Abstract:
Despite efforts by government in improving the quality of training of early childhood teachers in Malawi, pedagogical skills and knowledge of early childhood teachers in pre-schools, are in question. This study was aimed at understanding the nature of early childhood teacher education
in Malawi. The critical research question which guided this study was “How are early child hood teachers prepared in Malawi?”
Review of literature was done to ascertain the role of early childhood teacher education in improving the quality of early childhood education (ECE). The target populations for the study were early childhood trained teachers; trainer of trainers (TOT) from District social welfare office and policy makers form Ministry of Gender. The rationale for targeting the aforementioned three categories were regarded as key to giving information on the type, organization, successes and challenges of early childhood teacher training.
Mixed research methods were used to collect and analyze data. Questionnaire, interviews and document analysis guided data collection and analysis of this study. The study used triangulation design-convergence model. Simple random and purposive sampling techniques were used to recruit participants into the study. Descriptive analysis was used to establish the nature of early childhood teacher training in Malawi. Inferential analysis was performed to check whether statistically significant relationships among selected variables existed. Qualitative data was
analyzed using thematic analysis to establish patterns which supported meaning to the findings.
The results revealed that ECD teachers in Malawi undergo two types of training: Basic and comprehensive training which take a different modes. The results further revealed thatgovernment has little control over early childhood teacher training since it is initiated by development partners. However, major challenges include unregulated training, failure to attract male practitioners into ECD sector and unattractive recruitment and remuneration policy of early childhood workforce which eventually compromises the quality of ECE in Malawi. The study concludes by recommending the need for regularized ECE teacher training programmes and development of career path for ECD accreditation modalities.
