Embers to Bonfires: An Analysis of Early Childhood Teacher Training in Zambia

Autor/inn/en	Evans-Palmer, Teri E.; Shen, Mei-Yi
Titel	Embers to Bonfires: An Analysis of Early Childhood Teacher Training in Zambia
Quelle	In: Africa Education Review, 14 (2017) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evans-Palmer, Teri E.) ORCID (Shen, Mei-Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224555
Schlagwörter	Preschool Teachers; Teacher Education; Foreign Countries; Program Descriptions; Parents; Death; Acquired Immunodeficiency Syndrome (AIDS); Self Efficacy; Comparative Analysis; Interviews; Sampling; Developing Nations; Intervention; Capacity Building; Rural Areas; Program Evaluation; Teacher Surveys; Teacher Attitudes; Paraprofessional Personnel; Teacher Effectiveness; Scores; Elementary School Teachers; Institutional Characteristics; Zambia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerausbildung; Lehrerbildung; Ausland; Eltern; Sterbefall; Tod; Todesfall; Self-efficacy; Selbstwirksamkeit; Interviewing; Interviewtechnik; Developing country; Developing countries; Entwicklungsland; Rural area; Ländlicher Raum; Programme evaluation; Programmevaluation; Lehrerverhalten; Laienhelfer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sambia
Abstract	This study examined a five-year project initiated by the Women's Global Connection (WGC) to train pre-primary teachers in schools serving HIV/AIDS orphans in Zambia. The researchers evaluated the contextual factors of the training initiative to clarify why some teachers possess high self-efficacy, while others do not. The article analyses the self-report survey responses of all training participants and also describes compelling interview narratives obtained from a random sampling of extreme groups. When stories from the groups were compared, factors emerged that had enabled some participants to feel more successful than others. The researchers selected the Success Case Method (SCM) as a research process for its straightforward determination of the impact of organisational initiatives on the organisation's project goals. The results may guide international teacher training for developing countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01