TESSA Research Theme 2: Schools, teaching and learning

How do teachers and schools engage with pedagogic change? 

From the very beginning, TESSA Research has sought to better understand the lived experiences of teachers. It is essential that teacher development initiatives are designed to be accessible, appropriate and meaningful for teachers. They should also have an impact on teachers’ classroom practice. 



This theme focuses on teachers’ ideas about teaching and learning, their experiences in the classroom and how these ideas and experiences are affected by personal and local contexts. Studies also provide insights into how TESSA can be implemented in schools. 

Papers, presentations and publications

Wambugu, Patricia; Stutchbury, Kris and Dickie, Joan (2019) Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya 
Buckler, Alison (2015) Quality Teaching and the Capability Approach: Evaluating the Work and Governance of Women Teachers in Rural Sub-Saharan Africa Routledge Research in Education, 140. Abingdon and New York: Routledge.
Wolfenden, Freda and Buckler, Alison (2014) Teacher learning in Sudan: building dialogue around teachers' practices through reflective photography Abingdon: Routledge, pp. 79–95.
Addae-Kyeremeh, Eric (2014) Professional development spaces: an exploratory study of headteachers perspectives in Ghana.  In: 3rd AFTRA Teaching and Learning in Africa Conference, 11-13 Jun 2014, Accra, Ghana.

Wolfenden, Freda and Buckler, Alison (2013) Capturing changes in Sudanese teachers' teaching using reflective photography Teaching and Teacher Education, 34 pp. 189–197.

Murphy, Patricia and Wolfenden, Freda (2013) Developing a pedagogy of mutuality in a capability approach - teachers' experiences of using the open educational resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme International Journal of Educational Development, 33(3) pp. 263–271

Buckler, Alison Sarah (2012) Understanding the Professional Lives of Female Teachers in Rural Sub-Saharan African Schools: A Capability Perspective PhD thesis The Open University.

Alison Buckler and Amani Abdel Gafar, (2012) Professional development and teacher morale in rural communities in Teacher Education and the Challenge of Development

Buckler, Alison (2011) Reconsidering the evidence base, considering the rural: aiming for a better understanding of the education and training needs of Sub-Saharan African teachers 
International Journal of Educational Development, 31(3) pp. 244–250.

Alison Buckler, (2009) ‘The whole classroom is smelling bad’ The Guardian, 23 July 2009


Habineza Faustin, Didactical situations in mathematics: Student teachers’ difficulties in implementation learner-centred approaches in Rwandan Secondary Schools

Nixon Daba Adzifome, Salome Praise Otami, Ahmed Kobina Amihere, Collaborative model of peer teaching of literacy and numeracy in Ghanaian KG1-P3 classrooms: the lived experiences of prospective teachers
Henry Busulwa, Influence of biology education on use of natural resources: a case study on use of natural products from Pece Wetland, Gulu District, Uganda 
Alison Buckler, Building a policy understanding of the lives of female teachers working in rural schools in Sub-Saharan Africa 
Alison Buckler, Pride and Light: Female teachers’ experiences of living and working in rural Sub-Saharan Africa 


Last modified: Tuesday, 21 Mar 2023, 15:23