Insights into the Policy and Practice of Teacher Education in Low-Income Countries: The Multi-Site Teacher Education Research Project

Autor/inn/en	Lewin, Keith M.; Stuart, Janet M.
Titel	Insights into the Policy and Practice of Teacher Education in Low-Income Countries: The Multi-Site Teacher Education Research Project
Quelle	In: British Educational Research Journal, 29 (2003) 5, S.691-707 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Foreign Countries; Teacher Supply and Demand; Research Projects; Preservice Teacher Education; Student Characteristics; Outcomes of Education; Curriculum; Teacher Attitudes; Beginning Teachers; Costs; Elementary Education; Educational Policy; Educational Research; Ghana; Lesotho; Malawi; South Africa; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Ausland; Lehrerbedarf; Forschungsvorhaben; Lehramtsstudiengang; Lehrerausbildung; Lernleistung; Schulerfolg; Curricula; Lehrplan; Rahmenplan; Lehrerverhalten; Junior teacher; Junglehrer; Cost; Kosten; Elementarunterricht; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Trinidad und Tobago
Abstract	The Multi-Site Teacher Education Research project (MUSTER) explores initial teacher education in five countries--Ghana, Lesotho, Malawi, South Africa, and Trinidad and Tobago. National research teams collected and analysed data on key dimensions of the training process, which included the characteristics of those selected for training, the curriculum processes they experience, the outcomes of training, the reflections of newly trained teachers in schools, analysis of supply and demand for new teachers, and projections of the resource and cost implications of meeting national targets to universalise primary schooling. Many insights are contained in the extensive publications associated with the project, and these lead to a variety of evidenced-based conclusions that will inform future policy. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10