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Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries

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Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries Education Rigorous Literature Review Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries Dr Jo Westbrook Dr Naureen Durrani Rhona Brown Dr David Orr Dr John Pryor Dr Janet Boddy Francesca Salvi December 2013 This material has been funded by the Department for International Development. The views expressed do not necessarily reflect the views of the Department for International Development. The authors are part of the Centre for International Education, University of Sussex. This paper can be found on the DFID Research for Development website: http://r4d.dfid.gov.uk/ and the EPPI-Centre website: http://eppi.ioe.ac.uk/ The EPPI-Centre reference number for this report is 2110. Westbrook J, Durrani N, Brown R, Orr D, Pryor J, Boddy J, Salvi F (2013) Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review. Department for International Development. © Copyright Authors of the review hold the copyright for the text of the review. The authors give permission to display and print the contents of the review for their own non-commercial use, providing that the materials are not modified, copyright and other proprietary notices contained in the materials are retained, and the source of the material is cited clearly following the citation details provided. Otherwise users are not permitted to duplicate, reproduce, re-publish, distribute, or store material from this review without express written permission. Contents Abbreviations ........................................................................................... iii Executive summary...................................................................................... 1 1. Introduction ........................................................................................... 5 1.1 Aims and rationale .............................................................................. 5 1.2 Policy background ............................................................................... 5 1.3 Conceptual framework and terminology ..................................................... 6 1.4 Theories of learning ............................................................................ 9 1.5 Curriculum ...................................................................................... 12 1.6 Teacher education ............................................................................. 14 1.7 Conceptual framework ........................................................................ 15 1.8 Research questions ............................................................................ 16 2. Methodology for the review .......................................................................18 2.1 Overview of methodology ..................................................................... 18 2.2 Searching ........................................................................................ 19 3. Thematic overview: What pedagogical practices are being used by teachers in formal and informal classrooms in developing countries? .................................................20 3.1 Overview and aims ............................................................................. 20 3.2 Pedagogy ........................................................................................ 21 3.3 Curriculum ...................................................................................... 27 3.4 Teacher education ............................................................................. 29 3.5 Summary of the thematic overview ......................................................... 31 4. What is the evidence on the effectiveness of pedagogical practices, in what conditions, and with what population of learners? ..............................................................33 4.1 Methodology for the in depth stage: quality assessment of included studies ......... 33 4.2 What is the evidence on the effectiveness of pedagogical practices, in what conditions, and with what population of learners? ............................................ 37 4.3 How can teacher education (curriculum and practicum) and the school curriculum and guidance materials best support effective pedagogy? ................................... 40 4.4 Theory of change ............................................................................... 41 4.5 Strength and nature of the body of evidence for effective pedagogical practices ... 44 4.6 Positive outcomes identified by studies .................................................... 49 4.7 Pedagogic theory and pedagogical approaches ............................................ 50 4.8 Teachers’ attitudes and beliefs .............................................................. 51 4.9 Pedagogic strategies ........................................................................... 52 4.10 Individual teaching practices in detail .................................................... 53 i 5. How can teacher education (curriculum and practicum) and the school curriculum and guidance materials best support effective pedagogy? ............................................60 5.1 Professional development: alignment with classroom practices and follow-up support ........................................................................................................ 60 5.2 Peer support .................................................................................... 61 5.3 Support from the head teacher and the community ...................................... 62 5.4 Curriculum and assessment ................................................................... 62 5.5 Barriers to learning: limited resources and large class sizes ............................ 63 5.6 Conclusions...................................................................................... 63 6. Research gaps and future directions .............................................................65 6.1 Research design ................................................................................ 65 6.2 Contexts ......................................................................................... 66 6.3 Pedagogy ........................................................................................ 67 6.4 Teacher education ............................................................................. 67 6.5 Curriculum and assessment ................................................................... 68 6.6 Dissemination and research impact ......................................................... 68 7. Reflections on the review process ................................................................69 References ..............................................................................................70 Studies included in the in-depth stage .......................................................... 70 Appendices ..............................................................................................87 Appendix 1: Authorship and acknowledgements ............................................... 87 Appendix 2: Search strategy ...................................................................... 88 Appendix 3: Search sources ....................................................................... 90 Appendix 4: Coding set for mapping ............................................................. 91 Appendix 5: Data extraction and quality assessment tool for in-depth review ............ 95 Appendix 6: Overview of studies included in the in-depth review .......................... 97 Appendix 7: Summary table of interventions, reforms and existing conditions according to effective strategies and practices identified by each study .............................. 99 Appendix 8: Summary table of studies with details of study aims and methods used .. 106 ii Abbreviations ABL Activity-Based Learning BRAC Bangladesh Rural Advancement Committee CCE Child-Centred Education CCP Child-Centred Pedagogy CPD Continuous Professional Development DEEP Digital Education Enhancement Project EFA Education for All GES Ghana Education Service GMR Global Monitoring Report ICT Information and Communication Technology INSET In-Service Training IQS Integrated Quranic Schools IRS Initiation-Response-Feedback ITE Initial Teacher Education KRT Key Resource Teacher LCE Learner-Centred Education MDG Millennium Development Goal MITEP Malawi Integrated In-service Teacher Education Programme NCERT National Council on Educational Research and Training (India) NEU Guatemalan Nueva Escuela Unitaria NGO Non-Governmental Organisation NQT Newly Qualified Teacher OECD Organisation for Economic Co-operation and Development PASEC Programme d’Analyse des Systèmes éducatifs des États et gouvernements membres de la CONFEMEN (Programme of Analysis of Education Systems of CONFEMEN (Francophone countries) PCK Pedagogical Content Knowledge PEP-ILE Primary Education Programme – Improvement of Learning Environment PIRLS Progress in International Reading Literacy Study PISA Programme for International Student Assessment QEP Quality Education Programme SbTD School-based Teacher Development and Instructional Materials SES Socio-Economic Status iii SfL Schools for Life SSA Sarva Shiksha Abhiyan (India) SSA Sub-Saharan Africa TESSA Teacher Education in Sub-Saharan Africa TIMDC Teacher Training and Material Development Cell TLMs Teaching and Learning Materials UPE Universal Primary Education ZPD Zone of Proximal Development iv Executive summary Executive
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