Professional knowledge

7KLVFDWHJRU\RIYDOXHGJRDOVLQFOXGHVWHDFKHUV¶VXEMHFWNQRZOHdge, their understandings around different teaching and learning strategies and when to use these effectively. It also LQFRUSRUDWHVWHDFKHUV¶NQRZOHGJHRIWKHLUSXSLOVDQGWKHZD\VLQZKLFKGLIIHUHQWFKLOGUHQ or groups of children, learn.

Subject knowledge

In primary schools in all five countries studied, teachers tend to be class-teachers in the lower grades and subject teachers in the higher grades. However, at whichever level they teach both general and specialist subject knowledge is valued. In Nigeria teachers need:

µ«general knowledge of all of the subjects that are taught at the primary schools, LHWREHDEOHWRWHDFKDOOSULPDU\VFKRROVXEMHFWV«DQGVSHFLDOLVHGNQRZOHGJHRI two or three more subjects that could be taught beyond the primary level¶ (DocN9/2005:98)

%HLQJ D VSHFLDOLVW LQ D µSDUWLFXODU learning DUHD VXEMHFW RU SKDVH¶ constitutes one of the seven key roles for teachers in South Africa (DocSA10/2006:5). (GXFDWRUVVKRXOGµhave a well-developed understanding of the knowledge appropriate to the specialism¶ DQG EH µwell-grounded in the knowledge, skills, values, principles, methods and procedures UHOHYDQW WR WKH GLVFLSOLQH¶ (DocSA11/2000:1). Subject VSHFLDOLVP LV FRQVLGHUHG µthe

overarching role into which the other roles are integrated and in which competence is XOWLPDWHO\DVVHVVHG¶(DocSA13/2000:2). In Kenya teachers are assessed on whether they are qualified to teach the subject they are teaching (DocK2/2010) but are also expected to be competent in all core subjects (DocK4/2005).

AcroVV DOO ILYH FRXQWULHV D ILUP JURXQGLQJ LQ DQG µVRXQG FULWLFDO XQGHUVWDQGLQJ¶ (DocN1/2008:9/1.2) of curriculum content is highly valued. This also emerged from the interview data. A Ghanaian official claimed that teachers must always be µDKHDG¶ in terms of ZKDW WKH\ NQRZ FRPSDUHG WR ZKDW WKH\ DUH WHDFKLQJ µLQ FDVH D EULJKW SXSLO DVNV DQ DGYDQFHGTXHVWLRQ¶(2*$.HQ\DQRIILFLDOSRLQWHGWRWHQVLRQVEHWZHHQWHDFKHUV¶ scientific and cultural knowledge DVDQLPSHGLPHQWWRJRRGWHDFKLQJµ«when they are not well-grounded in science thHPVHOYHV« they can be carried away by cultural beliefs that contradict what is in the curriculum¶(EOK1/2009).

Language

Teachers with additional language skills are highly valued, although in different ways across the five countries. Documents from South Africa place a strong emphasis on teachers cultivDWLQJOHDUQHUV¶KRPHODQJXDJHVteachers are µH[SHFWHGWREHIXOO\SURILFLHQW in at least ONE official language and partly proficient (sufficient for purposes of ordinary classURRP FRPPXQLFDWLRQ LQ DW OHDVW 21( RWKHU RIILFLDO ODQJXDJH¶ (DocSA12/2000:1). They are H[SHFWHG WR µuse the language of instruction appropriately to explain, describe DQGGLVFXVVNH\FRQFHSWV«>DQG@XVHDVHFRQGRIILFLDOODQJXDJHWRH[SODLQGHVFULEHDQG discuss concepts in a conversational style¶ (DocSA13/2000:7).

The Sudanese documents state that ZKLOH $UDELF LV WKH ODQJXDJH RI LQVWUXFWLRQ µDW DOO OHYHOVRIWKHHGXFDWLRQV\VWHP¶teachers also need to have a basic understanding of tribal

languages where appropriate (DocSU2/1999:2). The Nigerian Review of Teacher Education (DocN9/2005:37) states:

µ7eachers, especially in the lower classes, should be able to speak the major local languages so that he/she can use it/them to drive particular points home as briefly as possible without undermining English. The more bilingual a teacher is the better and PRUHHIIHFWLYHKHVKHEHFRPHV¶

The Nigerian Education Report also RXWOLQHV SODQV WR µreinforce teaching of French as a seFRQGRIILFLDOODQJXDJH¶ (DocN7/2008:30).

