THE institutionalisation of Teacher Education in Sub-saharan Africa science-based Open Educational Resources in a Ghanaian college of education

•Review of Related Literature
•Key Findings
•In Ghana OLA has been able to  institutionalise TESSA OER in their academic programme


It appears

•No systematic research has been conducted to  identify issues or factors  that facilitated the institutionalisation of  TESSA science-based  OER by a college of education
•No systematic research has been done to investigate how the science-based OER unit improves pre-service teachers’ pedagogic practise and skills.
•Is to evaluate the institutionalisation of the TESSA science-based OER in OLA College of Education
•To investigate how the institutionalisation of the science-based OER units affected pre-service teachers pedagogic practises and skills.
Type of Work: