Relevant bibliographies by topics / A scheme for teacher education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'A scheme for teacher education'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "A scheme for teacher education"

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Abdurrahmani, Tidita. "THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 11–27. http://dx.doi.org/10.33225/pec/13.55.11.

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The study aims to analyse the results of “Teacher Qualification Exam” in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme. Key words: desk research, novice teachers, teacher qualification.
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Ingvarson, Lawrence. "Developing and rewarding excellent teachers: the Scottish Chartered Teacher Scheme." Professional Development in Education 35, no. 3 (September 2009): 451–68. http://dx.doi.org/10.1080/19415250903016707.

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Johnston, Bill, Christiane Dalton, Barbara Seidlhofer, Rob Batstone, Michael McCarthy, Guy Cook, Anne Anderson, et al. "Language Teaching: A Scheme for Teacher Education." TESOL Quarterly 32, no. 3 (1998): 605. http://dx.doi.org/10.2307/3588132.

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Naeem, Mehek, Fariha Gul, Zaheer Asghar, and Naeem Zafar. "Human Rights Education in Pre-Service Teacher Education – Pakistan." UMT Education Review 02, no. 01 (May 2019): 39–61. http://dx.doi.org/10.32350/uer.21.03.

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As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.
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DEMİRCİ, Niymet, Ülkü ÇOBAN SURAL, and Neşe IŞIK TERTEMİZ. "A Study on the Proofs Used by Primary Education Teacher Candidates in Circumference Problem Solutions and Instructional Explanations." International Journal of Psychology and Educational Studies 9 (October 23, 2022): 1027–46. http://dx.doi.org/10.52380/ijpes.2022.9.4.782.

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This study aims to determine the proof schemes used by primary education teacher candidates when solving a given problem and in their instructional explanations. Having a qualitative nature, the study utilized data collected from 277 third-year teacher candidates studying at the primary education department of the education faculty of a state university in Ankara. The study group was selected via criterion sampling. The data were tested by using an open-ended problem case and analyzed via document analysis. The proofs used by students in solving the problem and in instructional explanations were categorized as Proof A, Proof B ... Proof H, and the data were evaluated in these categories. The results obtained were discussed in line with the proof schemes outlined by Harel and Sowder (1998). However, as certain proofs fell into several categories, they could not be evaluated in only one group. The primary education teacher candidates were found to use authoritative, habitual and symbolic proof schemes, albeit to a little extent, in the external proof scheme category as they solved the given problem situation and explained the solution to their students. The majority of the candidates used the empirical proof scheme known as the perceptual proof scheme, and included some sample-based proofs. Analytical proof schemes were used less frequently than others.
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Zhou, Bin. "From Scale to Quality: Experiences and Challenges in Teacher Education in China." ECNU Review of Education 2, no. 2 (June 2019): 196–204. http://dx.doi.org/10.1177/2096531119853081.

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Purpose: This essay examines the history of China’s teacher education policies, summarizes the Chinese experience of teacher education reform, and frames the major challenges facing teacher education reform in China today. Design/Approach/Methods: This relies upon a detailed analysis of the teacher education policies implemented by China since 1978. It also explores the actual practice of Chinese teacher education reform by examining the ways in which such reforms have contributed to the overall reform of China’s basic education system. Findings: Chinese teacher education places emphasis on the cultivation of teachers’ devotion to education and the importance of improving the teaching skills of normal college students. An effective teacher governance mechanism is the institutional guarantee for the positive role of teachers. However, the absence of comprehensive universities in the open teacher education system and a lack of autonomy for teachers in the performance management system are major challenges facing teacher education in China. Originality/Value: This essay has outlined the most current and recent reform efforts in China’s teacher education. It also explores how such efforts fit into the larger scheme of basic education reform in China.
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Lumb, Stephen, Robert Mason, and Glyn Price. "Technology Teacher Training: The North-West Consortium Articled Teacher Scheme in England." European Journal of Education 26, no. 3 (1991): 207. http://dx.doi.org/10.2307/1503023.

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Farisia, Hernik, and Imam Syafi'i. "Professional Development on Digital Literacy for Teachers in Early Childhood Education in the Digital Era." Tafkir: Interdisciplinary Journal of Islamic Education 5, no. 3 (June 7, 2024): 360–75. http://dx.doi.org/10.31538/tijie.v5i3.820.

