Transforming Teacher Education in the West Bank and Gaza : Policy Implications for Developing Countries
This paper provides a comprehensive review of the World Bank–supported Teacher Education Improvement Project for Grades 1-4 Class Teachers in the West Bank and Gaza (2008-19) and has important policy implications for similar initiatives in other de...
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| Format: | Working Paper |
| Language: | English |
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World Bank, Washington, DC
2020
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| Online Access: | http://documents.worldbank.org/curated/en/851581595421579144/Transforming-Teacher-Education-in-the-West-Bank-and-Gaza-Policy-Implications-for-Developing-Countries http://hdl.handle.net/10986/34174 |
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okr-10986-341742022-09-20T00:12:04Z Transforming Teacher Education in the West Bank and Gaza : Policy Implications for Developing Countries Burke, Andrew Cuadra, Ernesto Mahon, Tony Moreno, Juan Manuel Thacker, Simon TEACHER TRAINING TEACHER EDUCATION RESULTS-BASED REFORM DEVELOPMENT COMPETENCY STANDARDS PEDAGOGY PRIMARY EDUCATION This paper provides a comprehensive review of the World Bank–supported Teacher Education Improvement Project for Grades 1-4 Class Teachers in the West Bank and Gaza (2008-19) and has important policy implications for similar initiatives in other developing economies. A professional development index of teaching competences was created and used to redesign, develop, implement, and evaluate pre-service and in-service programs in line with international good practice. By linking pre-service to in-service, the index is innovative in capturing the continuum of a teacher's professional development. The index as well as all elements of the pre-service and in-service programs were developed by Palestinians with consultant assistance. This developmental process strengthened the capacity of those involved and ensured understanding and ownership of outputs. The project resulted in an increase of fully qualified teachers from 54 percent in 2011 to 92 percent in 2018. In 2019, five of six university pre-service programs were granted unconditional accreditation by representative panels chaired by international experts. The project won the United Kingdom's prestigious Times Higher Education Award for International Impact, 2018 due to its innovative approaches and potential for replication in other countries. The model of reform developed in the project is currently influencing the development of strategies for the coherent and systemic reform of teacher education in World Bank–supported projects in The Gambia and Zambia. 2020-07-23T14:05:12Z 2020-07-23T14:05:12Z 2020-07 Working Paper http://documents.worldbank.org/curated/en/851581595421579144/Transforming-Teacher-Education-in-the-West-Bank-and-Gaza-Policy-Implications-for-Developing-Countries http://hdl.handle.net/10986/34174 English Policy Research Working Paper;No. 9328 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Middle East and North Africa West Bank and Gaza |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
TEACHER TRAINING TEACHER EDUCATION RESULTS-BASED REFORM DEVELOPMENT COMPETENCY STANDARDS PEDAGOGY PRIMARY EDUCATION |
| spellingShingle |
TEACHER TRAINING TEACHER EDUCATION RESULTS-BASED REFORM DEVELOPMENT COMPETENCY STANDARDS PEDAGOGY PRIMARY EDUCATION Burke, Andrew Cuadra, Ernesto Mahon, Tony Moreno, Juan Manuel Thacker, Simon Transforming Teacher Education in the West Bank and Gaza : Policy Implications for Developing Countries |
| geographic_facet |
Middle East and North Africa West Bank and Gaza |
| relation |
Policy Research Working Paper;No. 9328 |
| description |
This paper provides a comprehensive
review of the World Bank–supported Teacher Education
Improvement Project for Grades 1-4 Class Teachers in the
West Bank and Gaza (2008-19) and has important policy
implications for similar initiatives in other developing
economies. A professional development index of teaching
competences was created and used to redesign, develop,
implement, and evaluate pre-service and in-service programs
in line with international good practice. By linking
pre-service to in-service, the index is innovative in
capturing the continuum of a teacher's professional
development. The index as well as all elements of the
pre-service and in-service programs were developed by
Palestinians with consultant assistance. This developmental
process strengthened the capacity of those involved and
ensured understanding and ownership of outputs. The project
resulted in an increase of fully qualified teachers from 54
percent in 2011 to 92 percent in 2018. In 2019, five of six
university pre-service programs were granted unconditional
accreditation by representative panels chaired by
international experts. The project won the United
Kingdom's prestigious Times Higher Education Award for
International Impact, 2018 due to its innovative approaches
and potential for replication in other countries. The model
of reform developed in the project is currently influencing
the development of strategies for the coherent and systemic
reform of teacher education in World Bank–supported projects
in The Gambia and Zambia. |
| format |
Working Paper |
| author |
Burke, Andrew Cuadra, Ernesto Mahon, Tony Moreno, Juan Manuel Thacker, Simon |
| author_facet |
Burke, Andrew Cuadra, Ernesto Mahon, Tony Moreno, Juan Manuel Thacker, Simon |
| author_sort |
Burke, Andrew |
| title |
Transforming Teacher Education in the West Bank and Gaza : Policy Implications for Developing Countries |
| title_short |
Transforming Teacher Education in the West Bank and Gaza : Policy Implications for Developing Countries |
| title_full |
Transforming Teacher Education in the West Bank and Gaza : Policy Implications for Developing Countries |
| title_fullStr |
Transforming Teacher Education in the West Bank and Gaza : Policy Implications for Developing Countries |
| title_full_unstemmed |
Transforming Teacher Education in the West Bank and Gaza : Policy Implications for Developing Countries |
| title_sort |
transforming teacher education in the west bank and gaza : policy implications for developing countries |
| publisher |
World Bank, Washington, DC |
| publishDate |
2020 |
| url |
http://documents.worldbank.org/curated/en/851581595421579144/Transforming-Teacher-Education-in-the-West-Bank-and-Gaza-Policy-Implications-for-Developing-Countries http://hdl.handle.net/10986/34174 |
| _version_ |
1764480397862764544 |