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

World Bank, Washington, DC

关键词: TEACHER TRAINING;    TEACHER EDUCATION;    RESULTS-BASED REFORM;    DEVELOPMENT;    COMPETENCY STANDARDS;   

DOI  :  10.1596/1813-9450-9328
RP-ID  :  WP9328

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

This paper provides a comprehensivereview of the World Bank–supported Teacher EducationImprovement Project for Grades 1-4 Class Teachers in theWest Bank and Gaza (2008-19) and has important policyimplications for similar initiatives in other developingeconomies. A professional development index of teachingcompetences was created and used to redesign, develop,implement, and evaluate pre-service and in-service programsin line with international good practice. By linkingpre-service to in-service, the index is innovative incapturing the continuum of a teacher's professionaldevelopment. The index as well as all elements of thepre-service and in-service programs were developed byPalestinians with consultant assistance. This developmentalprocess strengthened the capacity of those involved andensured understanding and ownership of outputs. The projectresulted in an increase of fully qualified teachers from 54percent in 2011 to 92 percent in 2018. In 2019, five of sixuniversity pre-service programs were granted unconditionalaccreditation by representative panels chaired byinternational experts. The project won the UnitedKingdom's prestigious Times Higher Education Award forInternational Impact, 2018 due to its innovative approachesand potential for replication in other countries. The modelof reform developed in the project is currently influencingthe development of strategies for the coherent and systemicreform of teacher education in World Bank–supported projectsin The Gambia and Zambia.