This collection of ESRC-DFID-funded research explores the process of teaching, and the factors that make good quality teaching. Drawing on evidence across three continents, this collection highlights: innovative teacher training and recruitment approaches that are improving learning outcomes in Honduras; a classroom observation tool that has improved teaching in Uganda; how Professional Learning Communities can improve teaching quality in China; and the way that transforming teaching quality through active learning is having an impact in Ethiopia.
This project will examine a number of questions regarding factors to support effective teaching in poor, rural communities in Honduras. The research will also provide a unique opportunity to develop improved measures of educational quality and adolescent girls' empowerment.
An accurate way of measuring instructional practices and classroom processes is through observational methods. This project aims to develop an affordable, scalable, tool for assessing teacher practices and classroom processes, and assure its use in policy and practice in Uganda.
Explores teachers' professional development in China and the concept of professional learning communities to evaluate and enhance teacher quality and school effectiveness in secondary schools.
Investigates how pedagogy for STEM subjects in Ethiopia can be transformed using dialogical discourse, and the effects this generates in improved student learning and attitudes.