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Teacher Education and the Challenge of Development

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Table of Contents

Dedication Contributors Preface Acknowledgements Section 1: International Dilemmas in Teacher Education and Development Introduction 1. Teachers and the Development Agenda: An Introduction Nhlanganiso Dladla and Bob Moon 2. The Context for Teacher Education in Developing Countries Liz Bird, Bob Moon and Anne Storey 3. A Sisyphean Complex? Economic and Cost Constraints in Filling Teacher Quantity and Quality Gaps Lee. E. Nordstrum Section 2: Addressing the Teacher Challenge in Large Population Countries Introduction 4. China: Strengthening the Quality of Teacher Education in Rural Communities Yan Hanbing and Bob McCormick 5. India: Committing to Change Frank Banks and Prema Dheran 6. Nigeria: Balancing Federal and Local Initiatives Mohamed Ibn Junaid and Bob Moon 7. Brazil: Building National Regulatory Frameworks Bob Moon and Freda Wolfenden Section 3: Teacher Quality and Good Quality Teaching Introduction 8. Professional Development and Female Teacher Morale in Rural Communities Alison Buckler and Amani Ibrahim Abdel Gafar 9. Investigating Teacher Capabilities in Tanzanian Primary Schools Sharon Tao 10. The Lived Experience of Women Teachers in Karachi Jackie Kirk 11. How Teachers' Pedagogic Practice Influences Learner Achievements: A Study from the Punjab, Pakistan Monazza Aslam and Geeta Kingdon 12. Pedagogical Renewal and Teacher Development in Sub Saharan Africa: Challenges and Promising Paths Martial Dembele and Be-Rammaj Miaro II Section 4: New Strategies for Teacher Education and Teacher Development Introduction 13. New Modes of Teacher Pre-service Training and Professional Development Jophus Anamuah-Mensah, Frank Banks, Bob Moon and Freda Wolfenden 14. The `New' New Technology: Exploiting the Potential of Mobile Communications and Open Educational Resources Tom Power 15. Reorientating the Agenda around Teacher Education and Development Bob Moon and Abdurrahman Umar References

About the Author

Bob Moon has published extensively in the fields of curriculum, teacher education, school reform and international education. Over the last two decades he has had direct experience of leading major projects in the field of teacher education, most notably in Sub-Saharan Africa. He has also acted as an advisor to many national governments and international organisations such as OECD, UNESCO and The World Bank.

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