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The demand for teachers’ digital literacy competencies has become a worldwide concern in transforming education in the digital era, as technology has become an important part of the teaching and learning process. Therefore, this study aimed to identify how sustainable teacher development impacts teachers’ digital literacy competencies. This study used a qualitative approach with interviews, questionnaires, documentation, and Focus Group Discussions (FGD) as instruments to gather data. The findings showed that preschool teachers’ digital literacy improved, particularly in their ability to create digital content for learning. The strategy to enhance preschool teachers’ digital literacy was conducted through a sustainable professional development scheme that placed the teacher community at its center, serving as a medium for teachers to develop their professional abilities. The program focused on three main schemes to improve teachers’ digital literacy skills: (1) self-development through Wakelet training to assist teachers in managing digital content in collaboration with other teachers, (2) conducting research-based learning to improve the quality of learning, and (3) fostering teacher innovation in developing teaching media that integrates technology into learning practices. The results of this study provide a significant contribution to exploring the schemes for preschool teachers’ professional development in improving digital literacy skills. Future research could capture more creative solutions to technical challenges in sustaining teachers’ professional development programs.
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McGeer, Joseph. "The Chartered Teacher scheme in Scotland: a survey of the views of teachers." Professional Development in Education 35, no. 1 (March 2009): 5–22. http://dx.doi.org/10.1080/13674580802594357.

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Simco, N. P., and S. C. Sixsmith. "Developing a Mentoring Scheme in Primary Initial Teacher Education." Mentoring & Tutoring: Partnership in Learning 2, no. 1 (June 1994): 27–31. http://dx.doi.org/10.1080/0968465940020106.

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Dissertations / Theses on the topic "A scheme for teacher education"

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Lusty, M. G. F. "Teacher appraisal : teachers' perceptions of an LEA teacher appraisal scheme and its implementation." Thesis, Open University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292280.

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Pell, David. "The role of the professional tutor within the Oxford University Department of Educational Studies' internship scheme for Post-Graduate Certificate of Education students." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296062.

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Lewis, Derek. "Teacher appraisal : secondary teachers' reactions to issues and schemes." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.

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Back, Desiree M. A. R. "Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.

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With no apparent theoretical justification the Department of Education (DFE) Circular 9/92 has made mandatory, school-based Initial Teacher Training (ITT) whereby trainees are located in schools for the majority of their training. Schools and Higher Education Institutions (HEIs) have been encouraged by government to form complementary partnerships in which the school is the senior partner responsible for final assessment. Central to school-based partnership training is the role of the subject specific mentor who has, it is claimed in the literature on mentoring, a new and exacting task to perform as teacher educator rather than the purely supervisory role pre-1992. The tentative hypothesis is that there is a gap between the rhetoric of mentoring and the reality of mentoring in school-based partnership ITT post-1992. Three models representing `stages' of professional development: the apprenticeship model; the competency model and the `reflective practitioner' model of mentoring are considered from the perspective of both subject mentors and trainees. The data, gathered by participant observation, semi-structured interviews, questionnaires and recorded mentor-trainee feedback sessions, investigates to what extent there is in the training year slavish imitation reinforced by practical skills associated with apprenticeship, and/or professional development in trainee learning informed and extended by trainee access to teacher expertise. Changes in ITT appear largely administrative, mentors focusing on supervision of competent apprentices, passing on basic skills using a `top-down' model of knowledge transfer to passive novices. A model of mentoring is outlined whereby the professional tutor assumes a school leadership role, liaising with the HEI partner in joint planning of ITT, taking responsibility for trainee overview and professional development of Newly Qualified Teachers (NQTs). Two stages of Qualified Teacher Status (QTS) are described in a model of future teacher preparation whereby master classroom practitioners can be professionally identified and appropriately rewarded.
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Chan, Ka-sing. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in Hong Kong from the teachers' perspective." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833558.

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Chan, Ka-sing, and 陳家聲. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in HongKong from the teachers' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957006.

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Wong, Lop-sun. "Implications of the direct subsidy scheme : teachers' perspectives /." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553781.

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Leung, Wai-ming. "A study of the implementation of the teacher assessment scheme in the sixth form biology curriculum of Hong Kong from the students' perspective." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833121.

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Wong, Lop-sun, and 王立新. "Implications of the direct subsidy scheme: teachers' perspectives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956920.

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Leung, Wai-ming, and 梁偉明. "A study of the implementation of the teacher assessment scheme in the sixth form biology curriculum of Hong Kong from the students'perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957274.

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Books on the topic "A scheme for teacher education"

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Barrett, Elizabeth K. The licensed teacher scheme: A Modes of Teacher Education project survey. (London): University of London Institute of Education, 1993.

