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ERIC Number: EJ990493
Record Type: Journal
Publication Date: 2012
Pages: 94
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-0958-5176
Rethinking Teacher Preparation and Professional Development in Africa: An Analysis of the Curriculum of Teacher Education in the Teaching of Early Reading and Mathematics
Pryor, John; Akyeampong, Kwame; Westbrook, Jo; Lussier, Kattie
Curriculum Journal, v23 n4 p409-502 2012
This paper reports research on the initial teacher training and continuing professional development of teachers in six African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The focus of the research was on the teaching of early reading and mathematics. The curriculum of both these areas was analysed in terms of (i) implementation by providers such as Colleges of Education, and (ii) impact in schools. The study found that there were many and deep gaps in the curriculum taught and consequently in teacher knowledge and skills in these two crucial subject areas. The paper sets out a series of recommendations for addressing this problem including an overall alternative approach to teacher education that emerges from the research findings as a whole. (Contains 1 note, 11 tables, and 10 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa; Ghana; Kenya; Mali; Senegal; Tanzania; Uganda