Research on science education in Africa shows many teachers continue to use traditional lecture methods even when curriculum favours more student-centred approaches. This paper explores science teacher professional learning as a means to realise practice change at a crucial time of curriculum reform in Ghana. The study was a qualitative formative…

What teachers teach, how they teach it and when they teach it should be guided by the curriculum. This paper focuses on teachers' reports about how they integrate the curriculum documentation in teaching mathematics and statistics concepts. Questionnaires containing both Likert scale and closed and open-ended questions were administered to 75…

Beliefs help shape how teachers perceive effective mathematics teaching. Providers of professional development, be they local or from other countries, need to be cognisant of such perceptions. This paper seeks to answer the question, "What do South African teachers perceive as effective and ineffective teaching for developing conceptual…

This paper reports on the findings from individual interviews and focus group discussions involving six teachers implementing the Singapore Mathematics Curriculum (SMC) in the Foundation Phase (Grade R to Grade 3) in a school in South Africa. The interviews presented an opportunity to explore teachers' experiences with their attempts to use the…

This case study analyses teachers' presentations made during a professional development workshop on the implementation of learner-centred science teaching in Lesotho secondary schools. Teachers revealed their understanding of learner-centred teaching through products such as pictures, diagrams, stories including metaphors and letters. These…