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close this bookTeacher Training: a Training Guide (Peace Corps, 1986, 249 p.)
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View the documentTraining outline
View the documentTraining design
View the documentTraining goals and objectives

Training outline

Peace Corps and Teacher Training

The first of Peace Corps’s three stated goals is “to help developing countries meet their needs for trained manpower.” Analogous to this goal is the ancient proverb (and commonly-cited Peace Corps philosophy):

If you give people fish, they will eat for a day: if you teach them how to fish they will eat for a lifetime.

Peace Corps teacher raining aims to do just this -- in this case, to train enough local teachers to meet a country’s teaching needs. This is an important first step in freeing countries from their reliance on Peace Corps and other expatriate teachers.

Currently, about 25 percent of Peace Corps Education Volunteers are involved in teacher training activities. These activities take many forms and occur all over the world. In the formal sector, Volunteers are working with national teacher training colleges, state universities and national ministries or agencies to train host country counterparts in a wide variety of subject areas. These areas range from English as a Foreign Language (EFL) methodology, to math and science education, physical education, special education and primary education.

In the informal sector, volunteers are organizing and designing their own teacher training programs. Whether these programs are set up after class activities et the Volunteer’s school, as quarterly training workshops in rural village cluster areas, or as an integrated part of the school’s teaching routine, the result is that information and innovative methodology is transmitted to remote areas all around the world.

Regardless of the context, this Training Guide is designed to help Peace Corps Volunteers be more effective teacher trainers. It will help them discover that training not only involves the transfer of technical knowledge, but is a stimulating and exciting experience as well.


Teacher Training: A Training Guide is designed to accompany Teacher Training: A Reference Manual. Each of the training sessions relates directly to sections of the Reference Manual. The Training Guide is e-ended to familiarize the Peace Corps teacher trainer with the content of the Reference Manual, and to learn ways of training others in that content.

The Training Guide consists of two major parts: an introduction and the training session designs. The introduction discusses various applications for the Training Guide and includes a set of trainer’s notes. Each of the training session designs includes an outline of the session, a session plan and attachments.

The Training Guide may be used in two different ways: 1) as a preservice or in-service training program for Peace Corps Volunteers who have been assigned to be teacher trainers, or 2) as a model for inservice training programs for Host Country teachers.

Training of Teacher Trainers

The Training of Teacher Trainers (pre-service or in-service) is designed as a six day, intensive program consisting of 17 sessions. The following is a schematic model of the program.

The sessions in the shaded boxes focus on the training of teacher trainers. The aim of these sessions is to train the Peace Corps Volunteer to be a more effective teacher trainer.

The sessions in the unshaded boxes focus on the theory and practical application of basic educational principles. The aim of these sessions is to train the Volunteer in these content areas.

A training design for teacher trainers

Training of Teachers

This Training Guide can also be used as a program for the training of host country teachers. The unshaded sessions above can be implemented as follows:

- An intensive three-day course (schematically outlined below),
- A six day program, or
- Weekly seminars held over a six week period.

However implemented, the aim of the program is to upgrade a teacher’s understanding and practical application of basic educational theory.

Training of Teacher

Volunteers serving as teacher trainers should use this program as a guide, which can be easily adapted to meet specific needs and situations. First, if the teachers to be trained know little about the content area being presented, the Volunteer should use the sessions outlined here as a model which may be expanded. For instance, Instead of doing Instructional Objectives in one and a half hours, expand it into a three-hour session: or conduct two or three short sessions on Approaches to Teaching or Classroom Teaching Techniques.

Second, Volunteers training host country teachers will need to design their own introductory/ expectations session and evaluations. The sessions in the Training Guide are specifically designed for training Peace Corps Volunteers to be teacher trainers.