Improving teaching and learning of basic maths and reading in Africa: does teacher preparation count?

Akyeampong, Albert, Lussier, Kattie, Pryor, John and Westbrook, Jo (2012) Improving teaching and learning of basic maths and reading in Africa: does teacher preparation count? International Journal of Educational Development, 33 (3). pp. 272-282. ISSN 0738-0593

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Abstract

Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
L Education > LB Theory and practice of education > LB1025 Teaching (Principles and practice) > LB1049.9 Reading (General)
L Education > LB Theory and practice of education > LB1050.9 Educational psychology > LB1060 Learning
L Education > LC Special aspects of education > LC0980 Types of education > LC1035 Basic education. Basic skills education
L Education > LG Individual institutions (Asia. Africa. Oceania) > LG401 Africa
Depositing User: Pascale Fanning-Tichborne
Date Deposited: 22 Feb 2013 14:22
Last Modified: 21 May 2013 10:32
URI: http://sro.sussex.ac.uk/id/eprint/42729
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