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close this bookPrimary Teacher Education in Malawi: Insights into Practice and Policy (CIE, 2002, 144 p.)
View the document(introduction...)
View the documentMulti-Site Teacher Education Research Project (MUSTER)
View the documentAcknowledgements
View the documentAcronyms
close this folderExecutive Summary
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View the document1.0 Introduction
View the document2.0 The Research Framework
View the document3.0 Research Methods
close this folder4.0 Findings
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View the document4.1 Entrants
View the document4.2 Curriculum and Delivery
View the document4.3 Assessment Strategy and Achievement
View the document4.4 Colleges and Staff
View the document4.5 Newly Qualified Teachers
View the document4.6 Supply and Demand
View the document4.7 Financing Teacher Education
close this folder5.0 General Recommendations
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View the document5.1 Policy Issues
View the document5.2 College Issues
View the document5.3 Curriculum and Assessment Issues
View the document5.4 Some Specific Recommendations
close this folderChapter 1: Introduction To The Research
View the document1.1 Introduction
View the document1.2 The research framework
View the document1.3 A note on research methods
View the document1.4 Some limitations of the research
View the document1.5 The Organisation of the Report
close this folderChapter 2: The Malawi Integrated In-Service Teacher Education Programme In Context
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View the document2.1 Context
View the document2.2 The training system and the development of MIITEP
close this folderChapter 3: The Characteristics Of Students
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View the document3.1 Characteristics of MIITEP trainees
View the document3.2 Some qualitative insights into students images and expectations
View the document3.3 Career intentions, ambitions and expectations
View the document3.4 Concluding observations
close this folderChapter 4: The Intended Curriculum
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View the document4.1 The Intended curriculum
View the document4.2 Aims, general objectives and underlying philosophy of MIITEP
View the document4.3 Content
View the document4.4 Assessment
View the document4.5 Observations on the curriculum strategy and its coherence
close this folderChapter 5: Teaching In The College Classroom
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View the document5.1 English
View the document5.2 Maths
View the document5.3 Science
View the document5.4 Foundation Studies
View the document5.5 College Teaching Practice
View the document5.6 Final revision block
View the document5.7 Concluding discussion
close this folderChapter 6: The Curriculum As Implemented During School-Based Training
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View the document6.1 School support
View the document6.2 Teaching and learning materials
View the document6.3 Class partners
View the document6.4 Class allocation and school-based workshops
View the document6.5 School management
View the document6.6 Supervision by head teachers
View the document6.7 External supervision by PEAs
View the document6.8 External supervision by college tutors
View the document6.9 Zonal workshops
View the document6.10 Assignments and projects
View the document6.11 Concluding observations
close this folderChapter 7: Patterns Of Assessment And Achievement
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View the document7.1 Examinations, assignments and projects
View the document7.2 Examination analysis
View the document7.3 Assessment of teaching practice
View the document7.4 Some achievement results
View the document7.5 Concluding observations
close this folderChapter 8: The Colleges And Their Tutors
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View the document8.1 The colleges
View the document8.2 College management
View the document8.3 Classrooms and libraries
View the document8.4 Utilisation of staff and space
View the document8.5 The tutors
View the document8.6 Perceptions of a good teacher
View the document8.7 Views of the college and its courses
View the document8.8 Views of training and knowledge
View the document8.9 Concluding remarks
close this folderChapter 9: The Newly Qualified Teacher
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View the document9.1 Posting
View the document9.2 Utilisation in schools
View the document9.3 Views of NQTs on their classroom practice
View the document9.4 Concluding Remarks
close this folderChapter 10: Analysis Of Teacher Supply And Demand
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View the document10.1 Teacher supply
View the document10.2 The demand for new teachers
View the document10.3 A simulation
View the document10.4 Some observations
close this folderChapter 11: Financing Teacher Education
View the document11.1 The Cost of MIITEP
View the document11.2 Costs per trainee
View the document11.3 Comparisons with alternatives
View the document11.4 Some conclusions
close this folderChapter 12: Concluding Remarks
View the document12.1 Introduction
View the document12.2 Entrants
View the document12.3 Curriculum and delivery
View the document12.4 Assessment strategy and achievement
View the document12.5 Colleges and staff
View the document12.6 Newly Qualified Teachers
View the document12.7 Supply and demand
View the document12.8 Financing teacher education
View the document12.9 Postscript (2002)
View the document12.10 General recommendations
View the document12.11 Some specific recommendations
View the documentReferences

4.1 Entrants

The findings in relation to the research questions are summarised below.

The analysis of the qualities of MIITEP trainees highlights the need to take these into account in the formulation of the structure of the teacher education curriculum. Trainees have high average ages for initial training, come from diverse socio-economic backgrounds often with limited cultural capital, have low levels of educational achievement, in many cases no more than Junior Certificate, and are not conspicuously proficient in the medium of instruction. Almost all had substantial experience as untrained teachers. Trainees' experience of primary schooling, and their perspectives on effective teachers and the teaching profession, suggested fairly restricted images of pedagogy and limited engagement with new ways of conceptualising relationships between teachers and learners in the primary school. Trainees often undervalued their experience as untrained teachers, as if their practical knowledge was subordinate, if not irrelevant, to the task of acquiring formal status as a trained teacher.

All these characteristics carry messages for the curriculum and its realisation. MIITEP students are adult learners with weak study and language skills. They are diverse, and would benefit from a recognition of their different strengths and weaknesses. They bring with them to MIITEP insights into teaching and learning which may not be theorised but are nevertheless grounded in classroom experience. However it seems that this is rarely recognised explicitly either in curriculum materials or in college practice.