Insights into the policy and practice of teacher education in low‐income countries
The multi‐site teacher education research project
Bibliographic Data
| ID | 11160572 |
|---|---|
| Authors | Keith Lewin (0000-0003-2427-3225, University of Sussex), Keith M Lewin, Janet M Stuart (University of Sussex) |
| Year | 2003 |
| Volume | 29 |
| Issue | 5 |
| Pages | 691-707 |
| Publication date | 2003-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/0141192032000133703 |
| OpenAlex | W2008080398 |
| Language | EN |
| Citations received | 7 |
| References cited | 5 |
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
Curriculum · Developing country · Economic growth · Economics · Educational research · Geography · Pedagogy · Political science · Process (computing) · Resource (disambiguation) · Sociology · Teacher education · Training (meteorology) · Variety (cybernetics) · Education Systems and Policy · Poverty, Education, and Child Welfare · Teacher Education and Leadership Studies
Teacher preparation and continuous professional development
Teacher educators as curriculum developers
Reconsidering the evidence base, considering the rural
English language teaching and whole school professional development in Tanzania
Analysis of factors affecting pupil performance in Malawi’s primary schools based on Sacmeq survey results
Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal
Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon
| Unique citing works | 7 |
|---|---|
| Citations per year | 0.44 |
| Citation span | 2010 - 2024 (15) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |