 | Primary Teacher Education in Malawi: Insights into Practice and Policy (CIE, 2002, 144 p.) |
 |  | (introduction...) |
| | Multi-Site Teacher Education Research Project (MUSTER) |
| | Acknowledgements |
| | Acronyms |
|  | Executive Summary |
| | (introduction...) |
| | 1.0 Introduction |
| | 2.0 The Research Framework |
| | 3.0 Research Methods |
| | 4.0 Findings |
| | (introduction...) |
| | 4.1 Entrants |
| | 4.2 Curriculum and Delivery |
| | 4.3 Assessment Strategy and Achievement |
| | 4.4 Colleges and Staff |
| | 4.5 Newly Qualified Teachers |
| | 4.6 Supply and Demand |
| | 4.7 Financing Teacher Education |
| | 5.0 General Recommendations |
| | (introduction...) |
| | 5.1 Policy Issues |
| | 5.2 College Issues |
| | 5.3 Curriculum and Assessment Issues |
| | 5.4 Some Specific Recommendations |
| | Chapter 1: Introduction To The Research |
| | 1.1 Introduction |
| | 1.2 The research framework |
| | 1.3 A note on research methods |
| | 1.4 Some limitations of the research |
| | 1.5 The Organisation of the Report |
| | Chapter 2: The Malawi Integrated In-Service Teacher Education Programme In Context |
| | (introduction...) |
| | 2.1 Context |
| | 2.2 The training system and the development of MIITEP |
| | Chapter 3: The Characteristics Of Students |
| | (introduction...) |
| | 3.1 Characteristics of MIITEP trainees |
| | 3.2 Some qualitative insights into students images and expectations |
| | 3.3 Career intentions, ambitions and expectations |
| | 3.4 Concluding observations |
| | Chapter 4: The Intended Curriculum |
| | (introduction...) |
| | 4.1 The Intended curriculum |
| | 4.2 Aims, general objectives and underlying philosophy of MIITEP |
| | 4.3 Content |
| | 4.4 Assessment |
| | 4.5 Observations on the curriculum strategy and its coherence |
| | Chapter 5: Teaching In The College Classroom |
| | (introduction...) |
| | 5.1 English |
| | 5.2 Maths |
| | 5.3 Science |
| | 5.4 Foundation Studies |
| | 5.5 College Teaching Practice |
| | 5.6 Final revision block |
| | 5.7 Concluding discussion |
| | Chapter 6: The Curriculum As Implemented During School-Based Training |
| | (introduction...) |
| | 6.1 School support |
| | 6.2 Teaching and learning materials |
| | 6.3 Class partners |
| | 6.4 Class allocation and school-based workshops |
| | 6.5 School management |
| | 6.6 Supervision by head teachers |
| | 6.7 External supervision by PEAs |
| | 6.8 External supervision by college tutors |
| | 6.9 Zonal workshops |
| | 6.10 Assignments and projects |
| | 6.11 Concluding observations |
| | Chapter 7: Patterns Of Assessment And Achievement |
| | (introduction...) |
| | 7.1 Examinations, assignments and projects |
| | 7.2 Examination analysis |
| | 7.3 Assessment of teaching practice |
| | 7.4 Some achievement results |
| | 7.5 Concluding observations |
| | Chapter 8: The Colleges And Their Tutors |
| | (introduction...) |
| | 8.1 The colleges |
| | 8.2 College management |
| | 8.3 Classrooms and libraries |
| | 8.4 Utilisation of staff and space |
| | 8.5 The tutors |
| | 8.6 Perceptions of a good teacher |
| | 8.7 Views of the college and its courses |
| | 8.8 Views of training and knowledge |
| | 8.9 Concluding remarks |
| | Chapter 9: The Newly Qualified Teacher |
| | (introduction...) |
| | 9.1 Posting |
| | 9.2 Utilisation in schools |
| | 9.3 Views of NQTs on their classroom practice |
| | 9.4 Concluding Remarks |
| | Chapter 10: Analysis Of Teacher Supply And Demand |
| | (introduction...) |
| | 10.1 Teacher supply |
| | 10.2 The demand for new teachers |
| | 10.3 A simulation |
| | 10.4 Some observations |
| | Chapter 11: Financing Teacher Education |
| | 11.1 The Cost of MIITEP |
| | 11.2 Costs per trainee |
| | 11.3 Comparisons with alternatives |
| | 11.4 Some conclusions |
| | Chapter 12: Concluding Remarks |
| | 12.1 Introduction |
| | 12.2 Entrants |
| | 12.3 Curriculum and delivery |
| | 12.4 Assessment strategy and achievement |
| | 12.5 Colleges and staff |
| | 12.6 Newly Qualified Teachers |
| | 12.7 Supply and demand |
| | 12.8 Financing teacher education |
| | 12.9 Postscript (2002) |
| | 12.10 General recommendations |
| | 12.11 Some specific recommendations |
| | References |
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.
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