The Malawi integrated in-service teacher education programme: an experiment with mixed-mode training
ABSTRACT 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.
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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 01/2012; 47:175–179.
Article: Distance education in Malawi[Show abstract] [Hide abstract]
ABSTRACT: Conclusion Any discussion of technology as a “tool-only” definition is incomplete. Instructional technology also refers to a systematic means of solving problems (Reiser, 1987). In the case of Malawi and so many other low-income societies where tools are difficult to purchase and maintain, one resource that is not in short supply is the number of able and willing people who could themselves provide solutions to the country's many challenges. The important role of the instructional designer should not be ignored. Mzuzu University has the benefit of having five trained instructional technologists among its faculty. Increasing the number of designers with experience in distance teaching and learning would benefit Malawi. The insight provided by people who have taken instructional design, educational psychology, and related courses, would undoubtedly open minds to new possibilities. Not only could they guide instructional development for Web-based learning, they could design and offer training on new technologies as they become available. Although consultants from outside Malawi can offer excellent advice based on their education and experience, such input is necessarily limited by the lack of a true understanding of contextual issues. The advantage indigenous designers have, of course, is first-hand knowledge of their own context, which plays a very important role in shaping instructional decisions (Arias & Clark, 2004; Perkins, 2003; Tessmer & Richey, 1997). Indigenous instructional designers should be called on first to offer guidance as leaders in ministries and at international funding agencies seeking reasonable solutions to the challenges to access and growth that lie before them.Educational Technology Research and Development 01/2005; 53(4):101-108. · 1.09 Impact Factor