Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda

Hardman, Frank; Ackers, Jim; Abrishamian, Niki; O'Sullivan, Margo C.

doi:10.1080/03057925.2011.581014

Cited by 63 publications

(58 citation statements)

References 23 publications

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“…Current research into effective pedagogic processes in East Africa acknowledges the importance of contextual factors such as the educational culture and traditions, policy environments, and school conditions as these are known to interact with learning opportunities thus influencing educational quality (Hardman et al 2011;Hardman et al 2012) (Figures 8.1 and 8.2).…”

Section: Introductionmentioning

confidence: 98%

International Perspectives on ELT Classroom Interaction

2015

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editors) INTERNATIONAL PERSPECTIVES ON TEACHER RESEARCH Christopher J. Jenks and Paul Seedhouse (editors) INTERNATIONAL PERSPECTIVES ON ELT CLASSROOM INTERACTION Forthcoming titles in the series: Hugo Bowles and Alessia Cogo (editors) INTERNATIONAL PERSPECTIVES ON TEACHING ENGLISH AS A LINGUA FRANCA Thomas S.C. Farrell INTERNATIONAL PERSPECTIVES ON ENGLISH LANGUAGE TEACHING (editor) International Perspectives on English Language Teaching Series Standing Order ISBN 978-0-230-30850-3 hardback 978-0-230-30851-0 paperback (outside North America only)You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above.

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Section: Introductionmentioning

confidence: 98%

International Perspectives on ELT Classroom Interaction

2015

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“…[50] explicated this obsession with paper qualification as the key driver for higher education among teachers and highlighted the disconnect between theory and practice for teachers and teachers aspiring to head schools. Principals in this study confirmed the theoretical nature and detachment from functional school leadership practices of the available advanced professional courses.…”

Section: Need For More Formal School Leadership Training and Preparationmentioning

confidence: 99%

Educational Leadership in Post-Colonial Contexts: What Can We Learn from the Experiences of Three Female Principals in Kenyan Secondary Schools?

Lopez

Rugano

2018

Education Sciences

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Leadership matters in the engagement and achievement of students. Much of the research in this area has emanated from western contexts and there is a growing demand for research and knowledge generated from emerging areas of the world. This qualitative study through the use of narratives, examines the experiences of three female secondary school principals in Kenyan secondary schools to gain deeper insights into leadership practices and theorizing within a post-colonial context such as Kenya. Utilizing a decolonizing education and social justice leadership discursive framework the tensions and complexities of their leadership practices are explored. Educational leaders in developing countries face problems that are uniquely different from their counterparts in Western countries and as such leadership practices and theorizing must be contextualized. Findings of the study support existing research on the perpetuation of colonized approaches to education, existence of a "managing" view of leadership, tensions in practice regarding the manifestation of social issues in schools, and the need for leadership development grounded in Kenyan knowledge and experiences. While these findings can inform leadership discourses and practices, further research is warranted on a larger scale with greater diversity of participants.

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“…A key element of globalisation is the thickening of multilateral interactions and interconnections in the global governance landscape. (Robertson et al, 2007, p. xii) (the italicised words are ours) However, the general dearth of case studies and baseline data on the majority of curricular initiatives (Hardman, Ackers, Abrishamian, & O'Sullivan, 2011) as well as the lack of overt acknowledgement of relationships between science education and globalisation (Carter, 2005) in individual countries in Sub-Saharan Africa mean the data or evidence in this paper serve, in most cases, a limited but important purpose: they may not provide definitive proof of the influence of globalisation on science education, but they provide supporting evidence of the same. This means that the qualitative chain of evidence in the study may not be strictly robust per se, but it remains relevant for establishing a baseline in terms of the picture that emerges on the influence of globalisation on science education in Sub-Saharan Africa.…”

Section: Methodological Considerationsmentioning

confidence: 95%