Rethinking Teacher Preparation and Professional Development in Africa: An Analysis of the Curriculum of Teacher Education in the Teaching of Early Reading and Mathematics

Resource type
Journal Article
Authors/contributors
Title
Rethinking Teacher Preparation and Professional Development in Africa: An Analysis of the Curriculum of Teacher Education in the Teaching of Early Reading and Mathematics
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. (Contains 1 note, 11 tables, and 10 figures.)
Publication
Rethinking Teacher Preparation and Professional Development in Africa: An Analysis of the Curriculum of Teacher Education in the Teaching of Early Reading and Mathematics
Volume
23
Issue
4
Pages
409-502
Date
20120101
Language
eng
ISSN
0958-5176
Extra
an: EJ990493; source: Curriculum Journal; docTypes: Journal Articles ; Reports - Research; pubTypes: Academic JournalReport;
Citation
Pryor, J., Akyeampong, K., Westbrook, J., & Lussier, K. (20120101). Rethinking Teacher Preparation and Professional Development in Africa: An Analysis of the Curriculum of Teacher Education in the Teaching of Early Reading and Mathematics. Rethinking Teacher Preparation and Professional Development in Africa: An Analysis of the Curriculum of Teacher Education in the Teaching of Early Reading and Mathematics, 23(4), 409–502. https://doi.org/10.1080/09585176.2012.747725