Knowledge about effective teaching

7KHGRFXPHQWV¶SRUWUD\DORI what is valued in the actual act of teaching draw heavily on ideas around pedagogy and learning that conceptualise the teacher as a facilitator of learning rather than an imparter of knowledge, and the pupils as co-operatives in the learning process. Teachers in all five countries are expected to understand and effectively use a wide range of contemporary pedagogical approaches with their pupils.

One of the seven roles of teaching defined b\ 6RXWK $IULFD¶V 1RUPV DQG 6WDQGDUGV IRU Educators LVµ/HDUQLQJ0HGLDWRU¶µ«WKHHGXFDWRUµZLOONQRZabout different approaches to teachinJDQGOHDUQLQJ«and how these may be used in ways which are appropriate to the OHDUQHUVDQGWKHFRQWH[W¶ (DocSA11/2000:1). THDFKHUVDUHH[SHFWHGWRµuse key teaching strategies such as higher level questioning, problem based tasks and projects, appropriate use of group work, whole class teaching and individual self-VWXG\¶ (DocSA13/2000:7). The South African education offiFLDOGHVFULEHGKRZWHDFKHUHGXFDWLRQSURJUDPPHVZHUHµWU\LQJ

to produce a teacher that is going to be able to guide the learner to find information WKHPVHOYHV¶(26$

6XGDQ¶V5HSRrt to UNESCO states that it is:

µ«training teachers on untraditional ways of teaching in order to broaden the scope of bDVLF HGXFDWLRQ« WR HQVXUH WKDW the teaching strategy is based on the participation of learners and that practical HGXFDWLRQ« accounts for 25% of all teaching time.¶'RF689:4)

1LJHULD¶V3URIHVVLRQDO Standards for Teachers document states that teachers should use µa variety of WHDFKLQJWHFKQLTXHVDQGPHWKRGV¶ (DocN1/2008:8/1.11) and the Development of Education Report points to the need for teachers to develop their teaching methodology µin order to entrench relevance, functionality and learner-centred stimulation to promote VXFFHVVIXOOHDUQLQJ¶ (DocN7/2008:26). A Nigerian official described how teachers are:

µ«supposed to pursue many teaching methods so if you sense you are failing in one you can quiFNO\ VZLWFK WR DQRWKHU RQH« EXW WKH EHVW RYHUDOO WHFKQLTXH LV supposed to be child-centred. You, the teacher, involve the children in the learning DQG DOORZ WKHP WR GR LW E\ WKHPVHOYHV« \RX MXVW VXSHUYLVH GLUHFW DQG FRQWURO them, this is the best method¶ (EON2a/2007)

A Kenyan official emphasisHGWKHVKLIWWRZDUGVµDFWLYHOHDUQHUSDUWLFLSDWLRQ¶DQGWKHUROHRI WKH µFRQVWUXFWLYH WHDFKHU¶ LQ IDFLOLWDWLQJ WKLV (2. .H\ LQGLFDWRUV LQ .HQ\D¶V EGXFDWLRQ4XDOLW\,QGH[LQFOXGHµSXSLOLQYROYHPHQW¶µVWXGHQWSDUWLFLSDWLRQ¶DQGDµrange of tHDFKLQJDQGOHDUQLQJDFWLYLWLHV¶'RF.$OVROLVWHGDUHµpaired or group work

to encourage aFWLYHSDUWLFLSDWLRQRIVWXGHQWV¶ µFXHGHOLFLWDWLRQIRUWKHGULOOLQJRIIDcts, ideas DQGURXWLQHV¶ µRSHQ-ended quesWLRQV¶DQGµVWXGHQWGHPRQVWUDWLRQV¶'RF.-23).

Understand pupil difference

A strong theme to emerge from the data from all five countries was the value placed on fairness and non-discrimination towards pupils, requiring teachers to understand and adapt their teaching to incorporate pupil difference. This is expressed both in terms of SXSLOV¶ DFDGHPLF VWUHQJWKV DQG ZHDNQHVVHV DQG DOVR LQ WHUPV RI SURPRWLQJ HTXDOLW\ between boys and girls, different ethnic and language groups and children with disabilities.