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1942-, Benton Peter, and Fundação Calouste Gulbenkian, eds. The Oxford internship scheme: Integration + partnership in initial teacher education. London: Calouste Gulbenkian Foundation, 1990.

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Benton, Peter. The Oxford internship scheme: Integration plus partnership in initial teacher education. London: Calouste Gulbenkian Foundation, 1990.

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1937-, McIntyre Donald, ed. Teacher education research in a new context: The Oxford Internship Scheme. London: Paul Chapman Pub., 1997.

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Matos, Solange Cavalcante de. Diálogos etnossociolinguísticos. Campinas, SP: Pontes, 2020.

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Barber, Michael. An evaluation of the national scheme of school teacher appraisal: A report for theDepartment of Education. [London]: DFE, 1995.

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Liégois, Jean-Pierre. The CDCC teacher bursaries scheme: European teachers' seminar on Towards Intercultural Education: Training for Teachers of Gypsy Pupils, 9-13 June 1989, Benidorm (Communidad Valenciana - Spain). Strasbourg: Council of Europe, 1990.

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Landsman, Julie. A white teacher talks about race. Lanham, Md: Scarecrow Press, 2001.

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Ginott, Haim G. Teacher and child: A book for parents and teachers. New York: Collier, 1993.

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Kennedy, Shelley. A survey of directly resourced schools. Wellington, N.Z: Research Unit, Research Division, Ministry of Education, 1999.

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Book chapters on the topic "A scheme for teacher education"

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Duckett, Ian. "Towards a More Radical, Meaningful and Dynamic Teacher Training and Mentoring Scheme for Teachers and Learners of the Future: A Personalised Approach to Pedagogy and Curriculum Design." In SpringerBriefs in Education, 121–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90502-6_9.

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Heo, Jaeyeon. "Professional learning and development in team teaching schemes." In The Routledge Handbook of English Language Teacher Education, 446–58. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-30.

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Jeon, Mihyon. "English Language Education Policy and the Native-Speaking English Teacher (NET) Scheme in Hong Kong." In Language Policy, 91–111. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22464-0_4.

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Ertl, Hubert. "Partnership-based Initial Teacher Education in England: A Discussion of the Oxford Internship Scheme in the Light of Past and Current Reform Agendas." In Governance in der Lehrerausbildung: Analysen aus England und Deutschland, 61–79. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-05894-4_5.

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Holicza, Peter. "Regional Mobility in Europe: The Importance of CEEPUS Based on Hungarian Evidence." In European Higher Education Area: Challenges for a New Decade, 81–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_6.

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Abstract The Central European Exchange Programme for University Studies (CEEPUS) was founded more than 25 years ago with the aim of supporting the strategic role of the region by academic and further cooperation among the Central, Eastern and Balkan States of Europe. Its framework covers mobility grants for students and teachers within academic networks designed to operate joint programmes and degrees. The importance and impact of CEEPUS are less researched and highlighted compared to the European Union flagship Erasmus Programme, but its results and potential made a comeback to international political agendas and are an actual topic on policy forums. The current scheme is secured only until 2025. Therefore, this research intends to support decision and policymaking processes for future planning by presenting the outcomes of programme participation and necessary changes for improvement and to answer whether the CEEPUS is still needed besides the Erasmus+ and other mobility programs. Hungary is among the founders and one of the most important member states considering the allocated grants, the number of professional networks and mobilities—that make the processed sample representative and valuable.
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Harber, Clive. "Teacher Education." In Schooling in Sub-Saharan Africa, 83–106. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57382-3_5.

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Jones, Stephanie, and James F. Woglom. "Teacher Education." In On Mutant Pedagogies, 39–47. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-744-3_3.

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Fehring, Heather, and Susan Rodrigues. "Teacher Education." In Handbook for Teacher Educators, 121–32. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-695-0_9.

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Becher, Ayelet. "Teacher Education." In Philosophy with Children and Teacher Education, 3–13. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003212737-3.

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Schroth, Stephen T., and Jason A. Helfer. "Teacher Education." In Developing Teacher Diversity in Early Childhood and Elementary Education, 29–62. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-59180-7_2.

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Conference papers on the topic "A scheme for teacher education"

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Dávid Szabó, László. "TEACHER INTERACTION FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS." In Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.11.

