry skills were targeted: observation, questioning, experimentation, investigation and critical thinking. A qualitative approach and a case study design were used. Data was collected using semistructured face-to-face interviews, classroom observation, focus group discussion and document analysis. The findings revealed inadequate utilisation of scientific inquiry skills in the pre-service science classroom, due to inadequate exposure of primary science tutors to such scientific inquiry skills in the Initial Teacher Education curriculum. This report suggests that there is a need to integrate and utilise, adequate scientific inquiry skills in the Initial Teacher Education curriculum, in order to adequately prepare primary science tutors. It is also necessary to integrate scientific inquiry skills in the in-service retraining of primary science tutors and in the induction course for those entering primary teacher preparation colleges.Item Challenges facing teachers using teacher education in Sub-Saharan Africa (TESSA) print materials in selected secondary schools in Tanzania(Distance Education and Teachers’ Training in Africa (DETA), 2017) Katabaro, Joviter; Aluko, Folake Ruth; Mariaye, Hyleen; kamug1971@gmail.comNo abstractItem The Future We Want”: Teacher development for the transformation of education in diverse African contexts(Distance Education and Teachers’ Training in Africa (DETA), 2017) Aluko, Folake Ruth; Mariaye, Hyleen; ruth.aluko@up.ac.zaThe sixth DETA conference, with the theme “The future we want”: teacher development for the transformation of education in diverse African contexts, was held in Mauritius in July 2015. It had the ambitious agenda of bringing together more than 200 delegates from more than 15 African countries to reflect on the future of education in Africa. This target was largely met with 115 paper presentations by delegates from Botswana, Burundi, Ghana, Kenya, Mauritius, Mozambique, Namibia, Nigeria, Rwanda, South Africa, Tanzania, Togo, Uganda, Zambia, Zimbabwe, Canada, France, Germany, the United Kingdom and the United States. The presentations considered the following subthemes: 1. Teaching children in diverse African contexts 2. Pedagogies that will achieve “the future we want” for education in Africa 3. The role and impact of technology on teacher development 4. Quality in education as a prerequisite to establish “the future we want” for education in AfricaItem The active pedagogy for all teachers through TESSA OER(Distance Education and Teachers’ Training in Africa (DETA), 2017) Agbogan, Richard Kossi; Aluko, Folake Ruth; Mariaye, Hyleen; adolfis2rich@yahoo.fr; adolfis2riche@gmail.comOne major observation about teaching in many West African schools is that there is no direct link between what is taught. Queries are therefore raised about this reality. Teachers at GSTS Baal (Groupe Scolaire Tierno Sylemani Baal), a private school (primary and secondary) on the outskirts of Guédiawaye in Dakar (Senegal), have shown the need to develop professionally as they find the means to achieve this goal. This paper backs the necessity to equip teachers with tools that drive them to look for open resources and active pedagogy to enhance their teaching methods.