Interim Report on Survey of Teaching Practices In Developing Countries

Abstract

This paper illustrates a research method appropriate for researchers examining teaching practices and teacher training in poor countries. The method of research described here does not compare with large scale studies in terms of sample size, scientific rigor, and sophisticated statistical analysis. We believe, however, that it can, provide valid information sufficient in accuracy for policy making. Most importantly, we believe, this method offers a feasible way for national researchers to explore why teachers teach as they do in their country.

A fundamental assumption is that once in the classroom most teachers learn little more about teaching. In the absence of any systematic feedback or self-reflection on their experiences, they persist in using practices learned in their initial training.  On that basis we invited colleagues in a number of countries to share observations on how teachers teach. The compiled results provide an explanation for low levels of learning in many developing country schools.

We then propose a second-stage research that collects information on teacher training practices.