School-based Teacher Training and the Development of Literacy in Low-achieving Schools

By S. Payneeandy and Pritee Auckloo.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

School-based training sustained with critically reflective approaches to empower professionals is a must in the Mauritian context for the teaching and learning of literacy. This paper documents the capacity building project in Mauritian ZEP Schools that empowers teachers in adopting a paradigm shift in their instructional practices in a view to alleviate illiteracy and encourage literacy achievements in our primary schools. Supported by the Mauritius Institute of Education, this project has come a long way since its inception and collaboration with the UNDP a few years back. While the paper supports ground roots training for educators and regular training for facilitators, it also takes the innovative literacy practices and sustains the approaches that should be applied in the teaching and learning process. It illustrates the performance and competence of educators in educating the learners and also illustrates the success stories that are the outcomes of the espoused strategies. Additionally, the paper illustrates the disposition of teachers and learners to adapt themselves to diverse and authentic approaches in the teaching and learning of literacy.

Keywords: School-based Training, Literacy, Reflective

The International Journal of Learning, Volume 18, Issue 10, pp.269-282. Article: Print (Spiral Bound). Article: Electronic (PDF File; 830.570KB).

Dr. S. Payneeandy

Senior Lecturer, School of Education, Mauritius Institute of Education, Mauritius

Dr. S. Payneeandy is a Senior Lecturer at Mauritius Institute of Education.

Pritee Auckloo

Lecturer, School of Education, Mauritius Institute of Education, Mauritius

P. Auckloo is a lecturer at Mauritius Institute of Education.

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