|dc.description.abstract||Policy aspirations for education across sub
Saharan Africa are requiring
teachers to change from being
transmitters of knowledge to facilitators of learning. This means that teacher education needs to change as well.
At present, teacher preparation courses are highly theoretical, and many teacher educators have very limited
ool teaching experience. Teacher Education in sub
Saharan Africa (TESSA), open educational resources
(OER) can support teacher educators in developing the practical knowledge needed, yet many see them as
resources for teachers rather than themselves. Also,
curricula and examination systems may restrict the
incorporation of OER into teacher preparation programmes.
The TESSA MOOC
Making teacher education relevant for 21
was designed to support
teacher educators in changing their practice
and better support teachers in the new curricula being developed. It
focused on active teaching approaches, incorporating ICT into classroom learning, and using TESSA materials
and other OER. It ran three times, over two years, and nearly 7000 participants
, mainly from sub
(SSA), registered. For many people it was their first experience of online learning. They studied on phones, in
environments where electricity and connectivity were erratic, and supported each other in local communities.
spite the challenges, the completion rates for the first two presentations were encouragingly high compared
with the norm for MOOCs.
This paper analyses data from the pre
course surveys from the first two presentations to understand
who took pa
rt, how they studied, what they learnt and how it has impacted on their practice. // Paper ID 82||en_US