Having an EfECT: Professional development for teacher educators in Myanmar
Journal article, Peer reviewed
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Original versionBorg, S., Clifford, I., & Htut, K. P. (2018). Having an EfECT: Professional development for teacher educators in Myanmar. Teaching and Teacher Education, 72, 75-86. 10.1016/j.tate.2018.02.010
Highlights • National two-year project to develop teacher educator competence in Myanmar. • English language, teaching knowledge, confidence, teaching and reflective skills targeted. • Several baseline and exit measures collected from 1647 teacher educators. • Impact of the project on teacher educator competence was varied but overall positive. • Project's evaluation tools critically examinedAbstract As part of Myanmar's current educational reforms, the EfECT project aimed to improve the competence of pre-service teacher educators in Education Colleges across the country. Drawing on baseline and exit measures collected through questionnaires, tests, observations, interviews and written reflections, this paper examines the impact of the two-year project on 1647 teacher educators' propositional knowledge of teaching methodology, practical teaching skills, reflective abilities and professional confidence. Overall, but not exclusively, the outcomes of the project in relation to these issues were positive, and these results are analysed critically with particular attention to the tools used to measure project impact.