Alison Buckler
Open University
32 Papers
83 Citations
Alison Buckler is an academic researcher from Open University. The author has contributed to research in topics: Teacher education & Open educational resources. The author has an hindex of 9, co-authored 28 publications.
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Papers
Reconsidering the evidence base, considering the rural: Aiming for a better understanding of the education and training needs of Sub-Saharan African teachers
TL;DR: This paper argued that not enough attention has been paid to the specific training needs of teachers in rural areas and that large-scale statistical data should highlight rather than mask urban-rural disparities.
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OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa)
TL;DR: The TESSA Open Educational Resources (OERs) project as discussed by the authors is a set of OERs designed and created by International and African based institutions to support school based teacher education.
Medium of Instruction Policies in Ghanaian and Indian Primary Schools: An Overview of Key Issues and Recommendations.
TL;DR: A rigorous literature review of research into medium of instruction in Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English is presented in this article.
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Quality teaching in rural Sub-Saharan Africa: Different perspectives, values and capabilities
TL;DR: In this paper, the authors examined the professional capabilities of two women teachers from a rural Nigerian school and developed an analytical framework for evaluating teachers' professional capability from each perspective, and drew out some highlights of this analysis and proposed a new cyclical model of professional capability for quality teaching.
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Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis
TL;DR: In this article, the authors report on the methodological approach of a study that examined an important dimension of the global challenge to better understand the "quality" element of Education for All (EFA): the professional lives of women teachers in rural communities in Sub-Saharan Africa.