Pre-service teacher training: Defining the impact of inclusive approaches to enhance teaching quality

To teach effectively, teachers need strong knowledge of both content and pedagogy. That knowledge, along with strong teaching skills, must be developed during teachers’ pre-service education. In Nigeria, the curriculum of pre-service teacher education programs has largely focused on content knowledge rather than pedagogical knowledge, and on theory rather than practice. 

This project works in partnership with the National Commission for Colleges of Education to bridge gaps in pre-service teacher education in Nigeria, addressing issues like inadequate-service teacher preparation, curriculum knowledge gaps, and insufficient focus on pedagogical and technological skills. The primary research objective is to assess the effectiveness of a four-part evidence-based model to enhance pedagogy, technology integration, and curriculum efficiency in pre-service teacher education. This model includes various teaching and learning approaches, such as practicing teaching in small groups, collaborative problem-solving, and using technology as a teaching aid. The project also incorporates gender responsive and inclusive teaching practices to address diverse learning needs. 

Implemented across six geopolitical regions of Nigeria, the project aims to produce in-depth insights into the efficacy of the four-part evidence-based model for pre-service teacher education, and to strengthen the capacities of pre-service teachers by enhancing their pedagogical skills, content knowledge, and technological application. The findings from the research are intended to drive evidence-based reviews of pre-service teachers’ education curriculum.