TY - JOUR
T1 - Designs for initial teacher preparation programs
T2 - An international view
AU - Stuart, Janet S.
AU - Tatto, Maria Teresa
N1 - Funding Information:
This program was a response to a crisis in teacher supply. It was established by the Ministry of Education with the support of the World Bank and the German aid agency GTZ. The purpose was to train the 18,000 extra “unqualified” teachers recruited after the introduction of free primary education by the new democratic government elected in 1994 and who were already working in schools. MIITEP is a two-year program, comprising three months residential training in colleges of education, followed by 20 months distance learning. During this latter period the trainees are supported by head teachers and local advisors, and observed by college tutors. They return to college for a month's revision before writing the final exam; only a small part of the assessment depends on their actual teaching performance, although the curriculum itself is focused on skills rather than knowledge. The program is heavily constrained by the lack of basic school equipment and scarcity of teaching/learning materials at all levels. 4 4
PY - 2000
Y1 - 2000
N2 - The process of designing Initial Teacher Preparation Programmes is discussed using five examples of recent innovations in this field, two from the 'North' and three from the 'South'. After briefly describing the case studies, the analysis stresses the importance of understanding the historical, socio-economic and cultural contexts in which such programmes emerge, and the political and epistemological tensions which many exist. It then reviews the structural and institutional parameters, such as length, location, time and organisation of the courses, and raises the issues of what the trainees bring with them. Finally curricular strategies are examined, by looking at the aims and objectives, the content and teaching/learning processes, and comparing how these are dealt with in the different countries. The conclusions point to some emerging trends, but emphasise the contextual nature of such programmes.
AB - The process of designing Initial Teacher Preparation Programmes is discussed using five examples of recent innovations in this field, two from the 'North' and three from the 'South'. After briefly describing the case studies, the analysis stresses the importance of understanding the historical, socio-economic and cultural contexts in which such programmes emerge, and the political and epistemological tensions which many exist. It then reviews the structural and institutional parameters, such as length, location, time and organisation of the courses, and raises the issues of what the trainees bring with them. Finally curricular strategies are examined, by looking at the aims and objectives, the content and teaching/learning processes, and comparing how these are dealt with in the different countries. The conclusions point to some emerging trends, but emphasise the contextual nature of such programmes.
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U2 - 10.1016/S0883-0355(00)00031-8
DO - 10.1016/S0883-0355(00)00031-8
M3 - Article
AN - SCOPUS:0001677414
SN - 0883-0355
VL - 33
SP - 493
EP - 514
JO - International Journal of Educational Research
JF - International Journal of Educational Research
IS - 5
ER -