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close this bookPrimary Teacher Education in Malawi: Insights into Practice and Policy (CIE, 2002, 144 p.)
View the document(introduction...)
View the documentMulti-Site Teacher Education Research Project (MUSTER)
View the documentAcknowledgements
View the documentAcronyms
close this folderExecutive Summary
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View the document1.0 Introduction
View the document2.0 The Research Framework
View the document3.0 Research Methods
close this folder4.0 Findings
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View the document4.1 Entrants
View the document4.2 Curriculum and Delivery
View the document4.3 Assessment Strategy and Achievement
View the document4.4 Colleges and Staff
View the document4.5 Newly Qualified Teachers
View the document4.6 Supply and Demand
View the document4.7 Financing Teacher Education
close this folder5.0 General Recommendations
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View the document5.1 Policy Issues
View the document5.2 College Issues
View the document5.3 Curriculum and Assessment Issues
View the document5.4 Some Specific Recommendations
close this folderChapter 1: Introduction To The Research
View the document1.1 Introduction
View the document1.2 The research framework
View the document1.3 A note on research methods
View the document1.4 Some limitations of the research
View the document1.5 The Organisation of the Report
close this folderChapter 2: The Malawi Integrated In-Service Teacher Education Programme In Context
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View the document2.1 Context
View the document2.2 The training system and the development of MIITEP
close this folderChapter 3: The Characteristics Of Students
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View the document3.1 Characteristics of MIITEP trainees
View the document3.2 Some qualitative insights into students images and expectations
View the document3.3 Career intentions, ambitions and expectations
View the document3.4 Concluding observations
close this folderChapter 4: The Intended Curriculum
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View the document4.1 The Intended curriculum
View the document4.2 Aims, general objectives and underlying philosophy of MIITEP
View the document4.3 Content
View the document4.4 Assessment
View the document4.5 Observations on the curriculum strategy and its coherence
close this folderChapter 5: Teaching In The College Classroom
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View the document5.1 English
View the document5.2 Maths
View the document5.3 Science
View the document5.4 Foundation Studies
View the document5.5 College Teaching Practice
View the document5.6 Final revision block
View the document5.7 Concluding discussion
close this folderChapter 6: The Curriculum As Implemented During School-Based Training
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View the document6.1 School support
View the document6.2 Teaching and learning materials
View the document6.3 Class partners
View the document6.4 Class allocation and school-based workshops
View the document6.5 School management
View the document6.6 Supervision by head teachers
View the document6.7 External supervision by PEAs
View the document6.8 External supervision by college tutors
View the document6.9 Zonal workshops
View the document6.10 Assignments and projects
View the document6.11 Concluding observations
close this folderChapter 7: Patterns Of Assessment And Achievement
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View the document7.1 Examinations, assignments and projects
View the document7.2 Examination analysis
View the document7.3 Assessment of teaching practice
View the document7.4 Some achievement results
View the document7.5 Concluding observations
close this folderChapter 8: The Colleges And Their Tutors
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View the document8.1 The colleges
View the document8.2 College management
View the document8.3 Classrooms and libraries
View the document8.4 Utilisation of staff and space
View the document8.5 The tutors
View the document8.6 Perceptions of a good teacher
View the document8.7 Views of the college and its courses
View the document8.8 Views of training and knowledge
View the document8.9 Concluding remarks
close this folderChapter 9: The Newly Qualified Teacher
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View the document9.1 Posting
View the document9.2 Utilisation in schools
View the document9.3 Views of NQTs on their classroom practice
View the document9.4 Concluding Remarks
close this folderChapter 10: Analysis Of Teacher Supply And Demand
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View the document10.1 Teacher supply
View the document10.2 The demand for new teachers
View the document10.3 A simulation
View the document10.4 Some observations
close this folderChapter 11: Financing Teacher Education
View the document11.1 The Cost of MIITEP
View the document11.2 Costs per trainee
View the document11.3 Comparisons with alternatives
View the document11.4 Some conclusions
close this folderChapter 12: Concluding Remarks
View the document12.1 Introduction
View the document12.2 Entrants
View the document12.3 Curriculum and delivery
View the document12.4 Assessment strategy and achievement
View the document12.5 Colleges and staff
View the document12.6 Newly Qualified Teachers
View the document12.7 Supply and demand
View the document12.8 Financing teacher education
View the document12.9 Postscript (2002)
View the document12.10 General recommendations
View the document12.11 Some specific recommendations
View the documentReferences

4.1 The Intended curriculum

Scrutiny of teacher education curriculum documents from the various programmes mounted over the last decade shows that there have not been fundamental changes in content and orientation, though length and structure have been modified. MIITEP, more than its predecessors, was designed with the intention of training teachers in new methods of teaching and learning. This was a result of FPE and the aims of the revised primary school curriculum which advocated more active and participatory learning methods. Two strands of thinking can be traced within the course which for convenience have been labelled 'traditional' and 'progressive'. Traditional approaches are teacher-centred, based on behaviourist assumptions, and have a relatively closed view of knowledge that sees the teacher as a technician. The progressive perspective contains some elements of interactive and constructivist thinking, is more learner-centred, less authoritarian and expects more of a teacher in terms of adapting the curriculum to the pupils.