Study On Open And Distance Teacher Education

Nowdays, the dearth of teachers is still commom in the whole world. However, for the Sub-Saharan African countries, of which the goal is trying to the provide high-quality primary education for all children that is set up in The Dakar Framework for Action and United Nations Millennium Declaration, this problem is even more serious. In tradition, teachers'teaching cause would last long, while in each of their teaching cycle, they can only cultivate a limited number of trained teachers to qualify as teachers. In that case, the crisis of teacher shortage in those areas can hardly be solved effectively and timely. With opening and technical characteristics that students and teachers separate in both time and space from each other in distance education, as well as the characteristic carry out distance teacher education in a large scale. Since it would bring a high cost return, it is probable to distance education has been paid increasing attention in Sub-Saharan African countries. This study inquires the rationales and development of open and distance teacher education, emphasizes on molds, service-provider, organization pattern and uses technology to analyze open and distance teacher education in Sub-Saharan African. Combining with case analysis, it summarizes successful conditions of open and distance teacher education.This paper is divided into five parts.The first part is the introduction of this study, mainly including statement of problem, literature review, research content and methods.The second part mainly introduces open and distance learning, the rationales and development of open and distance teacher education.The third part mainly introduces open and distance teacher education's molds, the service-provider, organization pattern and the adopted technology.The forth part takes TESSA, NCE in Nigeria and MIITEP as examples, studies open and distance teacher education's practice, and summarizes some successful experiences. For example, a good policy environment is necessary; the cost should be moderate; it needs to be integrated with the education services; the courses need to be integrated; the whole project needs good management.The fifth part mainly introduces the profile of open and distance teacher education in China and National Networked Consortium for Teacher Education.