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Quality Teaching and the Capability Approach: Evaluating the work and governance of women teachers in rural Sub-Saharan Africa

Buckler, Alison

1, 2015

Volltextzugriff (PDF)

Being and becoming in teacher education: student-teachers' freedom to learn in a College of Education in Ghana

Compare, 2020-08, Vol.50 (6), p.844-864

Buckler, Alison

2020

Volltextzugriff (PDF)

What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges

Journal of learning for development, 2021-03, Vol.8 (1), p.10-26

2021

Volltextzugriff (PDF)

Quality teaching in rural Sub-Saharan Africa: Different perspectives, values and capabilities

International journal of educational development, 2015-01, Vol.40, p.126-133

Buckler, Alison

2015

Volltextzugriff (PDF)

In memory of Honorary BAICE member, Professor Lalage Bown

Compare, 2022-04, Vol.52 (3), p.517-517

2022

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Teachers' Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis

Journal of human development and capabilities, 2016-04, Vol.17 (2), p.161-177

Buckler, Alison

2016

Volltextzugriff (PDF)

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa)

Journal of interactive media in education : JiME, 2012-01, Vol.2012 (1), p.3

2012

Volltextzugriff (PDF)

The role of OER localisation in building a knowledge partnership for development: Insights from the TESSA and TESS-India teacher education projects

Open praxis, 2014-07, Vol.6 (3), p.221-233

2014

Volltextzugriff (PDF)

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, 2011-05, Vol.31 (3), p.244-250

Buckler, Alison

2011

Volltextzugriff (PDF)

Capturing changes in Sudanese teachers' teaching using reflective photography

Teaching and teacher education, 2013-08, Vol.34, p.189-197

2013

Volltextzugriff (PDF)

Learning from TESS-India’s Approach to OER Localisation Across Multiple Indian States

Journal of Interactive Media in Education, 2014-12, Vol.2014 (2)

2014

Volltextzugriff (PDF)

Out-of-school girls' lives in Zimbabwe: what can we learn from a storytelling research approach?

Cambridge journal of education, 2022-03, Vol.52 (2), p.195-215

2022

Volltextzugriff (PDF)

What Prevents Teacher Educators from Accessing Professional Development OER and MOOC? Storytelling and Professional Identity in Ugandan Teacher Colleges

Journal of learning for development, 2021, Vol.8 (1), p.10

2021

Volltextzugriff (PDF)

Celebration, reflection and challenge: The BAICE 20th anniversary

Compare, 2018-09, Vol.48 (5), p.801-820

2018

Volltextzugriff (PDF)

Celebration, reflection and challenge: The BAICE 20 th anniversary

Compare, 2018-09, Vol.48 (5), p.801-820

2018

Volltextzugriff (PDF)

The role of OER localisation in building a knowledge partnership for development: insights from the TESSA and TESS-India teacher education projects

Open praxis, 2014-07, Vol.6 (3), p.221-233

2014

Volltextzugriff (PDF)

New teachers and corporal punishment in Ghanaian primary schools

Learning and Teaching Around The World, 2019, Vol.1, p.201-208

Buckler, Alison

1, 2019

Volltextzugriff (PDF)

Understanding the Professional Lives of Female Teachers in Rural Sub-Saharan African Schools: A Capability Perspective

Buckler, Alison Sarah

2012

Volltextzugriff (PDF)

Constructing and evaluating teachers' professional capabilities: A method

Quality Teaching and the Capability Approach, 2015, p.55-64

Buckler, Alison

1, 2015

Volltextzugriff (PDF)

Women teachers in rural Sub-Saharan African schools: Professional lives and values

Quality Teaching and the Capability Approach, 2015, p.87-104

Buckler, Alison

1, 2015

Volltextzugriff (PDF)

Rural women teachers' pursuit and achievement of professional capabilities

Quality Teaching and the Capability Approach, 2015, p.127-145

Buckler, Alison

1, 2015

Volltextzugriff (PDF)

Professional capabilities for teachers in Sub-Saharan Africa: Official perspectives

Quality Teaching and the Capability Approach, 2015, p.67-84

Buckler, Alison

1, 2015

Volltextzugriff (PDF)

Professional capabilities for teachers in Sub-Saharan Africa: Teachers' perspectives

Quality Teaching and the Capability Approach, 2015, p.107-124

Buckler, Alison

1, 2015

Volltextzugriff (PDF)

New perspectives on professional capabilities, quality teaching and the educational governance of women teachers in rural Sub-Saharan Africa

Quality Teaching and the Capability Approach, 2015, p.151-168

Buckler, Alison

1, 2015

Volltextzugriff (PDF)

Rurality, women teachers and educational governance in Sub-Saharan Africa: Implications for quality

Quality Teaching and the Capability Approach, 2015, p.13-34

Buckler, Alison

1, 2015

Volltextzugriff (PDF)

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Quality Teaching and the Capability Approach: Evaluating the work and governance of women teachers in rural Sub-Saharan Africa

Being and becoming in teacher education: student-teachers' freedom to learn in a College of Education in Ghana

What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges

Quality teaching in rural Sub-Saharan Africa: Different perspectives, values and capabilities

In memory of Honorary BAICE member, Professor Lalage Bown

Teachers' Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa)

The role of OER localisation in building a knowledge partnership for development: Insights from the TESSA and TESS-India teacher education projects

Reconsidering the evidence base, considering the rural: Aiming for a better understanding of the education and training needs of Sub-Saharan African teachers

Capturing changes in Sudanese teachers' teaching using reflective photography

Learning from TESS-India’s Approach to OER Localisation Across Multiple Indian States

Out-of-school girls' lives in Zimbabwe: what can we learn from a storytelling research approach?

What Prevents Teacher Educators from Accessing Professional Development OER and MOOC? Storytelling and Professional Identity in Ugandan Teacher Colleges

Celebration, reflection and challenge: The BAICE 20th anniversary

Celebration, reflection and challenge: The BAICE 20 th anniversary

The role of OER localisation in building a knowledge partnership for development: insights from the TESSA and TESS-India teacher education projects

New teachers and corporal punishment in Ghanaian primary schools

Understanding the Professional Lives of Female Teachers in Rural Sub-Saharan African Schools: A Capability Perspective

Constructing and evaluating teachers' professional capabilities: A method

Women teachers in rural Sub-Saharan African schools: Professional lives and values

Rural women teachers' pursuit and achievement of professional capabilities

Professional capabilities for teachers in Sub-Saharan Africa: Official perspectives

Professional capabilities for teachers in Sub-Saharan Africa: Teachers' perspectives

New perspectives on professional capabilities, quality teaching and the educational governance of women teachers in rural Sub-Saharan Africa

Rurality, women teachers and educational governance in Sub-Saharan Africa: Implications for quality

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