Malawi adopted free primary education in 1994 following the democratic election of a new government. This resulted in a massive increase in the demand for primary teachers. Pre-career, full-time teacher education was replaced by the Malawi integrated in-service teacher education programme (MIITEP). This was a mixed-mode system where periods of college-based training alternated with distance and local level support for training with a school base. The programme was introduced in 1997 and has successfully trained over 18,000 teachers. This paper describes the programme, and presents evidence on different elements of its implementation. It draws attention to its strengths and weaknesses and some of the conditions which need to be met to improve its quality.
"Teachers therefore need to be prepared to cope and adapt to challenges that are likely to emerge. Kunje (2002:3-4), highlighting the aspirations of education stakeholders for teachers, warns that they are expected to have an array of methodology, while Bourner (2003:267) highlights the key role that reflection plays in experiential learning, in the development of reflective practitioners and in the acquisition of subject knowledge. By implication Higher Education (HE) institutions have to respond to what Lyotard has termed thepostmodern condition (Raschke, 2003:1). "
[Show abstract][Hide abstract] ABSTRACT: Radical policy reform needs teachers to embrace radical approaches to teaching and learning practices. The purpose of this paper is to explore the role of critical reflective classroom practice in helping teachers to adapt more easily to changing policy, societal and classroom needs. Emerging from the theoretical review was the need for teachers to be prepared for changing teaching and learning contexts through a strong focus on critical and reflective classroom practice. A review of earlier literature on critical reflective practice specifically related to teacher education was undertaken as the methodology for this paper. The paper will therefore focus on why I think that critical reflective practice can provide teachers with tools that wi ll allow them to adapt to changing educational landscapes and assist with the implementation of progressive, postmodernist curricula like the National Curriculum Statement (NCS). Darling-Hammond and Bransford (2005:7), contend that in order to prepare teachers for an everchanging world, the most important goal is to help them become adaptive experts.
Procedia - Social and Behavioral Sciences 12/2012; 47:175–179. DOI:10.1016/j.sbspro.2012.06.634
"The Malawi Integrated In-service Teacher Education Programme (MIITEP) has enrolled many untrained teachers, offering them six months of face-to-face training and 2.5 years of supervised and guided teaching in schools. In two years, through this mixed-mode teacher training strategy, MITEP trained up to 18,000 teachers compared to the 3,000 teachers who would have come through teacher training colleges (TTCs) in that time (Kunje 2002, p. 307). In Uganda, Kyambogo University is charged with setting standards for teacher training on the primary and secondary levels through five national teacher colleges (NTCs) and 52 primary teacher colleges (PTCs) with current enrollments of 18,000 students (Nabadda and Lutalo-Bosa 2006). "
[Show abstract][Hide abstract] ABSTRACT: Despite significant global efforts to mitigate HIV and AIDS, the epidemic continues to be a serious problem to the human race. It has claimed many productive individuals, including teachers, administrators, and parents, and has left millions of trau- matized and orphaned children. Unfortunately, few teachers are prepared to take on the extra tasks of teaching and providing support that the disease creates within school settings. Teacher training institutions and governments are challenged to provide teachers with the knowledge and skills they need to take on these new and changing roles. This article explores the role of current pre-service and in-service teacher training (PITT) programmes and offers evidence that teachers need more and better training to integrate HIV education into the mainstream curriculum in Africa. We argue that the success of HIV interventions in the sector depends on the quality and relevance of the PITT programmes being offered.
"There is no doubt that need for a cost-effective rapid training program was urgent. Without the MIITEP, primary school pupil-teacher ratios in Malawi could today be as high as 100:1 (Kunje, 2002). But the progressive ideals of the project designers proved to be unattainable for the undereducated student teachers, the overworked PEAs and tutors, and the resource-poor schools who were being overwhelmed with new students. "
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