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...
| Main Authors: | , , , , |
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| Format: | Working Paper |
| Language: | English |
| Published: |
World Bank, Washington, DC
2020
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| Subjects: | |
| 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 |
| Summary: | 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. |
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