COL
PCF6
Using OERs to
improve teacher quality: emerging findings from TESSA
Theme
3: Formal Education (Revamping Teacher Education)
INTRODUCTION
The
last decade has seen tremendous progress in primary pupil enrolment across much
of sub-Saharan Africa but unfortunately in
many areas this has not been accompanied by an improvement in pupil
achievement. Attention and priorities
are now expanding to embrace close scrutiny of the processes of classroom
teaching and learning. Governments and donor agencies across the region are
engaged in promoting a pedagogical paradigm shift to improve pupil attainment;
a learner-centred classroom approach with pupil-teacher construction of
knowledge through active inquiry. But to date systematic adoption and embedding
of these progressive teaching methods has been limited and pupil learning
achievements continue to be low. Much
recent research on African classrooms shows that the dominant mode of teaching
remains a teacher-led transmission style in which pupil talk is restricted to
short, often chorus, answers to closed questions. ( Pontefract and Hardiman,
2005; Akyeampong et al, 2006;
Altinyelken,2010; Henevald et al,
2006; Mtika & Gates, 2009)
Recent
UNESCO EFA reports draw attention to the importance of teacher quality for
improving pupil achievement in schools and the key role of teacher education in
shifting modes of interaction in African
schools to those which more fully support pupils’ cognitive and linguistic
learning (UNESCO, 2010). Teachers are
potentially key agents of change.
However such a focus on teachers is not unproblematic. Several issues act to inhibit or constrain
progress:
-
many teachers in
primary schools in Sub Saharan Africa have little or no formal training for the
role (Mulkeen, 2009)
-
for many teachers the
greatest influence on their teaching is their own experience of classroom
learning as pupils but new teachers cannot be assured of finding examples of
good pedagogic practice either in their own experiences of schooling or in the
performance of their colleagues when they begin teaching.
-
a dearth of materials
which encourage teachers to enact ‘constructivist’ ideas within their
classrooms on a regular basis. Many teachers find it difficult to translate
ideas from training courses into classroom practice and to use textbooks in
other than a formulistic way (Heneveld et al, 2006).
-
limited opportunities
for continuing professional development opportunities (Mulkeen, 2009).
-
a dissonance between
the teaching and learning approach as described in the primary National
Curriculum and the curriculum of the teacher training colleges, for example in
Zambia.
Without
intensive in-service training the move towards more interactive classrooms with
more effective teaching and learning will be slow. And without shifts at scale new teachers
emerging from colleges will become quickly socialised in the predominant
teacher-centred pedagogic practices of the schools in which they work. (Mtika
& Gates, 2009)
TESSA (Teacher
Education in Sub Saharan Africa)
Working
through a strong and vibrant network of institutions involved in teacher
education, TESSA has conceptualised an innovative response to these challenges,
scalable for application across different cultural and linguistic
contexts. This comprises a large bank
of highly structured, activity based OER
study units which teachers, either on formal programmes or through
self-motivation, work through in their own classrooms with their pupils.
TESSA
is Africa’s largest teacher education network.
Since 2005 it has focused on the creation and use of Open Educational Resources
(OERs) to improve the quality of, and extend access to, school based teacher
education at scale. (Moon, 2007)
Through
collaborative TESSA working we have identified key skills, values and
competencies for teachers working in resource challenged environments across
the region, audited primary curricula and created a framework for TESSA OER
study units. These draw on social constructivist theories of learning to
support teachers in experimenting and extending their repertoire of classroom
practices. Central to TESSA OER are a
series of activities for teachers to enact in their own classrooms and case
studies which offer examples of these new images of practice within their own
experienced world. Within the units a succinct, accessible rationale for the
approach is offered; techniques and methods are not separated from an
explanation of the broader pedagogy from
which they are derived and are presented
within the context of the relevant primary school curriculum. Crucially the resources recognise both the
limited teaching aids which teachers are able to draw on and their existing
practices. For example whole class teaching is not abandoned in
favour of exclusive small group work but
rather teachers are guided to refining and structuring this mode of teaching to
engage the whole class in scaffolded active construction of meaning. Whole
class teaching remains a central part of their repertoire alongside other
techniques. (Wolfenden, 2008). Thus teachers are supported in developing a
culturally responsive pedagogy.
The
core set of 75 TESSA OER study units (Science, Literacy, Mathematics, Social
Studies and the Arts, and Lifeskills)
has been adapted and localised for different cultural and linguistic
contexts and is now available in 12 versions ( 4 languages) through the TESSA
web space (www.tessafrica.net).
