Malawi STEP Baseline Situation Analysis: Primary Teacher Education in teacher practice schools

• In Event: Strengthening teacher education and practice in Malawi: Data analysis, recommendations, and the importance of genuine partnership

Proposal

The STEP Activity is working with the Malawi MoE to improve the quality of teacher education taking place in all public and private TTCs in Malawi. To inform the technical approaches of the intervention, the STEP consortium, in partnership with the Malawi MoE, conducted a baseline situation analysis (BSA) of the two-year Initial Primary Teacher Education (IPTE) certificate program. The IPTE program is made up of 6 trimesters. Students in the IPTE program spend trimester 3 and trimester 4 in a Teaching Practice School (TPS) where they observe classroom teachers, develop lesson plans, and teach in a real classroom setting. At the Teaching Practice Schools (TPS), the BSA assessed policies and strategies, roles and responsibilities, fidelity to TPS guidelines, school management, and observed and identified the context of student teaching in TPSs.

This presentation will discuss the results of the TPS component of the BSA and provide an analysis of the data reflecting on policy and practice. The presentation will also discuss how the results of the BSA were used to inform recommendations and determine interventions that will improve the teacher education experience and learning at teaching practice schools.

Author

• Fanny Tasiye Nkunika, School to School International