Lesson observations in sub-Saharan Africa
Bringing learners into focus
Bibliographic Data
| ID | 21512258 |
|---|---|
| Authors | Rafael Mitchell (0000-0002-4553-2487, University of Bristol, corresponding author), Lizzi O Milligan (0000-0002-6971-6555, University of Bath) |
| Year | 2023 |
| Volume | 53 |
| Issue | 5 |
| Pages | 627-644 |
| Publication date | 2023-09-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cambridge Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-764X • E-ISSN: 1469-3577 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0305764x.2023.2206788 |
| OpenAlex | W4376106265 |
| Language | EN |
| Citations received | 2 |
| References cited | 66 |
This article considers different approaches to lesson observation and their potential for understanding and evaluating classroom practice in sub-Saharan Africa. We start with a critical appraisal of Teach, a recent World Bank initiative. The evidence and assumptions underpinning this teacher-focused instrument are considered alongside its affordances and limitations. Following this, we review evidence from school-based research from the region to identify four salient aspects of conditions for learning: the use of languages; the role of peers; the use of resources to support learning; and differentiated support. An alternative framework for lesson observations is proposed as a means of developing understandings of these conditions through a spotlight on the activities of individual learners; learners’ interactions with teachers and peers; and the classroom environment. In conclusion we consider how this framework may be used alongside existing instruments for deeper insights into the nature and quality of education in the region
Affordance · Lesson Study · Mathematics education · Pedagogy · Political science · Professional development · Salient · Sociology · Underpinning · Engineering · Global Education and Multiculturalism · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Psychology
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| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |