Nigeria faces a significant challenge in preparing effective teachers, with many pre-service teachers lacking in essential pedagogical, technology, and classroom management skills. Traditional teacher education programs focus predominantly on content knowledge rather than hands-on teaching experience, leading to a workforce that struggles with basic literacy, numeracy, and pedagogy.
To address these gaps, the International Development Research Centre (IDRC) and the Global Partnership for Education (GPE) launched an implementation research initiative, partnering with SIRI and CEBAR consulting, to assess a transformative approach to teacher training. Spanning 22 months, the project is being implemented across Oyo, FCT, Akwa Ibom, Enugu, Taraba, and Kano states.
Research (Implementation & Operational):
The project integrates an innovative 4-in-1 model designed to develop core teaching competencies among pre-service teachers, encompassing microteaching, Jigsaw, Problem-Based Learning, and Technological Pedagogical Content Knowledge (TPACK) approaches.
By embedding these evidence-based methodologies into the revised training curriculum, the research team aims to enhance pre-service teachers’ skills in teaching effectiveness, content delivery, and technology integration. The study is structured as a controlled trial, with the intervention group receiving specialized training under this model, while a control group undergoes traditional training. This setup enables comparative analysis, focusing on the impact of the new model on teaching effectiveness and student outcomes. Key project activities include continuous stakeholder engagement to ensure that insights from the study are effectively translated into policy recommendations.
Result: Though still ongoing, early indicators suggest that the intervention is fostering improved instructional strategies and increased use of technology among pre-service teachers. Expected outcomes include a significant improvement in classroom engagement, gender-responsive teaching practices, and content mastery among participants. Findings from this research will guide policy adjustments to teacher training programs, promoting scalable solutions for teacher development in Nigeria.
Upon completion, the project aims to provide a model that enhances not only teacher preparedness but also students’ learning experiences across the country.
