Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count?

Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre.

► Pedagogic practices are reproduced from tutors to teachers and their pupils.
► Initial teacher education makes a lasting impression on teachers’ practice.
► Curriculum and pedagogy in initial teacher education is not reflected in primary schools.
► New teachers are confident in their ability to teach because given a set procedure.
► Transforming teacher education requires studying and altering practice.