|Primary Teacher Education in Malawi: Insights into Practice and Policy (CIE, 2002, 144 p.)|
The framework developed to organise this research emerged from a preliminary MUSTER workshop. This identified three main phases of training activity - inputs, processes and outputs. These were interrelated to a set of cross-cutting issues concerned with the characteristics of those becoming teachers, the nature of the curriculum they experienced, the qualities of the trainers and their institutional base, and the costs and resources needed to meet demand for new teachers. The key research questions that emerged are summarised below.
(1) What are the characteristics of untrained teachers as they enter college?
(2) What is the curriculum like and how is it delivered in colleges?
(3) How is school-based training executed and experienced?
(4) What are the characteristics of College Tutors and what conditions do they work under?
(5) What are the reflections of newly qualified teachers on the value of MIITEP and what support do they receive post-training?
(6) What are the patterns of supply and demand for new primary teachers and how sustainable are the costs of MIITEP?