Language, Literacy, and Learning in Primary Schools Implications for Teacher Development Programs in Nigeria

by Adekola, Olatunde A.

• ISBN13: 9780821370483
• ISBN10: 0821370480
• Format: Paperback
• Copyright: 2007-05-31
• Publisher: World Bank Publications

Summary

'Language, Literacy, and Learning in Primary Schools' is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum.This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.

Table of Contents

Foreword	p. v
Acknowledgments	p. vii
Acronyms and Abbreviations	p. ix
Executive Summary	p. xi
Introduction	p. 1
Learning and Teaching in Primary Schools	p. 5
Assessments of Learning Achievements in Primary Schools	p. 5
Language Development, Acquisition of Literacy and Learning Across the School Curriculum	p. 7
Classroom Teaching and Learning Interactions	p. 9
Summary and Conclusions	p. 14
The Professional Development of Primary School Teachers	p. 17
The Structure and Organization of Teacher Education Programs for Primary School Teachers	p. 17
The Quality of Teacher Education Programs	p. 19
Professional Development for Primary School Teachers	p. 23
Summary and Conclusions	p. 26
Policy Issues in Reform of Teacher Development and Professional Support	p. 27
Recommendations	p. 29
Appendixes
Qualified Primary Teacher	p. 33
What Teachers Need to Know and Be Able To Do	p. 35
Nigerian Certificate in Education-Primary Education Studies	p. 37
Making a Real Difference to Initial Preparation of Teachers	p. 39
The School-based Teacher Support System as a Model to Improve Classroom Teaching and Learning	p. 41
The School-based Teacher Professional Support Program	p. 45
References	p. 57
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