Primary Teacher Education Curricula as Documented: A Comparative Analysis (CIE, 1999, 38 p.): 2. Contextual Frames: 2.2 Comparing the development of the programmes: 2.2.3 Views of the teacher

Primary Teacher Education Curricula as Documented: A Comparative Analysis (CIE, 1999, 38 p.)

(introduction...)

Multi-Site Teacher Education Research Project (MUSTER)

Acknowledgements

Abstract

1. Introduction

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1.1 A note on methods used

1.2 Primary Initial Teacher Preparation Programmes (ITPPs) in a state of flux

2. Contextual Frames

2.1 Background to recent developments

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2.1.1 Ghana

2.1.2 Lesotho

2.1.3 Malawi

2.1.4 UDW

2.2 Comparing the development of the programmes

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2.2.1 Policy

2.2.2 International influences

2.2.3 Views of the teacher

2.2.4 Change processes

2.3 Governance and Control

2.4 Requirements for students on entry

3. Curricular structures and strategies

3.1 Structure

3.2 Subject Content

3.3 Relationship between Subject Content and Methods

3.4 Professional Components

3.5 Pedagogy for the ITPP

3.6 Teaching / Learning Materials

3.7 Assessment

3.8 Assessment of the Practicum

4. Summary and Discussion

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4.1 Some of the issues emerging from the above analysis

4.1.1 Transition

4.1.2 Different directions

4.1.3 What is the Curriculum?

4.1.4 The relation of the curriculum to the life-worlds of the trainees

4.1.5 What sort of teacher?

4.1.6 Teacher Educators

4.1.7 Patterns of differences

References

Appendix 1: Analysing the teacher preparation curriculum from documentary sources

Appendix 2: The Curriculum Strategy in Context

2.2.3 Views of the teacher

Another finding from this preliminary comparison is the lack of agreement about what kind of teacher is desired, not only across the sites, but within them. There is evidence in all our examples of competing approaches and visions - perhaps symptomatic of different underlying ideologies. There are of course political implications as well as professional ones about the teacher’s role: most states like to control teachers while insisting they deliver the curriculum effectively, while many educationists argue that only teachers who are prepared to exercise their own professional judgement can offer high quality teaching in the modern world (Stuart and Tatto, forthcoming).