$KLJKOLJKWHGDVSHFWRIWHDFKHUV¶SURIHVVLRQDONQRZOHGJHLQWKH3URIHVVLRQDO6WDQGDUGVIRU 1LJHULDQ WHDFKHUV GRFXPHQW LV µ7HDFKHUV NQRZ WKHLU VWXGHQWV¶ DQG DUH µDZDUH RI >WKHLU@ VRFLDO FXOWXUDO DQG UHOLJLRXV EDFNJURXQGV¶ :KLOH WKH\ DUH H[SHFWHG WR µWUHDW VWXGHQWV HTXDOO\¶ WKH\ DUH H[SHFWHG WR GHPRQVWUDWH DQ µXQGHUVWDQGLQJ RI SXSLOV¶ LQGLYLGXDO differences through the use of individualisHG DQG JURXS WHDFKLQJ WHFKQLTXHV¶ (DocN1/2008:10/1.3). They are also expected to teach pupils to respect the differences of their classmates (DocN1/2008:10/1.3) and promote gender sensitive ideals in their FODVVURRPV E\ VKRZLQJ µZRPHQLQDSRVLWLYHOLJKW¶ µinform, sensitise and dispel religious PLVFRQFHSWLRQV DQG FXOWXUDO LQKLELWLRQV DJDLQVW JLUOV¶ HGXFDWLRQ LQ the North and bo\V¶ HGXFDWLRQLQWKH6RXWK(DVW¶ (DocN7/2008:26). 1LJHULD¶V Teacher Education Review states WKDW µWKH WHDFKHU should also be able to capitalisH RQ SXSLOV¶ GLYHUVH FXOWXUHV LQ VSHFLILF ways, as in class projects and assignments, cultural and creative arts activities, storytelling, class presentations and descriptions of cultural situations, customs and YDOXHV¶'RF1

6XGDQ¶V0'*UHSRUW'RF68KLJKOLJKWVWKHLPSRUWDQFHRIGLVDELOLW\DZDUHQHss among teachers. The same document highlights the need to train teachers to more effectively provide for excluded groups and sensitise FRPPXQLWLHV WR µRYHUFRPH FXOWXUDO DQGRWKHUSUDFWLFHVWKDWKLQGHUVFKRROHQUROPHQWDQGUHWHQWLRQ¶S$GHVFULSWLRQRIWKH ideal curriculum in Sudan KLJKOLJKWV WKH QHHG IRU µHGXFDWLRQ SURJUDPPHV WKDW VKRZ WKH positive aspects in every society group in order to support national unity¶'RF68 DQGWKDWWDNHµLQWRFRQVLGHUDWLRQ«WKHLPSRUWDQFHRIHGXFDWLQJZRPHQ¶S

Equal inclusion also featXUHV LQ .HQ\D¶V 4XDOLW\ (GXFDWLRQ FKHFNOLVW 'RF. 7HDFKHUV DUH H[SHFWHG WR NQRZ DQG XVH VWXGHQW QDPHV DQG µHQFRXUDJH HTXDO SDUWLFLSDWLRQ RI PDOH DQG IHPDOH VWXGHQWV¶ DQG EH DEOH WR LGHQWLI\ VWXGHQWV ZLWK VSHFLDO educational needs and ensure thesHDUHµLQFOXGHGLQWHDFKHUTXHVWLRQLQJ¶S

:LWKLQ WKH UROH RI µ/HDUQLQJ 0HGLDWRU¶ WHDFKHUV LQ 6RXWK $IULFD DUH H[SHFWHG WR VKRZ µUHFRJQLWLRQ RI DQG UHVSHFW IRU WKH GLIIHUHQFHV RI RWKHUV¶ µFRPPXQLFDWH HIIHFWLYHO\¶ including the use of sign language where appropriate (DocSA11/2000:7). Understanding pupil difference is also incorporated into another of the seven roles: DVDQµ,QWHUSUHWHUDQG GHVLJQHU RI OHDUQLQJ SURJUDPPHV DQG PDWHULDOV¶ HGXFDWRUV DUH H[SHFWHG WR GHVLJQ programmes that are µVHQVLWLYH WR the diverse needs of learners, including those with barriers to learning [and] construct learning environments that are appropriately contextualised and inVSLUDWLRQDO¶ 'RF6$ 7eachers are expected not only to accept and deal with differences among their pupils but actively promote understanding DQGWROHUDQFHLQWKHLUFODVVURRPVE\µFUHDWLQJDOHDUQLQJHQYLURQPHQWLQZKLFKFULWLFDODQG creative thinking is encouraged [and where] learners challenge stereotypes about language, race, gender, ethnicLW\JHRJUDSKLFORFDWLRQDQGFXOWXUH¶'RF6$