The MUSTER Synthesis Report - Researching Teacher Education: New Perspectives on Practice, Performance and Policy (CIE, 2003, 237 p.)

(introduction...)

LIST OF ACRONYMS

THE MULTI-SITE TEACHER EDUCATION RESEARCH PROJECT

(introduction...)

Foreword

Acknowledgements

The Researchers

EXECUTIVE REVIEW

(introduction...)

1. Introduction

2. On Policy Challenges and Priorities

3. On Selection and Admission

4. On the Curriculum for initial training

5. On Colleges

6. On Structures

7. On External Assistance

8. Some Scenarios for the Future

(introduction...)

8.1 Scenario 1: More of the Same - Roosting Egrets

8.2 Scenario 2: Managed Evolution - Weaver Birds at Work

8.3 Scenario 3: Radical Reform - Soaring Eagles

9. Concluding Remark

CHAPTER 1: RESEARCHING TEACHER EDUCATION

(introduction...)

1.1 Introduction

1.2 The Research Partners

1.3 The Research Process

1.4 Themes and Variations

1.5 Reporting and Dissemination of Findings

1.6 Overview of Report

CHAPTER 2: DOING THE RESEARCH

2.1 The Research Questions

2.2 The Research Process

2.3 Research Methods

2.4 Reflections on the Research Process

CHAPTER 3: THE MUSTER PROJECT

(introduction...)

3.1 Introduction

3.2 Overview of the Teacher Education Systems

3.3 The College Context

3.4 Some Key Issues

CHAPTER 4: WHO BECOMES A PRIMARY TEACHER?

4.0 Summary

4.1 Introduction and Overview

4.2 Characteristics of the Student Teachers Entering College

4.3 Trainees' Perceptions of Teaching and the Teaching Profession

4.4 Images, Experiences and Role Identity

4.5 Concluding Discussion

CHAPTER 5: THE CURRICULUM OF TEACHER EDUCATION

5.0 Summary and Overview

5.1 Introduction

5.2 Overview of Curriculum Structures

5.3 Aims and Objectives

5.4 Content

5.5 Teaching and Learning Materials and Resources

5.6 Pedagogy

5.7 Assessment

5.8 Concluding Discussion

CHAPTER 6: TEACHING PRACTICE AND SCHOOL-BASED TRAINING

6.0 Summary and Overview

6.1 Introduction

6.2 Case-studies of Traditional Teaching Practice

6.3 School-based Teacher Training

6.4 Concluding Discussion

CHAPTER 7: WHAT HAPPENS AFTER TRAINING: INDUCTION AND BEYOND

7.0 Summary and Overview

7.1 Introduction

7.2 What Happens to NQTs after Leaving College

7.3 Induction

7.4 How NQTs Value their Course

7.5 How Others Evaluate the NQTS

7.6 Evidence of Attitude Changes

7.7 Career Ambitions

7.8 Concluding Discussion

CHAPTER 8: TEACHER EDUCATORS IN COLLEGES

8.0 Summary and Overview

8.1 Introduction

8.2 Data Sources

8.3 Characteristics of College Staff

8.4 Tutors' Views and Perspectives

8.5 Concluding Discussion

CHAPTER 9: SUPPLY, DEMAND, EFFICIENCY AND COSTS

9.0 Summary

9.1 Context

9.2 Four Contrasting Case Studies - Supply, Costs and Demand

9.3 Case-study 1: Ghana

9.4 Case-study 2: Lesotho

9.5 Case-study 3: Malawi

9.6 Case-study 4: Trinidad and Tobago

9.7 Concluding Remarks

CHAPTER 10: INSIGHTS FROM MUSTER AND WAYS FORWARD

10.0 Introduction

10.1 Characteristics of Teachers

10.2 Teacher Education Curricula

10.3 The Practicum: Teaching Practice and School-based Training

10.4 Post-Training Issues

10.5 Teacher Educators

10.6 Supply, Demand, Efficiency and Costs

10.7 MUSTER Key Issues

10.8 On Policy

10.9 On Selection and Admission

10.10 On the Curriculum for Initial Training

10.11 On Colleges

10.12 On Structures

10.13 On External Assistance

10.14 On the Prospects for Reform

10.15 Scenario 1: More of the Same - Roosting Egrets

10.16 Scenario 2: Managed Evolution - Weaver Birds at Work

10.17 Scenario 3: Radical Reform - Soaring Eagles

10.18 Concluding Remark

REFERENCES

APPENDIX 1: List of MUSTER Researchers by Country

APPENDIX 2: The MUSTER Discussion Paper Series and Research Reports

APPENDIX 3: Other Publications and Activities

APPENDIX 4: National Conferences