1 13062021 UNIVERSITY OF EDUCATION WINNEBA FACULTY OF
1 13/06/2021 UNIVERSITY OF EDUCATION, WINNEBA FACULTY OF SCIENCE EDUCATION THE INSTITUTIONALISATION OF TEACHER EDUCATION IN SUB-SAHARAN AFRICA SCIENCEBASED OPEN EDUCATIONAL RESOURCES IN A GHANAIAN COLLEGE OF EDUCATION Ph. D Viva Voce by Sakina Acquah Index No: 9120130003 Supervisors: Prof. J. Anamuah-Mensah & Prof. J. K. Eminah
13/06/2021 Presentation outline • Introduction • Review of Related Literature • Methodology • Key Findings • Conclusions • Recommendations 2
3 13/06/2021 Background to the study Education For All policy Governments in Sub-Sahara Africa Increased enrollment in primary school but low academic achievement (UNESCO, 2010; Murphy & Wolfenden, 2013; UNESCO, 2014) Millennium Development goal 2 Teacher quality not targeted resulting in large numbers of poorly and or untrained teachers (Banks, Moon & Wolfenden, 2009; Buckner, Perryman, Esal & Musafir 2014) Innovative approaches must be put in place to improve teacher quality-SDG (UN, 2015; Stutchbury, 2016)
4 13/06/2021 Background to the study Open Educational Resources, are emerging innovation that improves teacher quality and quality of education (Muganda, 2011; Wright & Reju, 2012, ; Misra, 2014; Green & Vollmer, 2016) TESSA Consortium promoting cultural and language specific OER creation and use in sub. Sahara Africa (SAA) (Murphy & Wolfenden, 2013, Stutchbury, 2016) • 75 OER units produced • Literacy, numeracy, science, social studies, life skills and arts (Primary school level) • 15 Science (lower secondary • level) English, Kiswahili, Arabic, French,
5 13/06/2021 Implementation of TESSA OER in SAA Initial HEI Current HEI • Kenya, Nigeria, Tanzania, Zambia, South Africa, Ghana etc • Mauritius, • Togo • University of Education, Winneba • University of Cape Coast The Ghanaian situation • introduced OER units in Our Lady of Apostle College of Education (OLA) (Harley & Barasa, 2012; Buckler et al, 2014)
13/06/2021 6 Statement of the problem • In Ghana OLA has been able to institutionalise TESSA OER in their academic programme It appears • No systematic research has been conducted to identify issues or factors that facilitated the institutionalisation of TESSA science-based OER by a college of education • No systematic research has been done to investigate how the science-based OER unit improves pre-service teachers’ pedagogic practise and skills
13/06/2021 7 Purpose of the study • Is to evaluate the institutionalisation of the TESSA science-based OER in OLA College of Education • To investigate how the institutionalisation of the science-based OER units affected pre-service teachers pedagogic practises and skills
13/06/2021 8 Research Questions 1. 2. 3. 4. 5. What rationale underpinned the institution’s choice of the TESSA science-based OERs? What factors facilitated the institutionalisation of the TESSA science-based OERs at OLA College of Education? What challenges were encountered during the institutionalisation process? What was the effect of the TESSA science-based OERs on pre-service teachers’ teaching pedagogy? How does the elements of the institutionalisation process of the TESSA science-based OERs at OLA College of Education reflect the conceptual model of educational change?
13/06/2021 9 Significance of the study The findings of this study will; • challenge the current school of thought guiding institutionalisation of educational change in higher educational institutions in Ghana and inform policy and pedagogical practice accordingly. • expose science teacher educators and science teachers in Ghana to novel teaching strategies in the TESSA science-based OERs that influence students learning
13/06/2021 10 Significance of the study • contribute to literature about factors that influence the institutionalisation of the TESSA science-based OERs HEIs in Ghana and its possible effect on pre-service science teachers’ teaching pedagogy. • Deepen the researcher’s understanding on issues relating to the institutionalisation of educational change and sharpen her research skills to contribute effectively to research in science education
13/06/2021 11 Delimitations Focus was on OLA College of Education only • Principal and tutors involved in TESSA activities • Pre-service teachers: (former students inclusive) final year TESSA club members and/or those who taught science using the OERs Limitations: • Research design and qualitative methods in collecting data • Research fatigue among former students of OLA
13/06/2021 Review of the related literature 12 • Open Educational Resources (OERs) OERs initiative in Africa (Buckler, Perryman, Seal & Musafir, 2014; Stutchbury, 2016) TESSA science-based OERs (Stutchbury & Ngman-wara, 2012) Benefits and challenges of OERs (Smith & Casserly, 2006; The William and Flora Hewlet Foundation, 2013; Green & Vollmer, 2016) • Theoretical underpinnings • Evaluation theories • Illuminative evaluation (Parlett & Hamilton, 1972) • Curriculum Implementation model (Synder, Bolin & Zumwalt, 1992) • Educational Change theories • Factors that influence institutionalisation of educational change (based on Fullan’s, 2001 & 2007 process of change) • role of leadership, school context, teacher professional development and external support on educational change • Pedagogy of teaching (Bruner, 1971; Schweisfurth, 2013) • Empirical evidence (Muganda, 2011; Harley & Barasa, 2012)
13/06/2021 Conceptual Framework 13
