 | 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 |
| | (introduction...) |
| | 1.0 Introduction |
| | 2.0 The Research Framework |
| | 3.0 Research Methods |
| | 4.0 Findings |
| | (introduction...) |
| | 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 |
| | (introduction...) |
| | 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 |
| | (introduction...) |
| | 2.1 Context |
| | 2.2 The training system and the development of MIITEP |
| | Chapter 3: The Characteristics Of Students |
| | (introduction...) |
| | 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 |
| | (introduction...) |
| | 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 |
| | (introduction...) |
| | 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 |
| | (introduction...) |
| | 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 |
| | (introduction...) |
| | 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 |
| | (introduction...) |
| | 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 |
| | (introduction...) |
| | 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 |
| | (introduction...) |
| | 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 |
Acknowledgements
This report would not have been possible without the cooperation and assistance of many colleagues who gave freely of their time and insights during the conception of the MUSTER research, the collection of data, and the analysis and presentation of the material in synthesis of the many sub-studies conducted. Our thanks are due to them and to the MoEST for approving this programme of research.
The MUSTER team in Malawi consisted of:
Demis Kunje
Joseph Chimombo
Shadrack Chirembo
The staff of the Centre for Educational Research and Training (CERT) provided the infrastructure which supported this work. Keith Lewin, Janet Stuart and Alison Croft worked in Malawi on various aspects of the research directly with CERT members and contributed insights to the drafting of this report. Keith Gristock (DFID) and Ken Longden (DFID formerly British Council) offered advice and support over the course of the research.
We hope this final report does justice to the work undertaken, often with considerable operational difficulties. This research stands as the first comprehensive, empirical study of teacher education in Malawi and is a credit to the persistence and insight of all those involved.
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