This rigorous literature review, focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to:
- review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers
- identify critical evidence gaps to guide the development of future research programmes

Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review, focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 
- review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 
- identify critical evidence gaps to guide the development of future research programmes

Pedagogy, curriculum, teaching practices and teacher education in developing countries. Education rigorous literature review.

This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.

https://openknowledge.worldbank.org/bitstream/handle/10986/6648/391670AFR0Recr101OFFICIAL0USE0ONLY1.pdf;sequence=1

Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa

A study of the partnership between schools and universities to improve science and mathematics education in Indonesia

Towards a conceptual framework for the integration of critical thinking into a teacher education curriculum : addressing some of the educational challenges of South Africa

Teachers working in under resourced and overcrowded classrooms in the historically disadvantaged schools of South Africa have traditionally used the blackboard as the main means for transmission of knowledge and also for control. The introduction of a new outcomes-based Curriculum 2005, emphasising active learning, and the integration of teaching and assessment, requires a big change in such teachers classroom practice. This article describes a science teacher development intervention programme conducted through a partnership between King's College London, Peninsula Technikon and the Western Cape Education Department. Eleven teachers from six schools were trained to use ‘translation activities’ as a focus for small group discussion thereby helping learners to practice the process skills of science. Progress of implementation was monitored through classroom observation and interview as the teachers started to change their pedagogic style. Factors promoting and hindering this initiative were resear...

Teacher change in the Western Cape, South Africa: taking a big step in science education

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Teacher change in the Western Cape, South Africa: taking a big step in science education