Learning how teachers learn in underdeveloped countries

Learning how teachers learn in underdeveloped countries

This paper argues that practitioners and researchers in underdeveloped countries should organize themselves into teams to find and share research and experience-based information about factors that influence the quality of teaching. The teams would compile locally-developed knowledge about three top...

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Bibliographic Details
Published in:Prospects (Paris) Vol. 40; no. 4; pp. 431 - 445
Main Authors: McGinn, Noel F., Schiefelbein F., Ernesto
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01-12-2010
Springer
Springer Nature B.V
Subjects:
Developing countries
Developing Nations
Education
Educational Development
Educational Practices
Educational Research
Educational Researchers
Effectiveness
International and Comparative Education
International Education
LDCs
Primary Education
Reading Skills
Researchers
School Administration
Teacher Education
Teacher Effectiveness
Teaching Methods
Viewpoints/Controversies
Underdeveloped countries
Quality of teaching
Teacher effectiveness
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Summary:This paper argues that practitioners and researchers in underdeveloped countries should organize themselves into teams to find and share research and experience-based information about factors that influence the quality of teaching. The teams would compile locally-developed knowledge about three topics: What teaching practices are most effective in classrooms? How do teachers who use those practices learn them? How and what should teacher training institutions teach teachers so that they will use effective practices? The paper briefly reviews published research to argue that the answers to the latter two questions are not yet fully developed, and especially not for underdeveloped countries.
ISSN:0033-1538
1573-9090
DOI:10.1007/s11125-010-9167-1