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Teacher Education and the Challenge of Development

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Everyone remembers a good teacher. But across the world, in developing country contexts, millions of children, seventy-five million at the last estimate, have no access to schooling and no opportunity to engage with any teachers at all. And of the lucky ones in schools the chances of meeting a teacher to remember are dropping. In some parts of the world qualified teachers are a rarity with millions of untrained adults taking over the role of teacher. Schools and teachers in many parts of the world face significant challenges. Enrolment is expanding to meet the millennium targets to have every child in school by 2015. Yet the supply of good quality teachers is falling behind. Not the least because the image of the teaching profession is deterring many from entering the profession. Poor status, low salaries and inadequate working conditions characterise perceptions of teachers in many countries. There are strong critiques of the one dimensional, didactic approach to pedagogic practice. Despite this, millions of teachers are carrying out, often heroically, the task of educating a newly enfranchized generation of learners. This book focuses on the teacher role. It examines the problems of finding and retaining teachers and also on how these teachers can be supported, trained and educated. The book examines the ways in which teachers can help in raising achievement levels and contributing to poverty alleviation. The main argument of this book is that existing policy structures around teachers, whilst barely adequate in the twentieth century, are not adequate at all in the twenty-first. The book identifies the global pressures on teaching and shows how these are particularly acute in developing economies. In summarising the key policy and research issues and analysing innovatory approaches to teacher supply, retention, training, education and career enhancement, the book provides a key text for policy-makers, researchers and others working in this important development area.
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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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