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Article
Creating High-Quality Early Childhood Education in Rwanda: Teacher Dispositions, Child-Centred Play, and Culturally Relevant Materials
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 190, no. 15
Date: 2020
Pages: 2437-2448
Africa, Culturally responsive teaching, East Africa, Rwanda, Sub-Saharan Africa
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Abstract/Notes: Overcoming challenges to quality early education in developing nations, TEACH Rwanda, one high-performing education system, offers a model of childhood learning through sensitive teacher dispositions, child-centred play, and culturally relevant materials. This manuscript provides a unique window into the practices of a quality early childhood system in Rwanda and articulates how these high-quality approaches to early childhood education can be executed successfully in developing nations with limited resources. The guidelines for practice and illustrations from real classrooms are relevant for a range of educators around the world. One key to success is the programmes’ homegrown professional development approach featuring Rwandans teaching Rwandans, which builds capacity within the system. The professional development description encourages administrators and directors to establish such programmes which can successfully build capacity and sustainability within their schools.
Language: English
DOI: 10.1080/03004430.2019.1578760
ISSN: 0300-4430, 1476-8275
Article
Lessons from the Periphery: The Role of Dispositions in Montessori Teacher Training
Available from: Western Washington University
Publication: Journal of Educational Controversy, vol. 2, no. 2
Date: 2007
Montessori method of education, Trainings
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Abstract/Notes: In 2002 the term “dispositions” entered the vocabulary of teacher education with a vengeance when the National Council for Accreditation of Teacher Education (NCATE) added the concept to its inventory of required standards. Teacher education programs across the country developed lists of professional dispositions that their graduates should attain based on NCATE provided guidelines. Caring, fairness, honesty, responsibility, and social justice were values included in NCATE suggestions; these values were emphasized and, subsequently, assessed in teacher education programs. Students who were found lacking in these traits were counseled out of education programs or given unsatisfactory grades, at least at some institutions. A few of the affected students objected to their treatment, and local administrators heard their complaints. Controversy at the local level quickly accelerated to national stories as conservative-leaning newspapers like the New York Post, and conservative commentators like George Will, brought to the attention of the American public what they viewed as the latest round in American culture wars.
Language: English
ISSN: 1935-7699