Improving teaching and learning of basic maths and reading in Africa: does teacher preparation count?

Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries - Ghana, Kenya, Mali, Senegal, Tanzania and Uganda - in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre.

author
Akyeampong, Kwame
Lussier, Kattie
Pryor, John
Westbrooke, Jo
language
ENG
date
2013
Pages
p. 272-282
regions
Africa
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themes
Teacher education
Literacy and reading
Mathematics and science education
Teacher improvement
Pays
Uganda
Kenya
Africa
Ghana
Tanzania UR
Mali
Senegal
levels
Basic education
Primary education
Primary education
Basic education

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