Abstract
Teacher Training and Teaching Practice: The Case of Niger’s English as a Foreign Language Teachers
Highlights
ObjectivesUnderstanding educational equity across diverse countries requires broadening the scope of research to settings that have gone unexplored
As an underdeveloped country located in West Africa, Niger has not experienced a high level of empirical research directed at its educational system in general and at its English as a Foreign Language (EFL) programs in particular
What instructional methods are EFL teachers in Niger employing in their classrooms? The descriptive statistics were examined to understand the most commonly used instructional practices for Nigerien EFL teachers
Summary
Understanding educational equity across diverse countries requires broadening the scope of research to settings that have gone unexplored. As an underdeveloped country located in West Africa, Niger has not experienced a high level of empirical research directed at its educational system in general and at its English as a Foreign Language (EFL) programs in particular. In this paper the case of Nigerien EFL teacher preparation and instructional methods is described as a potential indicator of what may be happening in other situated countries who have not been exposed to much empirical research. What instructional methods are EFL teachers in Niger employing in their classrooms? 2. Is the training EFL teachers in Niger received prior to beginning their careers associated with differences in the instructional methods they employ? 3. Do associations between training and instructional methods continue past five years of teaching experience?
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