This paper summaries evidence from a DFID-funded review by Westbrook et al. (2013), entitled Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries, produced by the University of Sussex. The review identifies pedagogic practices that most effectively support all students to learn, and determines ways that these can be supported by teacher education and the school curriculum.
This brief provides an overview of the strength of evidence, key findings and theory of change, to assist policy makers and researchers in assessing the evidence in this field. It is not designed to compare specific intervention packages.
The evidence suggests that when teachers see pedagogy as entailing communication with students they use practices in interactive ways that mean that learning is more likely to take place: the ‘how’ is more important than ‘what’ teachers do.
Anon. Pedagogy, curriculum, teaching practices and teacher education in developing countries. DFID, London, UK (2014) 8 pp.