In Support of Home-Grown Teachers: An Examination of Factors that Supported the Success of Pre-Service Teachers in a Bilingual Education Program from 2012-2017

Abstract

The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license.The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.

Rural Teacher Shortages and Home-grown Solutions: A Ugandan Case Study

“…At present, most of the current research on rural teacher shortages comes from 'settler societies' such as the United States, Australia, and Canada where vast non-metropolitan geographies have long posed problems for modernisation and the educational systems which support it. For instance, one solution to this problem is that of the home-grown teacher (Azano & Stewart, 2015;Esparza et al, 2019;Gereluk et al, 2020;Irvin et al, 2020;Mahler, 2019). New research is also beginning to address problems of rural schooling and teacher shortages in China as well, but there is little analysis of the issue in other geographically vast jurisdictions in Africa, Asia, Latin America and in Eastern Europe.…”