Cover Image
close this bookPrimary Teacher Education in Malawi: Insights into Practice and Policy (CIE, 2002, 144 p.)
close this folderChapter 9: The Newly Qualified Teacher
View the document(introduction...)
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

9.3 Views of NQTs on their classroom practice

The performance of NQTs in the classroom is also a reflection of the conditions in which they are operating and the training they have had. About half of the NQTs had all the syllabuses and teachers' guides they needed. Only 5% claimed not to have any. However only 20% indicated that they had all the textbooks they needed. Few felt they had access to materials to make learning aids. Nearly 90% said they constantly referred to the MIITEP materials and other resources they brought from College.

There was some evidence that NQTs were using at least some of the teaching strategies that the colleges promoted. Question and answer, group work and demonstration were apparently used with varying degrees of frequency. Role-play was mentioned by 67% but rarely used. A few individuals said they used discussion and fieldwork as teaching strategies. The majority said they often used 'short answer' and 'filling in blank spaces' strategies to assess progress. About half said they used essays or projects as a means of assessing children. These assessment procedures are imposed upon the NQTs because the curriculum spells out what to use. There is little opportunity for teachers to vary the methods. The format of the end of primary schools examinations also has great influence on the testing procedures adopted by the teachers. On the whole the NQTs thought they were practising what they had learnt in the course. Over 90% thought their lesson planning, the content, teaching strategies, assessment procedures, and the use of teaching and learning aids reflected what had been advocated.