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
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.
Pedagogy, curriculum, teaching practices and teacher education in developing countries