Plan for the renewal of full-time pre-service teacher education and

1 1 I I E P • I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G C h a p t e r 1 8 : T e a c h e r t r a i n i n g : t e a c h i n g a n d l e a r n i n g m e t h o d s TEACHER IDENTITY In Ethiopia, especially, teachers felt that they could not be good teachers until they completed their own education, regardless of the amount of in-service training they had received. Women teachers in particular who generally have lower levels of education than the men, were very aware of their limitations and lacked confi dence in their abilities. Teacher’s self-image plays an important role in delivering quality education and must be taken into account in designing teacher development programming. Source: Winthrop and Kirk 2004: 19.

11. Plan for the renewal of full-time pre-service teacher education and

training. In the post-confl ict reconstruction phase, there is a good opportunity to raise the quality of pre-service teacher education as part of an internationally supported programme for the renewal of the education system. • Ensure that the needs-assessment and fund-raising activities prioritize the rehabilitation of teacher-training institutions and of education faculties at the universities, not only physical infrastructure and equipment, but also staff training, curricula, arrangements for practice teaching, and other measures to improve the quality of teacher preparation. • Consider using teacher-training institutions as centres for in-service teacher training for teachers in the surrounding areas, as well as for full-time students. • Take steps to strengthen the teaching practice component of teacher training. CORE MOTHERS IN CAMBODIA The large unsatisfi ed demand for early childhood education was met by the Core Mothers’ project. Community leaders worked with the school director to identify a group of mothers with small children in the community, interested in helping their children to learn at home. Most of the women involved had themselves completed primary education, and some had participated in secondary education. The mothers volunteered to attend a four- session workshop at the school, and were given a reference book to take home. The book contained descriptions of psychomotor activities for children, associated with the task of food preparation, through which they could teach their children basic concepts big- small, thick-thin, hot-cold, shapes and colours and so on. As mothers carried out their food preparation activities, they talked to their children, gave them things to play with, and observed the learning that was occurring through play. From day to day, they worked through a checklist of statements about children’s learning, understanding and skills in the reference book, and also wrote down their own observations. They met with the pre-school teacher once every two weeks to discuss their progress. Source: Johannessen 2001. 1 2 I I E P • I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G G u i d e b o o k f o r p l a n n i n g e d u c a t i o n i n e m e r g e n c i e s a n d r e c o n s t r u c t i o n

12. Consider the use of open and distance learning for training teachers.