Teacher Educators' Understanding and Experiences with Implementing the Initial Primary Teacher Education Policy in Malawi

Autor/inn/en	Chirwa, Grames; Kamweta, Gabriel; Naidoo, Devika; Myrie, Doreen N.
Titel	Teacher Educators' Understanding and Experiences with Implementing the Initial Primary Teacher Education Policy in Malawi
Quelle	In: International Journal of Whole Schooling, 19 (2023) 1, S.27-48 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Educators; Teacher Attitudes; Knowledge Level; Preservice Teacher Education; Educational Policy; Foreign Countries; Teacher Education Curriculum; Curriculum Implementation; Curriculum Development; Curriculum Design; Educational Philosophy; Teacher Orientation; Educational Quality; Malawi + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Wissensbasis; Lehramtsstudiengang; Politics of education; Bildungspolitik; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Bildungsphilosophie; Erziehungsphilosophie; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Quality of education; Bildungsqualität
Abstract	The initial primary teacher education (IPTE) curriculum policy was revised in 2016 and implemented in 2017 in Malawi (Ministry of Education, 2021). This study investigates teacher educators' (TE) understanding and experiences in two teacher training colleges. The study is informed by the cognitivist theory of Spillane et al. (2002). Following a qualitative research design, data were collected through face-to-face interviews with teacher educators and principals. Classroom lesson observations were used to triangulate interview data. Data analysis showed that teacher educators' superficial understanding of the espoused goals, content, and pedagogy of the IPTE impedes effective teacher education. The study found that the implementation of the revised IPTE curriculum is constrained by ineffective re-education and orientation of lecturers to the revised curriculum; unavailability of qualified lecturers; the duration and mode of training; the lack of teaching and learning resources; and TEs that are not being supported by the Ministry of Education officials. The study also shows that superficial understanding and ineffective implementation of the IPTE policy by educational stakeholders, such as lecturers, also comprises the quality of primary teacher education in Malawi. Based on the findings, several recommendations are made to improve the implementation of the IPTE in the country. These recommendations have implications both in Malawi and beyond. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01