© 2013 – Routledge
272 pages | 21 B/W Illus.
In developing countries across the world, qualified teachers are a rarity, with thousands of untrained adults taking over the role and millions of children having no access to schooling at all. The supply of high-quality teachers is falling behind: poor status, low salaries and inadequate working conditions characterise perceptions of teachers in numerous countries, deterring many from entering the profession, and there are strong critiques of the one dimensional, didactic approach to pedagogic practice. Despite this, millions of teachers are dedicated to educating a newly enfranchised generation of learners.
Teacher Education and the Challenge of Development is co-written by experts working across a wide range of developing country situations. It provides a unique overview of the crisis surrounding the provision of high-quality teachers in the developing world, and how these teachers are crucial to the alleviation of poverty. The book explores existing policy structures and identifies the global pressures on teaching, which are particularly acute in developing economies.
In summarising the key policy and research issues and analysing innovative approaches to teacher supply, retention and education, this book:
This book will be of interest to educationalists and researchers in education, teachers, policy makers and students of development courses at both undergraduate and postgraduate levels.
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
This series of research-based monographs and edited collections provides new analyses of the relationships between education, poverty and international development. The series offers important theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development and the opportunities to promote democratic and effective educational change.
The series brings together researchers from the fields of anthropology, economics, development studies, educational studies, politics international relations and sociology. It represents a unique opportunity to publish work by some of the most distinguished writers in the fields of education and development along with that of new authors working on important empirical projects. The series contributes important insights on the linkages between education and society based on inter-disciplinary, international and national studies.
Sharp, critical and innovative studies are sought that are likely to have a strategic influence upon the thinking of academics and policy-makers. They may include critical syntheses of existing research and policy, innovative research methodologies, and in-depth evaluations of major policy developments. Some studies will address topics relevant to poverty alleviation, national and international policy-making and aid, whilst others may represent anthropological or sociological investigations on how education works or does not work within local communities, for households living in poverty or for particular socially marginalised groups. Preference will be given to studies with a comparative international approach although some single-country studies will be considered, where they raise interesting theoretical and policy issues with clear relevance for international audiences.