Re-Imagining Primary Teacher Education Through Quality Teaching/ Learning And Assessment: The Case Of Botswana.

This paper investigated the teaching/learning and assessment techniques used by college lecturers at one of the primary teacher education colleges in Botswana. The study addressed the following three research questions: a) what teaching/learning strategies and assessment techniques are used in teacher preparatory programs? b) To what extent do they measure quality education? c) What are some of the innovative teaching/ learning and assessment techniques that can measure quality education in teacher education? Data was collected through semi-structured indepth interviews with the participants, document analysis, and classroom observations. Seventeen preservice student teachers at this College of Education in Botswana were interviewed individually and audio-taped. The interviews were recorded, transcribed and then analyzed. The findings indicated that most lecturers at the colleges used teacher centered techniques in their teaching, and used mostly objective tests (quantitative measures) for assessing students' performance. [ABSTRACT FROM AUTHOR]