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Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behaviour that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 110 high school students. The aim of our present research is to determine the teacher's interaction style from the high school students' perspective using the QTI measurement tool (Questionnaire on Teacher Interaction). The purpose of the research is to assess how students see the teacher's classroom activities and how the teachers see themselves and see whether there is a difference between the teacher's own point of views and the students' point of view. The questionnaire contains 48 items. This measurement tool can serve as a valuable source of information for teachers in comparing their own self-evaluation with the student's perspective, which can obviously help their professional development.
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Salunke, Kavita. "New Trends in Teacher Education: Study of Effectiveness of the Coaching Scheme." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5819.

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This paper deals with the efficaciousness of a new scheme employed in the Teacher Training Program of YCM Open University. It is the Scheme of Coaching. In this scheme, some practice lessons are supervised by a trainee colleague who also assists him as his partner in teaching, as a friend and guide. This scheme paves a smooth way for transfer of a new teaching method to the normal classroom teaching. // There are two sections in this paper – Introduction to the Scheme of coaching, and a concise report of an Action Research conducted in the area of coaching scheme. // The first section describes the usual Core Training Program. But the University follows the Diagnostic Approach to Micro Teaching. There is a nine-steps training program which concludes with the Coaching Scheme. It is the training strategy developed by Bruce Joyce and Showers Beverley. This paper describes its pedagogical necessity, the actual mode of its implementation, teacher-trainee roles and its benefits. It also elaborates its four characteristics. This section supplies the minimum essential about the scheme. // The second section provides the details of the Action Research conducted in the area of the Coaching Scheme. It studies the effectiveness of the Scheme for conducting the practice lessons. For this investigation, the mixed method was used. The sample consisted of 70 teacher trainees and 10 counselor-cum-resource persons mobilized from two distinct viz. Nashik and Jalgoan. It was selected by the purposive sampling method. The data were collected by using two self-made research tools viz. a questionnaire and an observation schedule. The data that were procure, were quantified and conclusions were drawn. The action research revealed that the self-instructional material for the coaching scheme, developed by the University is useful to the teacher trainees, the material provides adequate guidance for practice-lessons and the coaching scheme is useful to theme. Other relate observations pertain to practical difficulties of study centers in implementing the scheme, the approach of the trainees and interest of schools in the scheme. It has been useful to the school of education in better implementation of the scheme.
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Sirotova, Mariana, and Alzbeta Lobotkova. "The impact of a teacher´s motivational influence on pupils´emotional experience." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8003.

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It is necessary to pay increased attention to the managing of emotions, to motivation and empathy, which requires most of all an individual approach to pupils in the process of teaching. This scientific study focuses on motivating and demotivating reactions of teachers and their impact on positive and negative emotional experiences of pupils during lessons. Our goal was to find out, if there are differences between emotional experiences of pupils taught by teachers, whose motivating had a positive character, and pupils of those teachers, whose motivating had a negative character. We have executed a quantitative research supplemented by a qualitative analysis. The research sample consisted of students of higher secondary education and their teachers from secondary vocational schools in the Trenčín district. Ten teachers and 375 students had been included in the research. We have identified the differences with the help of a method of microteaching analysis with the use of analytical scheme AS9 (author is Miron Zelina) and a modified version of the Questionnaire of Emotional Experience. The questionnaire contains entries focusing on positive and negative experiences. In both variables we have observed a statistically significant difference with students taught by Teacher 10, whose motivating had a negative character.
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Hermita, Neni, Andi Suhandi, Ernawulan Syaodih, and Achmad Samsudin. "Primary Scheme of VMMSCC Text for Re-conceptualizing Pre-service Elementary School Teachers' Conceptions." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.106.

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Knifton, Harry, and Steve Satheesan. "TRANSFORMING DOCTORS INTO TEACHERS – A PROGRAMME THAT INTRODUCED NEWLY QUALIFIED DOCTORS TO MEDICAL EDUCATION THROUGH A TEACHER-TRAINING WORKSHOP AND NEAR-TO-PEER TUTOR SCHEME." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0592.

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Song, Dongxiang, Jialuolun Ma, and Yiran Wang. "An Optimization Scheme for College Teacher Recruitment Management System Based on Blockchain and Text Recognition." In ICETC 2021: 2021 13th International Conference on Education Technology and Computers. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3498765.3498803.

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García Bernabeu, Ana, Mila Bravo Selles, Sandra Oltra Crespo, Lucía Agud Albesa, and Elena Perez-Bernabeu. "THE COMPETENCY ASSESSMENT SCHEME IN THE BUSINESS ADMINISTRATION DEGREE: THE STUDENTS’ AND TEACHERS’ PERSPECTIVE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0339.

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Figueiredo, Mauro, Custódia Fonseca, Paula Ventura, Marielba Zacarias, and José Inácio Rodrigues. "The MILAGE LEARN+ app on Higher Education." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16254.

