Modeling practicum-based teacher professional development programs in Africa and moving them to scale

Practice-based teacher education has been foregrounded as most effective for supporting pre-service teacher training worldwide given possibilities for practicing to teach in real school contexts. It bridges the theory acquired at teacher training institutions and the practice within schools. Yet a paucity of research on practicum Teacher Professional Development (TPD) from Africa exists despite studies problematizing the inadequately trained teachers.

Therefore, the purpose of this systematic literature review was to examine successful approaches taken up in practicum TPD programs in order to inform future pre-service TPD in Africa.