Initial English Language Teacher Education in Sub-Saharan Africa
Issues and Lessons Learned from Collaborative Curriculum Innovation
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Initial English Language Teacher Education Programmes in Sub-Saharan Africa: Issues and Lesson Learned from Collaborative Curriculum Innovation documents issues in initial language teacher education in sub-Saharan African and an example of a successful curriculum innovation and implementation process at the School of Education, University of Juba. The motivation for innovation of the existing programme curriculum came as a result of realisation of the weaknesses of the programme informed by two studies: The first study was by Baffoka in 2007 and the second study was 'The British Council/Cambri...
Initial English Language Teacher Education Programmes in Sub-Saharan Africa: Issues and Lesson Learned from Collaborative Curriculum Innovation documents issues in initial language teacher education in sub-Saharan African and an example of a successful curriculum innovation and implementation process at the School of Education, University of Juba. The motivation for innovation of the existing programme curriculum came as a result of realisation of the weaknesses of the programme informed by two studies: The first study was by Baffoka in 2007 and the second study was 'The British Council/Cambridge ESOL Project in Sub-Saharan Africa' (2011) carried out to describe pre-service education of teachers of English language in five Sub-Saharan Africa. The book presents a critical reflection on the curriculum innovation process and documents the process of developing and implementing the new Initial English Language Teacher Education curriculum. The book aims to share experiences of curriculum innovation process and lessons learned from collaborative curriculum innovation and implementation process.
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