Reforming teacher education in Nigeria: Laying a foundation for the future

被引：9

作者：

Barnes, Adrienne E. ^{[1
]}

Boyle, Helen ^{[1
,2
]}

Zuilkowski, Stephanie Simmons ^{[1
,2
]}

Bello, Zaliha Nasiruddeen ^{[3
]}

机构：

[1] Florida State Univ, Learning Syst Inst, Univ Ctr C4600, Tallahassee, FL 32306 USA

[2] Florida State Univ, Univ Ctr C4600, Dept Educ Leadership & Policy Studies, Tallahassee, FL 32306 USA

[3] Sokoto State Univ, Sokotor, Nigeria

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 79卷

关键词：

PROFESSIONAL-DEVELOPMENT; KNOWLEDGE; PERSPECTIVES; AFRICA;

D O I：

10.1016/j.tate.2018.12.017

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher educators in Nigeria receive limited professional development, particularly regarding the instruction of early grade reading skills. As part of the USAID-funded Northern Education Initiative Plus project, Florida State University faculty provided intensive teacher educator professional development to staff at four Teacher Education Institutions in northern Nigeria. Positive impacts on teacher educator knowledge, skills, and attitudes were observed related to content and pedagogical knowledge, use of participatory teaching and learning activities in the college classrooms, and improvement in student teacher engagement and learning. Continued success of the implemented model for training will be dependent upon national adoption and scale up. (C) 2019 Elsevier Ltd. All rights reserved.

引用

页码：153 / 163

页数：11

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