13/06/2021 14 Methodology Philosophical underpinning: Practical Knowledge Constitutive Interest(Habermas, 1968) adopting interpretivist paradigm Research design: Illuminative Case Study using qualitative approach • Case study design operationalized within illuminative evaluation (Ellis, 2003; Stake, 2005; Merriam, 2009) • Study setting: OLA COE
13/06/2021 15 Sample: • 35 participants (large number used in qualitative studies leads to the production of superficial results (Creswell, 2005)). • ( the principal, 6 tutors, 20 final year pre-service teachers and 8 basic schoolteacher) Sampling technique: Purposive sampling was used to select • 20 final year pre-service teachers • 4 basic schoolteachers (former students) • The principal, 2 TESSA project leads • 5 TESSA subject coordinators • Snowballing (4 former students)
13/06/2021 Instrumentation • Participant observation • Semi-structured interview • Focus group discussion • Document analyses (Merriam, 2009; Stake, 2005) 16
13/06/2021 17 Research Rigour (Improves quality of research: Merriam, 2009) • Trustworthiness: triangulation of data from multiple sources( interview, FGD, participant observation, document collection) ( Merriam, 2009) • Credibility: member checking • Dependability: Expert’s examination of data collecting instruments and pilot testing of interview and FGD protocol at Holy Child College of Education • Confirmability: Researcher, a TESSA coordinator took a neutral stance and clearly and accurately presented participants perspectives
18 13/06/2021 Data collection procedure Stage 1: Sought authorization to access study site, assured participants of academic confidentiality and privacy, and used pseudonyms • Stage 2: Conducted participant observation • Stage 3: Conducted focus group discussion • Stage 4: Conducted interviews • Stage 5: Collected document Data collection was done sequentially All focus group discussion and interview data were audio tape recorded
13/06/2021 19 Data analysis • All qualitative data transcribed and typed using Microsoft word • Audio tape data were listened to severally and transcribed data read over several times (Eserberg, 2002) • All data were analysed together by attaching codes to units of information (Cobern, 1993) • Background data of participants analysed using Microsoft excel
20 13/06/2021 Results (background information of participants) Pre-service teachers (N=20) Basic school teacher (former students) (N=8) Tutors (N=7) Gender Female (20) Female (8) Female (1) Male (6 ) Age range 22 -25 years (18) 26 -30 years (5) 30 -40 years (4) Area of specialisation Science and mathematics (12) Science and mathematics (6) Science (3) 1 -5 years (7) 1 -20 years (5) Teaching Experience
13/06/2021 21 Key Findings (Research Question 1) What rationale underpinned the institution’s choice of the TESSA science-based OERs? • Motivation: The principal’s motivation to improve the quality of teachers generally and science teachers in particular trained by her institution • Nelly indicated that the TESSA science-based OERs contained interactive and learner centred activities thus, exposing preservice teachers to the OERs would improve the quality of science teaching
22 13/06/2021 Key Findings: Research Question 2 What factors facilitated the institutionalisation of the TESSA science-based OERs at OLA College of Education? • Leadership roles played (the principal, tutors, students) of the college Leadership roles played by the principal identified as the over ridding factor, which coordinated all other factors for the institutionalisation of the TESSA science -based OERs • Awareness creation, professional development, resource provision, external support, TESSA club
13/06/2021 23 Key Findings : Research question 3 What challenges were encountered during the institutionalisation process? Possible impeding factors • Financial constraints, poor internet access, teachers attitude towards innovations, teacher turnover etc. • Effect of introducing other innovations (T-TEL) Nelly commented: “. . T-TEL has come to spoil our TESSA. T-TEL …is a continuous professional development which is mandatory for every teacher…. . all attention has shifted to T-TEL. Teachers in charge of TESSA activities …. do not have regular meetings with students anymore, especially when T-TEL…. is also organised on the same days as TESSA club meetings…” Transforming Teacher Education and Learning (T-TEL)
13/06/2021 24 Results : Research question 4 What was the effect of the TESSA science-based OERs on pre-service science teachers’ teaching pedagogy? Pedagogical effect • Improved understanding and use of child-centred pedagogy • Promoted mutual learning (Pedagogy of mutuality) • Boosted confidence towards science teaching • Exposed to novel, varied and many teaching techniques
13/06/2021 25 Key Findings : Research question 5 How does the elements of the institutionalisation process of the TESSA science-based OERs at OLA College of Education reflect the conceptual model of educational change? • Initiation phase (Preparation and readiness for change: • Principal’s motivation and interest • Implementation phase (Putting innovation into practice) • Leadership had clarity about innovation, saw the need for it and appreciated its practicality • External support provided capacity building workshops, CD-ROMs, tablets • Institutionalisation phase (Adopting/establishing of innovation) • Leadership interest and support (Established measures of procedures, committed tutors, improved teaching pedagogy) • Presence of certain impeding factors (introduction of TTEL)
