Lesson observation and quality in primary education as contextual teaching and learning processes

International Perspectives on ELT Classroom Interaction

“…Although we have been unable to locate studies on classroom interaction in Kenyan secondary schools, previous research has shown that the culture of teaching and interaction is the same at all levels of education in Kenya as teachers tend to teach as they were taught, perpetuating deeply internalised cultural influences (Pontefract and Hardman 2005;Sifuna 1997). There has been a growing consensus among researchers such as O'Sullivan (2006), Alexander (2008) and Hardman et al (2009) on the need to recognise the prevalence of whole-class teaching in the East African context, which is rife with knowledge recitation and the exposition of factual information. In relation to this, Hardman et al (2012) have called for teacher education in alternative classroom interaction and discoursal strategies for the development of a more dialogic pedagogy to broaden the repertoire of interactive practices in whole-class teaching.…”

What are effective components of in‐service teacher training? A study examining teacher trainers’ perceptions of the components of a training programme in mathematics education in Cambodia

“…Khaniya and Williams (2004) also write that there is not necessarily a connection between investment in educational quality and improved learning outcomes. O'Sullivan (2006) argues that the focus of quality education must be on the teaching and learning process and that, all too often, inputs and outputs have been used as a measure of success.…”

La contribution des enseignants à la pertinence de l’éducation de base en Afrique de l’Ouest : le cas du Sénégal

“…D'ailleurs, les tests restent le principal moyen actuel pour mesurer la qualité de l'enseignement et de l'apprentissage (O'Sullivan, 2006). Même si ces tests peuvent donner quelques indications sur la qualité, ils restent limités.…”