Informe Preliminar Sobre la Encuesta de Prácticas Docentes en Países en Vía de Desarrollo

Abstract

This paper illustrates a research method appropriate for researchers examining teaching practices and teacher training in poor countries. The method of research de- scribed here does not compare with large scale studies in terms of sample size, scientific rigor, and sophisticated statistical analysis. We believe, however, that it can, pro- vide valid information sufficient in accuracy for policy making. Most importantly, we believe, this method offers a feasible way for national researchers to explore why teachers teach as they do in their country. A fundamental assumption is that once in the classroom most teachers learn little more about teaching. In the absence of any sys- tematic feedback or self-reflection on their experiences, they persist in using practices learned in their initial train- ing. On that basis we invited colleagues in a number of countries to share observations on how teachers teach. The compiled results provide an explanation for low levels of learning in many developing country schools. We then propose a second-stage research that collects information on teacher training practices.