Advertisement

Mathematics Teacher Training in East Africa

Chapter
  • 608 Downloads
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Abstract

This chapter firstly briefly considers the history of teacher training worldwide. It then goes on to specifically look into the status of mathematics teacher training in East Africa by reviewing the pathways to becoming a mathematics teacher; the entry criteria and guidelines; the structure and curriculum in mathematics teacher preparation; the profile of tutors who prepare the mathematics teachers; and finally, the professional development programmes for both mathematics teachers and tutors. The chapter concludes by highlighting some differences in a number of aspects regarding the mathematics teacher training and urges educational stakeholders to speedily embark on harmonizing examination grading systems and the structure and curriculum of mathematics teacher education. It further calls on alignment of teachers’ and tutors’ professional development. Harmonization of various elements of mathematics teacher training is seen as a way of ensuring that all East Africans have equitable opportunities on the labour market under the East African common market protocol.

Keywords

Teacher Education Mathematics Teaching Mathematics Teacher Student Teacher Teacher Training 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. CEMASTEA. (2013). Kenya SMASSE/SMASEE projects (1998–2013). Nairobi: Centre for Mathematics, Science and Technology In Africa.Google Scholar
  2. Chambulila, C. D. (2008). Teacher educators’ professional development: the experience from tutors’ education programme (TEP) in Tanzania. Retrieved on 20th April 2015 from http://www.eera-ecer.de/ecer-programmes/conference/1/contribution/1119/
  3. Constantine, J., Player, D., Silva, T., Hallgren, K., Grider, M., & Deke, J. (2009). An evaluation of teachers trained through different routes to certification: Final report. Jessup: Education Publications Center, U.S. Department of Education.Google Scholar
  4. Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Vasquez Heilig, J. (2005). Does teacher preparation matter? Evidence about teacher certification, teach for America and teacher effectiveness. Education Policy Analysis Archives,13(42), 1–51.Google Scholar
  5. Government of the Republic of Kenya. (2007). Kenya vision 2030. Retrieved on 12th February 2015 from http://www.vision2030.go.ke/cms/vds/Popular_Version.pdf
  6. Government of the Republic of Kenya. (2012). A policy framework for education and training. Nairobi: Ministry of Education.Google Scholar
  7. Government of Uganda. (2013). Uganda vision 2040. Retrived on 20th April 2015 from http://gov.ug/content/uganda-vision-2040
  8. Institute of Education. (2014). History of teacher training in the UK: Institute of Education archives subject guide number 12. London: Institute of Education, University of London.Google Scholar
  9. Japan International Cooperation Agency. (2014). In-service education and training for secondary school science and mathematics teachers phase II. Retrieved on 20th April 2015 from http://www.jica.go.jp/tanzania/english/activities/education_01.html
  10. Japan International Cooperation Agency. (2014). Strengthening mathematics and science in secondary education (SMASSE Rwanda) project. Retrieved on 20th April 2015 from http://www.jica.go.jp/rwanda/english/activities/activity01.html
  11. KIE. (2008). Diploma teacher education syllabus. Nairobi: Kenya Institute of Education.Google Scholar
  12. Liang, X. (2004). Uganda tertiary education sector report: Africa region human development working paper series. Washington, D.C: World Bank.Google Scholar
  13. Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.Google Scholar
  14. Mizell, H. (2010). Why professional development matters. Oxford: Learning Forward.Google Scholar
  15. Moses, J. (2009). The grass is greener…..a comparison of two distinct pathways to Qualified Teacher Status with particular reference to the expectations and experiences of secondary physical education trainees (EdD). Durham: University of Durham.Google Scholar
  16. Ngobi, D. H., Otaala, J., Maani, J., & Bakaira, G. (2011). The role of universities in teacher education and professional development: Kyambogo University, a case study. CICE Series,4(2), 167–175.Google Scholar
  17. Republic of Rwanda Ministry of Education. (2007). Teacher development and management policy in Rwanda. Kigali: Ministry of Education.Google Scholar
  18. Republic of Rwanda, Ministry of Finance and Economic Planning. (2000). Rwanda vision 2020. Kigali: Ministry of Finance and Economic Planning.Google Scholar
  19. SCETT. (2011). In defence of teacher education: a response to the Coalition Government’s White Paper for Schools (November 2010). Derby: Standing Committee for the Education and Training of Teachers.Google Scholar
  20. SESEMAT. (2014). Newsletter issue 1. Kampala: JICA.Google Scholar
  21. Teachers’ Initiative in Sub-Saharan Africa. (2013). Teacher issues in Uganda: A diagnosis for a shared vision on issues and the designing of a feasible, indigenous and effective teachers’ policy. Kampala: Ministry of Education and Sports.Google Scholar
  22. The Elimu Network. (2013). Regulations for the diploma teacher education course. Retrieved April 4, 2014, from http://kenya.elimu.net/Diploma_Teacher_Education/DTE_Regulations.htm
  23. The Republic of Uganda Education Service Commission. (2011). Scheme of service for teaching personnel in teacher education institutions. Kampala: Education Service Commission.Google Scholar
  24. The United Republic of Tanzania. (1999). Tanzania Development Vision 2025. Retrieved on 20th April 2015 from http://www.mipango.go.tz/index.php?option=com_docman&Itemid=107
  25. The United Republic of Tanzania Basic Education Development Committee. (2008). Education sector development programme: the teacher development and management strategy (2008–2013). Retrieved on 8th April 2014 from http://www.ed-dpg.or.tz/pdf/TE/Teacher%20Education%20and%20Management%20Strategy-TDMS%20-final%202009.pdf
  26. Thuranira, T. S. (2010). Perspectives on the teaching profession in Kenya. Unpublished PhD thesis, University of Maryland.Google Scholar
  27. TIE. (2009). Curriculum for diploma in teacher education programmes in Tanzania. Dar es Salaam: Tanzania Institute for Education.Google Scholar
  28. University of Dar es Salaam. (2014). Entry requirements. Retrieved April 8, 2014, from https://udsm.ac.tz/?q=undergraduate-entry-requirements
  29. Wolhuter, C. C. (2006). Teacher training in South Africa: Past, present and future. Education Research and Perspectives,33(2), 124–139.Google Scholar
  30. World Bank. (2011). Rwanda education country status report: Toward quality enhancement and achievement of universal nine year basic education. Washington, D.C.: World Bank.Google Scholar

Copyright information

© The Author(s) 2016

Open Access This book was originally published with exclusive rights reserved by the Publisher in 2016 and was licensed as an open access publication in November 2020 under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits any noncommercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this book or parts of it.

The images or other third party material in this book may be included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material or in the Correction Note appended to the book. For details on rights and licenses please read the Correction  https://doi.org/10.1007/978-3-319-27258-0_7. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Authors and Affiliations

  1. 1.Aga Khan University Institute for Educational Development East AfricaDar es SalaamTanzania

Personalised recommendations