Teacher Education and the Challenge of Development A Global Analysis

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: establishes an overview and conceptual analysis of the challenge to extend and improve the teaching force in developing contexts; sets out and analyses the quantitative and qualitative evidence around teacher contexts and conditions; provides a series of national studies that analyse the context of teachers and the policies being pursued to improve the number and quality of teachers; looks at a range of significant issues that could contribute to the reformulation and reform of teacher policies; provides an overarching analysis of the nature and challenges of teaching and the possible interventions or solutions, in a form accessible to policy and research communities. 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

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, DfID, UNESCO and the World Bank.