An Examination of the Structure and Organisation of Teaching Practice in Primary Teachers Training Colleges in the People's Republic of the Congo. African Studies in Curriculum Development & Evaluation. No. 57.

Autor/in	Anicet, Mawaka
Institution	Kenya Inst. of Education, Nairobi.; Nairobi Univ. (Kenya).; German Agency for Technical Co-Operation, Nairobi (Kenya).; African Curriculum Organisation.
Titel	An Examination of the Structure and Organisation of Teaching Practice in Primary Teachers Training Colleges in the People's Republic of the Congo. African Studies in Curriculum Development & Evaluation. No. 57.
Quelle	(1982), (87 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Administrator Attitudes; Developing Nations; Education Courses; Elementary School Teachers; Foreign Countries; Higher Education; Methods Courses; Preservice Teacher Education; Program Evaluation; Program Improvement; Relevance (Education); Schools of Education; Student Teaching; Teacher Attitudes; Teacher Education Curriculum; Teacher Education Programs; Teacher Educators; Congo Republic + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Fortbildungskurs; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Relevance; Relevanz; Erziehungswissenschaftliche Fakultät; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Teacher education; Education; Lehrerbildung
Abstract	A study examined the structure and organization of teaching practice in primary Teachers Training Colleges (TTCs) in the People's Republic of the Congo. Data were collected from Ministry of National Education documents, interviews with primary school inspectors and principals, and questionnaires filled out by teacher educators, student teachers, and ex-students. (Questionnaire and interview results are reported in an item-by-item analysis in separate discussions.) Primary teachers' training education was found to be unsatisfactory for multiple reasons. The syllabi used were too broad and not relevant to the society, learners, or to the work awaiting teachers upon graduation. The short period of time devoted to training resulted in superficial treatment of content. The colleges lacked qualified and experienced teachers who were well versed in primary school methodologies. TTCs also lacked adequate library facilities and instructional materials. Recommendations for improvement include: (1) the content of TTCs be adapted to the aspirations and realities of the country; (2) a balance be reached between academic work and methodology; (3) the number of subjects taken by students be reduced by eliminating irrelevant subjects; (4) the duration of the program be extended to two years; (5) TTC teachers' knowledge, especially in the area of methodology, be updated; and (6) library facilities be provided. Questionnaires used in the study are appended. (JMK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC