Transforming Pre-service Teacher Education through a year-long foundational literacy course

• In Event: Improving teacher education programs: Insights for better preparing future teachers

Proposal

Within the Global Education for All framework (EFA), the outcome for Sustainable Development Goal 4 (SDG4) is to ensure that all students are provided an inclusive and equitable quality education and are lifelong learners (UNESCO, 2017). SDG4c also addresses the need to increase the supply of qualified teachers. The quality of pre-service teacher education has been found to have the most impact on student outcomes, especially in low-resource contexts (Akyeampong et al., 2013; Wawire, 2021) and when combined with follow-up in-service professional development (Wawire, 2021). However, in developing countries, much of teacher education has become disconnected from in-service realities and focuses predominantly on theory rather than practice (UNESCO, 2015). This has serious consequences for teacher preparation, the sustainability of interventions, and progress toward SDGs. It is important that preservice education coursework provide opportunities to link theory to practice (Westbrook et al., 2013), time to practice evidenced-based literacy pedagogy (Adekola, 2007), and how to use assessments to inform instruction (Wawire, 2021). In a review of preservice teacher curriculum, Pryor et al. (2012) identified gaps in teacher knowledge and skills and in the use of evidence-based literacy practices.
In Rwanda, the education sector worked with key stakeholders to integrate the SDG4 goals to improve educational outcomes for all learners (Rwanda Education Board, 2022). The initiative began with identifying needed policies and reviewing the pre-service tutor and student course modules. The findings indicated a need for alignment with regional and international literacy evidence-based best practices. There was also a need to move from emphasizing theory and teacher-centered practices to a student-centered, competency-based curriculum. In addition, the TTC curriculum should provide student teachers with more opportunities to acquire literacy and pedagogical content knowledge and time for practice. Based on these findings, the education sector identified procedures and steps to re-align teacher training.
This presentation highlights the process of developing and delivering the Foundational Literacy Course (FLC) to Teacher Training College (TTC) tutors teaching the lower-primary Kinyarwanda literacy course. The focus was on supporting tutors in moving from theory to practice, enhancing their literacy pedagogical skills and content knowledge, and providing opportunities for teaching practice with the primary curricular materials and receiving feedback.
A multi-modal approach was used to collect data before, during, and after the course. This presentation draws on data from classroom observations; in-depth interviews; focus group discussions; an assessment of Knowledge, Skills, and Attitudes (KSA); completed course assignments; and anecdotal notes. The findings were used to inform and involve key stakeholders. The challenges faced, lessons learned, and suggestions for developing and implementing similar FLC courses will be discussed, including delivering the FLC course in First Language. In addition, we will highlight the impact of the FLC on the tutors’ knowledge of effective literacy-based practices and implications for follow-up support. Lastly, the next steps involving education stakeholders in building sustainability and in providing support to the TTC tutors will be discussed.

Authors

• Marion Fesmire, Florida State University

• Brenda Aromu Wawire, African Population and Health Research Center

• Probak Karim, Florida State University

• Gerard Murasira