Jan Abd-Kadir

TL;DR: In this paper, the authors report on an investigation of classroom interaction and discourse practices in Nigerian primary schools and identify key issues affecting patterns of teacher-pupil interactions and discourse as research suggests managing the quality classroom interaction will play a central role in improving the quality of teaching and learning.

TL;DR: In this paper, the authors investigated the impact of a national, school-based teacher development program on learning and teaching in Kenyan primary schools and found that teachers were more interactive with the pupils in their whole-class teaching and greater use was being made of group work.

TL;DR: This article explored the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.

TL;DR: This article explored the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation- Response- Feedback (IRF).