Use of TESSA OER
Since
their completion in 2008 TESSA OER have
been integrated into teacher education programmes according to local needs,
cultural, financial and policy environments. Data from early 2010 across 13
partner institutions in 9 countries shows:
o
TESSA OER in use in
19 programmes (including B Ed, Diploma, Certificate and unaccredited CPD
programmes)
o
690 teacher educators
familiar with TESSA OER; in addition the Open University of Sudan reports
awareness amongst 1,935 teaching supervisors
o
303,300 teachers
enrolled on programmes which use TESSA OER.
TESSA
resources are OERs, freely available in a variety of formats through the
website. It is not possible for us to
know exactly how many teacher training institutions are drawing on the
resources to enhance their provision or the full extent of their use by
teachers. TESSA OER form the basis of a
‘Creative Pedagogy’ module at the Mauritius Institute of Education - not one of the original 13 partners; The
Ministry of Education in Togo have initiated adaptation of the TESSA materials
for use in Togo, again without TESSA sponsorship. As internet access increases it is likely
that more teachers will use the TESSA tool kit directly to enhance their skills
and further institutions will embed the use of TESSA resources in their
programmes.
In
previous accounts of the project we have characterised modes of use of TESSA
OER in programmes as ‘highly structured’, ‘loosely structured’ and
‘guided’. (Thakrar et al, 2009). The ‘highly structured’ model is based on
institution sponsored production of a ‘guide’ or course book of activities drawn directly from the TESSA Resource Bank. Institutions adopting this mode of use, such
as the National Teachers’ Institute (Nigeria) and the Open University of
Sudan, are characterised by extremely large scale operations across immense
geographical distances, low levels of internet connectivity and established
channels for production and distribution of print materials.
Individual
lecturer or tutor choice of TESSA study units and integration into their own
courses or seminars is termed the ‘loosely structured’ model. Student teacher
and lecturer access to the TESSA study units is frequently through print form,
sometimes through off-lines modes ( CD, datastick or institution intranet) and occasionally through the TESSA website. A
characteristic of this model is
inclusion of TESSA OER in assignments which form part of the course final
assessment – either as a piece of work
for the teacher’s portfolio or as part of a classroom observation or
micro-teaching, as at Egerton University (Kenya)
and Kyambogo University
(Uganda).
Relatively
easy or regular access to the internet is essential in the ‘guided use’ model
seen at Our Lady of Apostles Training College in Cape Coast,
Ghana and the University of Pretoria. Here teachers select from the
website the most appropriate TESSA study unit or activities for their own
needs, devising their own learning pathway through the material.
In
all cases TESSA OER are supporting, and challenging, African teachers to
experiment and reflect on their classroom practices.
Studying
the TESSA Use
Over
the last year we have engaged in critical investigation of the uptake and use
of TESSA OER in partner institutions. The exercise was intended to provide a
snapshot of TESSA activity, to understand the ways that teachers’ practices,
values and beliefs shape the forms and outcomes of use of the TESSA OER and to
provoke reflection in partner institutions to inform decisions about directions
and forms of future TESSA OER activity. Our starting point has been an
examination of teachers’ classroom practices with the TESSA OER. (Chisholm
& Leyendecker, 2008). There has been
no attempt to undertake cross cultural comparisons or to measure pupil learning
gains.
Partner
institutions selected samples of schools and / or teachers, devised instruments
for data capture and collected, collated and analysed quantitative and/ or
qualitative data, with support from colleagues from the Open University. The
multitude of methods across the consortium was intended to facilitate
foregrounding of the contextual realities of implementation and the individual
experiences of teachers in their unique environments. We were anxious to avoid presenting TESSA as
a predefined set of skills and strategies for teachers to master; partner
institutions were encouraged to take a holistic approach to practices in the
classroom, acknowledging that teaching at any one moment is dependent on a
multitude of factors including cultural traditions and material conditions.(
Vavrus, 2009; O’Sullivan, 2006) We hoped
a multitude of methodologies, each appropriate to the particular institution,
would leave open the possibilities of unintended findings arising from TESSA
use.
Three
examples illustrate the range of activity across the thirteen institutions:
At
the Open University of Sudan a selection of TESSA OER has been compiled into a
handbook to support teachers in their third cycle teaching practice in the B.
Ed ( distance mode for in-service teachers).
