Study on Effective IN-SERVICE Training in Japan and Malawi : A Comparative Analysis of Planning，Organization and Implementation

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S1udy on EffectiveIN-SERVICE TraillIllg inJapanandMalav.ri: A ComparativeAnalysisofPl釘mmgラOrganizationand

Im

plementation IntemauonalEducation Course Educationfor Specia1izedSu吋ectMatterandField Chinomba Enoch I.IntJ司)duction Malawi as a nation白cesa number of problems and challenges in terms of mat~ematics and science education. One of the indicators ofql叫ity of education is 則 dents'achievements commonly noted 企om results of national exan也1ations (Malawi Education For All， l¥t1EFA， 2005). F or some reeentyears，ぬldents'perroffilance has been low in Malawi especiallyin mathematics and science subjects (SMASSE Project Document

，

2004). Problems白紙 relate to teachers include inadequacy (shortage of q問団edteachers) in terms of mathematics and scienceteachersin schools especially those wi也 degreeand diploma mainly inrural areas，国lderq四li自catio

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r pedagogies and nega'ave a副知de towards mathematics釦dscience teaching (SIV!ASSE Project Document

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2004). One of 児島町nsin

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udes improving由equality of education由roughtraining of more teachers and upgrading也eexIstingunder qualified ones as well部 providingin-servIce的主由19 toexi武ingt伺chers. One of血emajorinterventions白紙 have been taking place is a JICAI Malawi Govemment Pr，司ect called SMASSE Supervisor

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o北iOzawa (Stren

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leningof Ma仕lematicsand Science Eduωltion in Secondary Eduωltion). 百le pr:吋ectp出n

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objective is to improve血e teachingand leaming of mathematics and science insecondaryschoolsin Mala引出rough INSETs. 百leproject銑ぽted in 2004出 apilotpwject inone ofthe COWI町内 schooldivisionscalledSouthEastEducation Division (SEED). So白ra to級1of four INSETs have been provided to all mathematics and science teachers in SEED with themes‘Attitude Ch姐ge'

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'恥1eaning白i Activities'

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provisation' and 'Studeni岨Centeredness'in 2005

，

2006

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2007 and 2008 respectively. Hen民社町制SET，註15 widelyeヰ統制捌世蹴 should問Nidean improvement inthe伊 fom1an1田 oflearners in m出:lell1aUωand悶肌eatn胡onalexan世凶ons. However 1政溜1tjnfom

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onavailab!e田鶴岡:s very minima1 improvement in 血e performance of learners in mathematics and SClence.αle would也erefore釦等航ttbat the 除achers叶10加veundergone INSEf are not e島ctivelyimplem四也19inclぉg

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mwhat血ey leamed.臼1世le0也er加叫onewould al却制肱由錦町SETs haveoot fully sl脳活討。din

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ng也e問咽吋水ills

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knovvledge h回討乱 4 Ei Fhd q u

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sh均r世盟efore，~j哩 critically analyzeせle nヰ即tofINSETs倍加 I ntervention in胞 teachingand

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側企19of m

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ematicsarrlscienr

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inl¥伝lawischoo1s.百leI団関むhw出 caniedout in Ol1eOf配 eduωiondivisions in1¥制aWi叩lledodle 801証hE出tE白ca柱。nDiv説on(SEED). 2.九1:ethodolog'Y 'llrisrese宿泊 ∞lleetedbothquaJim丘veOlnd q回 nti旬並vedata. The則 dyused open-ended questions in a que坑lOilllarre ω solicit qualitative infonτlation企omma也ematicsand science tβachers. Clo田d questions in a questionnai民 werebasically usedto coUect quanti胞姐ve

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In吐le湖 dy the two me由ωscomplemented eachotherrightfrom 白鼠 co11ωtion今 analysis and recommendations togivemore meaningto the血ldingsofthewholes加dy. Strati

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ed and random samplingpro侃d町efor schoolSfui1plingw:出 appli吋ラ 6conventional secondruγ schoolsand 6 eomnmni句Td.1.y secondary sch

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Is were selected fo1'target of 出isrese3Ich.QuestionnaireW:出 collected 企om all teachersof出eschoolwho teach mathernaticsand sciencewi由 SMASSE expenence. 3.Findmgs Attitudestiliposes a bigchaJlenge む1 ma血ematicsand scienceもeaching.Teache思 regardlessoftheirquali

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catio

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school也ey teachand S M岨SEexperience

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feelthe need

01"由ene回路ityto attend INSETs. Few

teachersdo attend other INSETS apart企om 血oseo:rganizedby SM ASSE.Almost all teacherss仕onglyagree由atonce也eycanget anotherjobtheycan de

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telyquitteaching profession forせlatnewjob. Most teachers arenot happy wi白血eid叩 of sleeping in也edonnitories dぽingINSETs. Most teachersespeciallythosefrom CDSSs do complainof 110t having adequateand relevant teaching組 d lear世ng materials. Most teacherswho took pSl:1inthe surveyare not satis

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edvvi血 theway iacilitators handle 也e participants' individual needs and problerns during仕leINSE

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orityof teacherswho took p紅tinthis阿部訂ch indicate出獄也.eperiod orduration for

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nduct:ingINSET isnot adequate. Most tωhers do rarely have d出御!schooトb部edINSETs especiallyin CDSSs加S'upporteach other由roughlesωn observation. Most teachers 四 dy have academic supportfrom INSET organizers. Most teachers rarely include SMASSE philosophies in也e.irlessonsespeciaHy in CDSSs. 4. Couc!usions Teachers'attitudetowards ma出ematicsand science teaching isstilla challenge and a丘ects i :eachers'cl出sroomdelivery. Teachersarenot satis

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ed wi血 l NSET planning i.e. ac

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mmoclation，由i

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allowanω，d旺ario

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q田五時rof facilitation. Teachersrヨrelyassist eachother由roughlesson observations部 advocated by SMASSE principles.Teachers wl血:t>ASCE品cemore challengesthan their counte中訂包 (也ose wl出 degrees 組 d diplomas) especially in terrns of understanding content knowledge. q L ζ υ q δ