Teaching Practice at the National Teacher Training College in Lesotho (CIE, 2001, 49 p.): Multi-Site Teacher Education Research Project (MUSTER)

Teaching Practice at the National Teacher Training College in Lesotho (CIE, 2001, 49 p.)

(introduction...)

Multi-Site Teacher Education Research Project (MUSTER)

List of Acronyms

Abstract

Chapter 1: Introduction

(introduction...)

1.1 Rationale

1.2 Research Questions

Chapter 2: Research methods

2.1 Design

2.2 Pilot testing the instrument

Chapter 3: Background to the Study

3.1 Introduction

3.2 The history of the NTTC Internship Programme

3.3 The 1987 Report: Stakeholders' Perception of NTTC Internship

3.4 The Hopkin Report of 1996

Chapter 4: The Structure and Organisation of Teaching Practice at the NTTC

4.1 Introduction

4.2 Descriptive Overview

4.3 Teaching Practice Preparation (TPP)

4.4 College/Schools TP arrangements

4.5 Placement

4.6 Orientation

4.7 Teaching Practice Assessment

Chapter 5: Teaching Practice in Action

5.1 Introduction

5.2 Supervision

5.3 Experiences in Schools

5.4 School and College Partnership - cooperating teachers

Chapter 6: Lecturers' and Student Teachers' Perceptions of the NTTC Teaching Practice

(introduction...)

6.1 Perceptions concerning the Duration of the NTTC Teaching Practice Period

6.2 Teaching Practice as a Learning Process

Chapter 7: Concluding summary and discussions

(introduction...)

7.1 The nature of the NTTC teaching practice and its relationship to the rest of the programme

7.2 Practical and organisational aspects of TP

7.3 The Way Forward: some specific suggestions

References

Appendix 1: Questionnaire for PTC IIIS

Appendix 2: Questionnaire/Interview Questions - NTTC Lectures

Appendix 3: Interview Questions - Internship Coordinators

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 researchers.

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.