Primary Teacher Education in Malawi: Insights into Practice and Policy (CIE, 2002, 144 p.)

(introduction...)

Multi-Site Teacher Education Research Project (MUSTER)

Acknowledgements

Acronyms

Executive Summary

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1.0 Introduction

2.0 The Research Framework

3.0 Research Methods

4.0 Findings

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4.1 Entrants

4.2 Curriculum and Delivery

4.3 Assessment Strategy and Achievement

4.4 Colleges and Staff

4.5 Newly Qualified Teachers

4.6 Supply and Demand

4.7 Financing Teacher Education

5.0 General Recommendations

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5.1 Policy Issues

5.2 College Issues

5.3 Curriculum and Assessment Issues

5.4 Some Specific Recommendations

Chapter 1: Introduction To The Research

1.1 Introduction

1.2 The research framework

1.3 A note on research methods

1.4 Some limitations of the research

1.5 The Organisation of the Report

Chapter 2: The Malawi Integrated In-Service Teacher Education Programme In Context

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2.1 Context

2.2 The training system and the development of MIITEP

Chapter 3: The Characteristics Of Students

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3.1 Characteristics of MIITEP trainees

3.2 Some qualitative insights into students images and expectations

3.3 Career intentions, ambitions and expectations

3.4 Concluding observations

Chapter 4: The Intended Curriculum

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4.1 The Intended curriculum

4.2 Aims, general objectives and underlying philosophy of MIITEP

4.3 Content

4.4 Assessment

4.5 Observations on the curriculum strategy and its coherence

Chapter 5: Teaching In The College Classroom

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5.1 English

5.2 Maths

5.3 Science

5.4 Foundation Studies

5.5 College Teaching Practice

5.6 Final revision block

5.7 Concluding discussion

Chapter 6: The Curriculum As Implemented During School-Based Training

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6.1 School support

6.2 Teaching and learning materials

6.3 Class partners

6.4 Class allocation and school-based workshops

6.5 School management

6.6 Supervision by head teachers

6.7 External supervision by PEAs

6.8 External supervision by college tutors

6.9 Zonal workshops

6.10 Assignments and projects

6.11 Concluding observations

Chapter 7: Patterns Of Assessment And Achievement

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7.1 Examinations, assignments and projects

7.2 Examination analysis

7.3 Assessment of teaching practice

7.4 Some achievement results

7.5 Concluding observations

Chapter 8: The Colleges And Their Tutors

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8.1 The colleges

8.2 College management

8.3 Classrooms and libraries

8.4 Utilisation of staff and space

8.5 The tutors

8.6 Perceptions of a good teacher

8.7 Views of the college and its courses

8.8 Views of training and knowledge

8.9 Concluding remarks

Chapter 9: The Newly Qualified Teacher

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9.1 Posting

9.2 Utilisation in schools

9.3 Views of NQTs on their classroom practice

9.4 Concluding Remarks

Chapter 10: Analysis Of Teacher Supply And Demand

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10.1 Teacher supply

10.2 The demand for new teachers

10.3 A simulation

10.4 Some observations

Chapter 11: Financing Teacher Education

11.1 The Cost of MIITEP

11.2 Costs per trainee

11.3 Comparisons with alternatives

11.4 Some conclusions

Chapter 12: Concluding Remarks

12.1 Introduction

12.2 Entrants

12.3 Curriculum and delivery

12.4 Assessment strategy and achievement

12.5 Colleges and staff

12.6 Newly Qualified Teachers

12.7 Supply and demand

12.8 Financing teacher education

12.9 Postscript (2002)

12.10 General recommendations

12.11 Some specific recommendations

References