Teacher education in Uganda: Policy and practice

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dc.contributor.authorAguti, Jessica Norah
dc.date.accessioned2023-01-12T19:26:23Z
dc.date.available2023-01-12T19:26:23Z
dc.date.issued2016
dc.descriptionPage 232, Chapter 13en_US
dc.description.abstractTeacher education is concerned with helping teachers acquire the attitudes, knowledge and skills they need to carry out their duties and responsibilities as teachers; and this is vital since teachers are central in the school system. Perraton et al. (2002, 7) argue that ‘teachers are vital. Unless we can get more teachers, and better teachers, we will not reach the target of making quality education available to all by 2015.’ Quality education is certainly impossible to achieve without teachers. So as more and more children join schools, more teachers will be needed. The number of children needing education will continue to grow because the world population is continuing to grow. Table 1 gives the population of people aged 5–14 in the different countries of East Africa.en_US
dc.identifier.citationMoon, B. (2016). Do universities have a role in the education and training of teachers? An international analysis of policy and practice. Cambridge University Press.en_US
dc.identifier.uriTeacher education in Uganda: Policy and practice
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/6906
dc.language.isoenen_US
dc.publisherCambridge University Pressen_US
dc.subjectTeacher educationen_US
dc.subjectPolicyen_US
dc.subjectPracticeen_US
dc.titleTeacher education in Uganda: Policy and practiceen_US
dc.typeBook chapteren_US
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