Becoming a Teacher – Different Paths
In crisis and post-crisis contexts there are many pathways to teaching. For example, teachers are often nominated by their peers or elders in their community to teach the children. When Baziqa, now 14, finished the first grade, the teacher selected her to teach the new first grade class.
The first days were difficult for me... I would repeat the same thing many times and the children would shout until we became tired. [Later] after the Healing Classrooms training... I felt strong and capable... Now I plan our lessons one day before. It makes... teaching easy and improves... interaction[s] with students. I changed 100% and I see many changes with students as well. They became interested in the lessons and gave me respect. This has given me a new spirit to continue teaching and try to bring a lot of changes in their lives.
Baziqa, Community–Based School Teacher, Afghanistan
Where few qualified and experienced teachers are available, usually the most educated and most trustworthy men and women are selected as teachers. This is the case, for example, in the Shimelba refugee camp in northern Ethiopia and in the community-based schools that have been established with IRC support in Afghanistan and in Afghan refugee camps in Pakistan.
Likewise, experienced electricians were selected to teach three-month certificate training courses for young people in Pakistan. Many of them had never completed formal schooling. However, they had practical knowledge of the field and were able to offer students on-the-job training in addition to theory.
Questions for Reflection/Discussion:
What are the different pathways for becoming a teacher in your context? In what ways have they changed due to the crisis situation?