13/06/2021 26 Discussion: Initiation Phase Factors influencing change • Leadership support: essential for the initiation of any change (Machumu& Kaitila, 2014; Ismail, 2014) • Motivation: Principal motivated by need to improve teacher quality (Senge, 1990; Fullan, 2007) • Awareness: Creating awareness among stakeholder is key for the initiation of an innovation (Tarosa, 2013 ; Mensah & Amponsah, 2016)
13/06/2021 27 Discussion: Implementation phase Factors influencing change • Leadership effort(support): • Principal (Heshan, 2010; Webb & Norton, 2013), Tutors (Razzaq, 2012), Students (Flannery & Mc. Grath, 2016) • Availability of ICT equipment and resources (Ismail, 2014) • Professional development: essential for tutors during implementation of change (King, 2012) • External support: Open University, UK; (directly) tablets, TESSA website, small grants for international conferences • Ministry of Education; (indirectly) computers, projectors, smart board (Dickerson, 2001; Bukari, 2007)
13/06/2021 28 Discussion: Institutionalisation phase • Leadership interest and support (Fullan, 2007) • Establish procedures (TESSA club, TESSA on timetable, CPD) • Professional development (Carse, 2012) • Skilled and committed staff (Dickerson, 2001) • Pedagogical effect • Child-centred pedagogy (Harley & Barasa, 2012) • Pedagogy of mutuality (Finchbaurg, 2011) • Teacher confidence (Harley et al. 2012) • Possible impeding factors • Effect of introducing other innovations (T-TEL) (Dickerson, 2001; Bukari, 2007)
13/06/2021 29 Linking key findings to conceptual framework • All factors stated in the conceptual framework were identified at the various phases of the change process (Fullan, 2007; Tarosa, 2013; King, 2013) • Initiation (Motivation not a factor but played a vital role) • Implementation • Institutionalisation • Improved teacher pedagogy • Institutionalisation of the innovation greatly hampered when another innovation (T-TEL) was introduced ( Fullan, 2007; Hargreaves & Shirley, 2009; Hiatt, 2003 )
13/06/2021 30 Conclusions • Motivation to improve teacher quality led to institutionalisation of the TESSA science-based OER in OLA COE. • School leadership (principal) came up as the most significant factor in the change process that facilitated the institutionalisation process. • Institutionalisation of the TESSA science-based OER led to improved teaching pedagogy among pre-service teachers. • Sustainability of the science-based OERs was greatly challenged due to the introduction of another innovation (T -TEL).
13/06/2021 31 Recommendations • A fourth phase (R-reinforcement-sustainability phase: Haitts, 2003 ADKAR model) should complement the threephase conceptual model to ensure sustainability of TESSA activities in OLA (contributing to theory) • Merging of T-TEL activities with TESSA activities to improve professional development of tutors and subsequently, perservice teacher quality (contributing to practice) • Use of TESSA-science based OERs to be made mandatory for all science tutors • Study of TESSA science-based OER should be made mandatory especially, for all second year pre-service teachers, and not limited to only club members
13/06/2021 32 Key References • Banks, F. , Moon, B. , & Wolfenden, F. (2009). New modes of communication technologies and the form of open and distance learning programmes: A response to the global crisis in teacher education and training. In: 23 rd ICDE World Conference on Open and Distance Learning, 8 -10 June, Maastricht, The Netherlands. • Buckler, A. , Perryman, L. , Esal, T. , & Musafir, S. (2014). The role of OER localisation in building a knowledge partnership for development: insights from TESSA and TESS-India teacher education projects. Open Praxis 6(2) 221 -233 Retrieved August 12, 2015 from http: //openpraxis. org/index. php/Open. Praxis/article/view. File/136/119 • Murphy, P. & Wolfenden, F (2013). Developing a pedagogy of mutuality in a capability approach: Teachers’ experiences of using the Open Educational Resources (OER) of the teachers educational in sub. Saharan Africa (TESSA) programme. International Journal of Educational Development • OER Africa ATEN. (2013). OER in teacher education: reflections from OER Africa teacher education community. Nairobi: OER Africa. Retrieved May 12, 2015 from http: //www. saide. org. za/system/files/9810/201403 -oer -teacher-education-final. pdf? file=1&type=node&id=9810
13/06/2021 33 • UN (2015). Transforming our world: the 2030 Agenda for sustainable development. Retrieved December 3, 2015 from http: //www. un. org/ga/search/view_doc. asp? symbol=A/RES/7 0/1&Lang=E • UN Secretary-General (2014). The road to dignity by 2030: ending poverty, transforming all lives and protecting the planet. Synthesis report of the Secretary-General on the Post 2015 Agenda. Retrieved November, 12 2015 from http: //www. un. org/disabilities/documents/reports/SG_Synthesi s_Report_Road_to_Dignity_by_2030. pd • UNESCO (2010) Reaching the marginalised. EFA Global monitoring report. • Wright, C. R. & and Reju, S. A. (2012). Developing and Deploying OERs in sub-Sahran Africa: Building on the present. Retrieved June 12, 2015 from http: //www. irrodl. org/index. php/irrodl/article/view/1185/2161
13/06/2021 The end Thank you 34
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