Utilizing Teacher Education and Curriculum Guidance Materials for Effective Pedagogy in Sub Saharan Africa

Abstract

The quest for effective teaching methodologies remains a global concern, particularly for developing nations striving to optimize learning outcomes. While much of the existing research focuses on factors like curriculum design and teacher professionalism, less attention has been paid to how curriculum materials and structured teacher training influence pedagogical effectiveness in sub-Saharan Africa. The paper draws on both Schiro’s Social Efficiency Curriculum theory and Siemens' Connectivist theory as theoretical lenses to investigate how teacher education and curriculum guidance materials can enhance effective pedagogical practices in the region and prepare learners for societal roles. The study analyzed peer-reviewed articles and grey literature, using a systematic literature review and textual narrative synthesis methodology. Findings reveal that effective pedagogy in developing contexts depends not only on what teachers know, but also on how they are trained; the instructional support availed through curriculum guidance materials, learning through networks and connections, knowledge sharing, materials that promote reflective teaching, inclusive education, and alignment with local realities. It concludes by recommending policy actions to improve teacher training and effective pedagogy, by integrating culturally responsive pedagogy, promoting experiential and project-based learning, and ensuring continuous curriculum evaluation.