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TEACHER TRAINING: TEACHING AND LEARNING METHODS
TEACHER TRAINING: TEACHING
AND LEARNING METHODS
T E A C H E R S A N D L E A R N E R S
S E C T I O N
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The designations employed and the presentation of
material throughout this review do not imply the expression
of any opinion whatsoever on the part of UNESCO or the
IIEP concerning the legal status of any country, territory,
city or area or its authorities, or concerning its frontiers
or boundaries.
The publication costs of this study have been covered
through a grant-in-aid offered by UNESCO and by
voluntary contributions made by several Member States
of UNESCO.
Published by:
International Institute for Educational Planning
7-9 rue Eugène Delacroix, 75116 Paris
e-mail: info@iiep.unesco.org
IIEP web site: www.unesco.org/iiep
Layout and cover design: Sabine Lebeau
Typesetting: Sabine Lebeau
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ISBN: 92-803-1288-X
© UNESCO 2006 1
I I E P I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G
18
MAIN OBJECTIVES To offer teacher training based on
the need to understand and respond
appropriately to educational needs in
various phases of an emergency. To train teachers on new topics such
as landmine awareness, psychosocial
implications of emergencies, peace
education, con ict resolution topics
that may be relevant to the emergency
situation and peoples corresponding
needs. To further develop teacher-training
capacity.
TEACHER TRAINING:
TEACHING AND LEARNING METHODS
Chapter
CONTEXT AND CHALLENGES
Emergencies may affect complete communities
and, though their teachers may be familiar with
their jobs, they may need additional support
to cope with emergency conditions. At the
other extreme, communities may be broken
up, there may be few experienced teachers,
and many people therefore enter the teaching
profession for the rst time under dif cult
conditions. Even those with previous teaching
experience may need training on new topics to
be taught in displacement or returnee situations
(e.g. life skills messages, etc.). Teachers are
likely to need training related to psychosocial
support for students. They may also have been
traumatized themselves and may need help with
processing their own traumas. Teacher training
is thus one of the most important dimensions of
an emergency education response. 2
I I E P I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G
G u i d e b o o k f o r p l a n n i n g e d u c a t i o n i n e m e r g e n c i e s a n d r e c o n s t r u c t i o n
Much confusion can arise if different agencies use different models for teacher training
without any co-ordination. Although in acute emergencies, there may be a need for short
and improvised courses for the teachers, the continuing courses should be designed so that
they both increase teacher effectiveness and also cumulatively build up the equivalent of a
teaching quali cation for the teachers.
In a refugee situation, UNHCR, UNICEF, international NGO implementing partners and
the host government should decide on the basic approaches and structures to be adopted,
in consultation with organizations already providing in-service teacher training. If possible,
there should also be consultation with the government of the country of origin of the
refugees. It is important to ensure that training provided in refugee situations and outside
of of cial government training facilities or programmes is recognized by the government.
(See also the Guidebook, Chapter 15, Identi cation, selection and recruitment of teachers
and education workers.)
WHAT IS DIFFERENT ABOUT TEACHER TRAINING
IN SITUATIONS OF EMERGENCY?
1. Stressful environment: ongoing con ict, family members killed or missing, traumatic
experiences for both teachers and students.
2. Need for rapid training of unquali ed teachers (often large numbers), either to work in
government system or in NGO- or United Nations-supported schools.
3. Need for training in non-traditional topics (landmine awareness, health and hygiene issues,
cholera awareness, peace education, con ict resolution).
4. Need for training in non-traditional methods (child-centred pedagogy, psychosocial
referrals, participative classroom techniques).
5. Need for training to be recognized by government so teachers can be adequately certi ed,
compensated and recognized, at least post-emergency.
6. Formal teacher training institutes may not be functioning or may not have capacity to train
large numbers of new teachers.
7. Need for training in non-traditional education programmes (e.g. bridging programmes,
accelerated learning programmes, etc.).
8. Training may be conducted by NGOs or United Nations organizations, either for the
government school system or for schools run by NGOs. 3
I I E P I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G
C h a p t e r 1 8 : T e a c h e r t r a i n i n g : t e a c h i n g a n d l e a r n i n g m e t h o d s
WHAT DO THE TEACHERS NEED TO LEARN?
THE CONTENTS OF TEACHER EDUCATION
Teacher education should cover theoretical knowledge in the subjects to be taught and in
pedagogy as well as observation of role models, microteaching and simulated and actual
classroom practice. Some research indicates that most of the teaching skills a teacher uses
are acquired during the rst ve years of practice.
In brief, teachers in emergencies need to have knowledge and skills in:
The basic subjects that are taught.
Teaching methods, particularly participatory methods.
New subject areas and life skills in the elds of environmental education, HIV/AIDS
prevention, peace education and reconciliation, developing respect for human rights,
citizenship/civic education and moral/ethical education.
Trauma and trauma healing.
Teaching methods for pre-school children or for adults (where applicable).
Child protection and non-harassment of students or colleagues.
Source: Johannessen (forthcoming).
Teacher education colleges, like other educational institutions, may be destroyed or
otherwise damaged during armed con ict, whether through direct attack, use as dormitories
or stores, looting, or through lack of maintenance during a period of insecurity. Furniture
and equipment may have been looted. It is important that renewal of the countrys system
of pre-service (full-time) teacher training be prominent in the plan for post-con ict
reconstruction, and that renewal of content and pedagogy, as well as infrastructure, be
included. Needs assessment for teacher training, both in-service and pre-service, should
be seen as an integral part of back to school and school reconstruction programmes. The
emergency may be an opportunity to introduce or strengthen teaching methods such as
those related to participatory approaches and child-centred methodologies.
DAMAGE TO TEACHER TRAINING INSTITUTIONS IN IRAQ
In Iraq, a recent needs assessment survey showed that after years of economic sanctions which
limited funding for maintenance, and the con ict in March/April 2003, only 41 (27 per cent)
of the teacher training institutions had use of buildings that were in good condition. Fifty-six
teacher-training institutions (37 per cent) were in buildings that were partially damaged,
31 (21 per cent) were in buildings that were seriously damaged, and 22 (15 per cent) in
premises that were considered seriously unsafe. A total of 77 war-related incidents were
reported on teacher-training institutions by survey respondents, in 15 governorates. Looting
was most common (55 reported incidents), followed by burning (12) and bombing (10). It
was also reported by 31 institutes that they were used by the military as barracks following
the war.
Source: UNESCO (2004: 72). 4
I I E P I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G
G u i d e b o o k f o r p l a n n i n g e d u c a t i o n i n e m e r g e n c i e s a n d r e c o n s t r u c t i o n
Summary of
suggested strategies
Teacher training: teaching and learning methods
Co-ordinate or facilitate a needs assessment for teach