Study of the handbook is compulsory and teachers are expected to integrate
strategies from the handbook into their lesson plans and try them out in the
classroom. Teacher and pupil experiences
with TESSA are captured in short written surveys completed by teachers and their supervisors; each teacher
on the programme is visited by a supervisor on three occasions during the
teaching practice period, visits include both classroom observation (to include
ideas from the TESSA handbook) and detailed follow-up discussion. A complementary small reflexive photography
project was also undertaken with 15 teachers. These teachers were given
disposable cameras to document 10 – 20 significant moments over a three week
period. Through choosing what to capture
on film the teachers had the opportunity to represent important aspect of their
teaching practice that may otherwise be overlooked and rejected. The act of taking photographs was intended to
encourage reflection and engagement with the learning process. (Bird &
Buckler, 2010) Following printing of the
images, teachers were invited to participate in a semi-structured interview
with a researcher; here each teacher was asked to select three photographs from
those they had taken and discuss why they were significant to them and what the
moments captured in the photograph represented in terms of their pupils’
learning.
At
the University of Fort Hare in South Africa TESSA OER enhance a number of
programmes including the Advanced Certificate in Education and the B.Ed
programme. Colleagues began by
conducting a survey amongst academic colleagues to compile narratives of their experiences
of TESSA OER use. Following this they
sought views on TESSA use from local stakeholders - subject advisers in the
local Eastern Cape Department of Education; these colleagues collaborated on
use of TESSA in teacher CPD workshops.
Finally UFH academics undertook
classroom observations of teachers on the B.Ed programme - these teachers had
been exposed to the TESSA OER in their tutorials and symposia.
Colleagues
at the University of Cape Coast, Ghana, used participant diaries over a period of
8 weeks with two groups; in-service teachers studying on an evening class
programme at the Institute
of Education, and
pre-service teachers at a local affiliated Teachers’ College. All were studying
for a Diploma in Basic Education and had
encountered TESSA OER as part of this programme.
Emerging Findings
from TESSA use
Initial
analysis of the data reveals two common themes:
A
much more diverse set of teaching practices:
Richer questioning and answer sessions, teaching methods that encourage problem
solving (and creativity), use of the immediate external environment to the
school, small group work where pupils had clearly defined roles to support
dialogue and whole class ‘games’ and greater pupil dialogue were noted both in lesson plans and observations
across the partner institutions. In many
cases teachers were observed employing a mixture of methods within lessons and
making choices contingent on their
conditions of teaching, for example space and time. In almost all cases teachers or headteachers
or supervisors reported that much of this observed activity had not taken place
prior to use of TESSA OER and a direct drawing on TESSA OER could be seen. But, in-depth interviews with teachers and
analysis of their journal entries at several sites suggested that in many
cases these techniques and ideas were not entirely new to teachers and they
were familiar with a related teaching strategy or concept; a teacher in Ghana
describes a TESSA inspired lesson on fractions using biscuits but then explains
that previously he would have used strips of paper to teach this particular
topic.
Description
within the TESSA materials linking constructivist ideas with classroom
activities, clearly sanctioned by the teacher training institution, appear to
give teachers’ confidence to experiment with such ideas in their own classroom.
We refer to this as ‘legitimisation’ and suggest this has much in common with
the findings of other commentators - Akyeampong
(2006), Barrett (2007) and Varvus ( 2009). In an environment where the dominant
expectations of classroom interactions do not embrace dialogue and negotiation
with pupils, it is not surprising that teachers have been reluctant to
experiment; trying out ideas can be difficult, challenging of teachers’
professional identity and diminishing of their confidence.
Increased
teacher preparation: In many of the
TESSA studies we see an increased focus on teacher preparation; teachers
studying at the Open University of Sudan admitted that previously they didn't
see the need to prepare before using the handbook, they just picked up the
curriculum where they'd left it in the last lesson. But through lesson preparation, although
initially a burden, the teachers began to feel more in control of their
teaching and the pupil learning. The episodic nature of the TESSA materials
encouraged teachers to check that pupils understood one concept before moving
onto the next and the range of assessment suggestions supported a more broader
understanding of assessment – previously many teachers considered assessment to
be limited to weekly tests. Such integration of assessment provides teachers
with ongoing feedback about the effectiveness of the teaching and learning in
their classroom and, in many cases, enhanced their confidence. This increased focus on lesson preparation is
promising; other studies have noted the impact of planning on pupil learning (
Heneveld et al, 2006).
