Language, Literacy, and Learning in Primary Schools: Implications for Teacher Development Programs in Nigeria »

Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum.

This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.

Foreword     v
Acknowledgments     vii
Acronyms and Abbreviations     ix
Executive Summary     xi
Introduction     1
Learning and Teaching in Primary Schools     5
Assessments of Learning Achievements in Primary Schools     5
Language Development, Acquisition of Literacy and Learning Across the School Curriculum     7
Classroom Teaching and Learning Interactions     9
Summary and Conclusions     14
The Professional Development of Primary School Teachers     17
The Structure and Organization of Teacher Education Programs for Primary School Teachers     17
The Quality of Teacher Education Programs     19
Professional Development for Primary School Teachers     23
Summary and Conclusions     26
Policy Issues in Reform of Teacher Development and Professional Support     27
Recommendations     29
Appendixes
Qualified Primary Teacher     33
What Teachers Need to Know and Be Able To Do     35
Nigerian Certificate in Education-Primary Education Studies     37
Making a Real Difference to Initial Preparation of Teachers     39
The School-based Teacher Support System as a Model to Improve Classroom Teaching andLearning     41
The School-based Teacher Professional Support Program     45
References     57