Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play?

Abstract

This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.

Dialling up Learning: Testing the Impact of Delivering Educational Content via IVR to Students and Teachers in Ghana

“…Collaboration between peers seemed to encourage more reflective practice amongst teachers. Ensuring the opportunities for peer collaboration are meaningful and connect teachers to each other and their practice can be difficult, particularly during school closures when engagement is entirely remote (⇡Allier-Gagneur et al, 2020). But peer collaboration is important to support teacher reflection, learning and improvement and can help reduce feelings of isolation, which is particularly relevant in the context of school closures (⇡Education Endowment Foundation, 2020).…”

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research

“…There is a striking gap between the EdTech evidence that is available and the degree to which policymakers utilise EdTech evidence. Overall, some areas are more evidence-based than others; we contend that EdTech in low-and middle-income countries (LMICs) and teacher professional development in LMICs (⇡Allier-Gagneur et al, 2020;⇡Popova et al, 2018) are two areas that are particularly struggling from the lack of application of available evidence. Often the challenge is with the questions being asked and expectations of the policymakers regarding EdTech.…”

“…This syṡtem dynamics approach involves the development of conceptual models such as causal loop and actor diagrams to evaluate policies or predict future outcomes (⇡Assidmi, 2015;⇡Grobbelaar & Buys, 2005;⇡Groff, 2013;⇡Johnson et al, 2018;⇡Murphy, 2016;⇡Sanchez et al, 2009). Teacher professional development focusing on learning outcomes for students will lead to better learning outcomes (⇡Allier-Gagneur et al, 2020), albeit with a delay. Newer teaching practices take time to take hold; during that transition phase, learning outcomes may even temporarily decrease.…”

“…The Principles for Digital Development in Education constitute a variation of the ⇡Principles for Digital Development that have been tailored to the education sector (⇡Haßler, 2020). The principles are a useful tool to chart a course through causal loop diagrams, offering several dimensions for consideration.…”

Enseñanza eficaz del profesorado universitario de Ciencias de la Comunicación. Percepciones de estudiantes de semestres iniciales y avanzados

“…Al realizar una revisión de estudios reportados en los cinco últimos años acerca de las características asociadas a una enseñanza universitaria eficaz, resaltan los siguientes hallazgos: el dominio profundo de su disciplina (Darling-Hammond et al, 2017;Escribano, 2018;Jerez et al, 2016); el dominio de la pedagogía, especialmente el uso de estrategias activas y adaptativas (Escribano, 2018;Allier-Gagneur et al, 2020;Jerez et al, 2016;Orellana-Fernández et al, 2018;Tapia et al, 2017); características afectivas para la interacción con la comunidad estudiantil (Orellana-Fernández et al, 2018): comportamientos no verbales como sonreír, hacer contacto visual, uso de gestos y el tono de voz y expresiones verbales como hacer bromas (Sözer, 2019); ser responsable, organizado y puntual (Jerez et al, 2016); hasta reportarse como elementos genéricos tener buena apariencia y adecuada presentación personal (Jerez et al, 2016), y en cuanto a la evaluación destaca la transparencia en la evaluación y proporcionar una retroalimentación adecuada y oportuna a los estudiantes (Lavy, 2016).…”