Other
findings from teachers engaged with TESSA
include increased enjoyment, amongst both pupils and teachers; Egerton University note
‘confessions that teaching has become interesting or fun’. Several institutions reported on the value of
membership of the TESSA network; a
teacher in Ghana
records, ‘ TESSA resources offered me the opportunity to know
how colleagues teaching in other parts of Africa
are teaching similar topics that are in the Ghanaian syllabus.’ A few teachers were observed beginning to create activities based on ideas
from TESSA; as yet not many have shared
these through the TESSA website.
In
addition we note an impact on teacher educators at partner institutions;
introduction of TESSA OER has lead to
-
increased awareness
of OER and their potential in education programmes;
-
changing notions of
the role of the teacher;
-
improvement of writing
skills and use of TESSA materials as a template for creating their own
materials;
-
personal learning,
through involvement in a rich international community of educators
and exposure to different working
environments.
However some partners stress that
using TESSA in departments requires considerable commitment and motivation;
this can restrict engagement when there is limited capacity for innovation.
Challenges and
constraints
Use
of TESSA OER is not unproblematic.
Perhaps the greatest challenge is access. Although we are witnessing rapid
growth in internet connectivity across Sub Saharan Africa, regular easy access
to the internet remains an aspiration for the majority of primary school
teachers. Access for faculty at some
partner institutions is also difficult; neither power nor connectivity are
robust and in many cases individuals have neither machine nor desktop
connectivity. For teachers the entire TESSA print materials are ‘too bulky’ to
carry easily – although many teachers expressed a wish to have print copies in
their school for reference. CDs offer an
interim solution but access to computers remains a challenge, both physical
access and the skills to negotiate round the materials with ease. Low levels ICT skills, leading to anxiety about use of TESSA
materials, are reported amongst teacher educators as well as teachers.
The
second challenge is time; time for users to explore TESSA and identify
resources of most relevance to their own situation; time for users to adapt
resources for their own teaching context and time to undertake the activities
with pupils in the classroom. Many teachers conditioned their enthusiasm for
TESSA materials with concern that curriculum coverage could be slower when TESSA type activities are
used. But evidence suggests that teachers who persist see higher levels of
pupil achievement in standard tests, however support and confidence are
essential to sustain use.
Such
concerns about progression through the standard curriculum are one of a number
of external factors constraining teachers’ use of the materials - examination/ assessment systems, head teachers and district
officials’ opinions, material infrastructure of the school including restricted
classrooms and resources and large class
sizes, can all deter and diminish usage of more interactive classroom
pedagogies. Teachers express concern that they will be perceived to be
introducing an alternative curriculum with TESSA use and spend much time
negotiating between the different professional expectations from their training
course and the norms of the school community, particularly the head teacher. We
see a strong need to strengthen head
teachers’ capacities to lead and coach teachers to improve their teaching; teachers’
views of ‘good’ teaching are heavily influenced by comments from those in
supervisory positions and others in their school community (Varvus, 2009).
Moving forward
The
extent of use of TESSA OER in teacher education programmes is testimony to
their success in meeting demand and supporting teachers in experimenting and
building on nascent ideas of constructivist learning. But there is much to do to support teachers
in fully utilising the OER to improve the effectiveness of their classroom interactions. There is a clear need for validation or
endorsement of the use of TESSA OER from head teachers, district officials and
other stakeholders including parents. This advocacy work is a clear priority
for institutions working with the TESSA OER.
Greater modelling of progressive pedagogies in the work of teacher
educators is also an area for development.
Across
the consortium we will be exploring other forms of access to the OER, through
the use of mobile device, local teachers’ centres and perhaps sponsorship of
the materials – the University
of Pretoria have secured
sponsorship for print distribution of several thousand copies of the TESSA CD
and Teachers’ Handbook to teachers on their distance education programme.
Ideas
within the TESSA materials are not new; the TESSA innovation is the development
of highly structured classroom based OER that have shown themselves to be relevant and
useful across numerous cultural and linguistic contexts to enhancing
school-based learning in a wide range of formal and informal programmes - supporting teachers in translating ideas into
their classroom practice. There are encouraging signs of teacher engagement and
development with TESSA OER. The
challenge is now to embed and sustain use with extended support and to
encourage greater collaboration and sharing of adapted materials and
experiences through different forums including the TESSA website.
References
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K. Pryor, J., Ampiah, J Ghartey (2006)
‘ A vision of successful schooling: Ghanaian teachers’ understandings of
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Altinyelken,
Hulya K. (2010) ‘Pedagogical renewal in sub-Saharan Africa; the case of Uganda’ Comparative Education, 46:2, 151-171
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