Rethinking teacher preparation and professional development in Africa: an analysis of the curriculum of teacher education in the teaching of early reading and mathematics

Pryor, John, Akyeampong, Albert and Westbrook, Jo (2012) Rethinking teacher preparation and professional development in Africa: an analysis of the curriculum of teacher education in the teaching of early reading and mathematics. Curriculum Journal, 23 (4). pp. 409-502. ISSN 0958-5176

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Abstract

This paper reports research on the initial teacher training and continuing professional development of teachers in six African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The focus of the research was on the teaching of early reading and mathematics. The curriculum of both these areas was analysed in terms of (i) implementation by providers such as Colleges of Education, and (ii) impact in schools. The study found that there were many and deep gaps in the curriculum taught and consequently in teacher knowledge and skills in these two crucial subject areas. The paper sets out a series of recommendations for addressing this problem including an overall alternative approach to teacher education that emerges from the research findings as a whole

Item Type: Article
Keywords: Africa, teacher education, early reading, mathematics
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
Depositing User: Pascale Fanning-Tichborne
Date Deposited: 18 Jan 2013 12:24
Last Modified: 18 Jan 2013 12:24
URI: http://sro.sussex.ac.uk/id/eprint/43490
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