This research report synthesises the findings from a four-year programme of research on teacher education supported by DFID. It is focused on insights from Ghana, Lesotho, Malawi, and Trinidad and Tobago.
The review is organised in six sections. The first section identifies a range of key policy challenges for teacher education, and details emerging priorities. The next three sections sequentially reflect on insights and issues concerned with the selection and admission of trainees, the initial teacher education curriculum, and the characteristics of teacher education colleges. This leads to a discussion of structures for initial training and some alternative models. The fifth section develops an analysis of the roles external assistance can play in improving quality and effectiveness. Section six briefly outlines some developmental scenarios that arise from the cross-case analysis undertaken within MUSTER.
Educational Paper No. 49a, DFID, London, UK, ISBN 1 86192 545 X, 219 pp.