Multi-Site Teacher Education Research Project (MUSTER)
MUSTER is a collaborative research project co-ordinated from the
Centre for International Education at the University of Sussex Institute of
Education. It has been developed in partnership with:
· The Institute of
Education, University of Cape Coast, Ghana.
· The Institute of Education,
The National University of Lesotho.
· The Centre for Educational
Research and Training, University of Malawi.
· The Faculty of Education,
University of Durban-Westville, South Africa.
· The School of Education, The
University of the West Indies, St. Augustine's Campus, Trinidad.
Financial support has been provided for three years by the
British Department for International Development (DFID).
MUSTER is focused on generating new understandings of teacher
education before, during and after the point of initial qualification as a
teacher. Its concerns include exploring how new teachers are identified and
selected for training programmes, how they acquire the skills they need to teach
effectively, and how they experience training and induction into the teaching
profession. The research includes analytical concerns with the structure and
organisation of teacher education, the form and substance of teacher education
curriculum, the identity, roles and cultural experience of trainee teachers, and
the costs and probable benefits of different types of initial teacher training.
MUSTER is designed to provide opportunities to build research
and evaluation capacity in teacher education in developing countries through
active engagement with the research process from design, through data
collection, to analysis and joint publication. Principal researchers lead teams
in each country and are supported by three Sussex faculty and three graduate
This series of discussion papers has been created to provide an
early opportunity to share output from sub-studies generated within MUSTER for
comment and constructive criticism. Each paper takes a theme within or across
countries and offers a view of work in progress.
MUSTER South Africa
Revised versions of the South African papers in this series can
be found in the book Changing Patterns of Teacher Education in South Africa -
Policy Practice and Prospects, edited by K.M.Lewin, M.Samuel and Y. Sayed,
(Heinemann Press 2003). The book explores policy and practice in Teacher
Education in South Africa and their implications for the future, representing
one of few empirically grounded, policy orientated studies of teacher education
in South Africa. The research presented covers critical topics of interest to
those who prepare teachers and study teaching: the evolving histories of teacher
education policy, shifting teacher identities, teacher supply and demand,
contrasting models of teacher education delivery, college mergers and
rationalisation, and the impact of HIV/AIDS on teachers and on teacher