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This paper presents the use of MILAGE LEARN+ app on Higher Education, which takes advantage of gamification to motivate students and implements a self and peer assessment scheme. There are tasks with three different levels of difficulty to include all students. Tasks for beginners, to include low achiever’s students and advanced tasks to motivate high achiever’s students. Teachers can become producers of tasks and upload them to the MILAGE LEARN+ app, making them available for students. When students solve tasks they have immediate feedback, with the solution available with criteria for assessment and an educational video that explains the task solution, that can be revisited as many times as needed for the student to learn. MILAGE LEARN+ is available for free and can be used for face to face, online, blended or flipped learning. Its use on Higher Education shows that it promotes pedagogical differentiation and increase the autonomy of students.
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Zhao, Shengmei, Le Wang, and Wei Li. "An Improvement of Mentoring Scheme for Young Teachers in Electronic and Communication Engineering." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9226025.

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Feldman-Maggor, Yael, Tanya Nazaretsky, and Giora Alexandron. "Explainable AI for Unsupervised Machine Learning: A Proposed Scheme Applied to a Case Study with Science Teachers." In 16th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2024. http://dx.doi.org/10.5220/0012687000003693.

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Reports on the topic "A scheme for teacher education"

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Byrd, H., and R. Jennings. Retraining Institute in Teacher Education. Office of Scientific and Technical Information (OSTI), July 1992. http://dx.doi.org/10.2172/7234176.

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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1498.

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Ruben, Barbara. Nurturing the Development of Teacher Change Agents Within a Teacher Education Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1990.

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Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Abstract:
Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes (Jacob et al., 2018; Hill et al., 2012; Staiger and Rockoff, 2010). Other studies identify potentially effective teachers even before they become teachers. Those studies use information from teacher education programme admission criteria to predict teacher candidates’ success in the programme (Heinz, 2013; Casey and Child, 2011; Caskey et al., 2001). Among teacher selection criteria, studies identified predictors of subsequent performance including undergraduate grades, written tests, interviews, and teaching practice. In developing countries, studies on teacher selection are virtually non-existent. We found two studies that focus on the selection of teachers during hiring. Both use candidates’ screening tests results to predict student learning outcomes (Araujo et al., 2020; Cruz-Aguayo et al., 2017). However, we did not find studies in developing country contexts that focus on selection of teachers into education programmes or how the admission criteria relate to student learning outcomes. Whether focusing on selecting teachers during their education programme or as they go through the recruitment process, studies on teacher selection across countries have the same underlying question: Will the criteria be able to identify effective teachers? The idea of teacher selection to improve the quality of the teaching force is appealing. For instance, in high performing countries in PISA, like Japan and Korea, where there are many teacher colleges (Ingersoll, 2007) and the most prevalent teacher employment is civil-service, great attention is paid to the quality of selection into teacher education programmes (OECD, 2018). Teacher selection is arguably more critical in developing countries. In most developing countries, the entry into teacher education programmes lacks selectivity and teacher qualifications tend to be set lower compared to other professional jobs (Béteille and Evans, 2019). Across all developing countries, a larger number of teachers are employed and account for most of the education spending, but their effect on student outcomes is small (ADB, 2021; Crawfurd and Pugatch, 2021). This suggests the need for more attention to policies such as the selection of teachers and criteria used to identify those best suited to teach in the classroom. In Indonesia, where the teacher recruitment system lacks a strong mechanism to ensure quality (Huang et al., 2020) and the teacher in-service training has not been effective (Revina et al., 2020), a potential way to improve the pool of teachers is through enhanced selection of individuals who will become teachers. We specifically question whether we can predict a teacher’s performance using information available when they were a teacher candidate. Admission criteria for teacher education are presumably intended to identify candidates who have the greatest likelihood of being able to do well in the academic programme and ultimately in the classroom as a professional. The identification of criteria that predict teacher subsequent performance would give policy makers a stronger understanding of where programme improvement may be needed.
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Byrd, H. B., and R. Jennings. Retraining Institute in Teacher Education. Final report. Office of Scientific and Technical Information (OSTI), July 1992. http://dx.doi.org/10.2172/10167997.

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Blimpo, Moussa P., and Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.

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Fernandez-Rio, Javier, Sergio Rivera-Pérez, and Damián Iglesias. Cooperative learning in teacher education: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2021. http://dx.doi.org/10.37766/inplasy2021.8.0099.

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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36807.

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Robinson, Natasha Robinson, Nick Taylor Taylor, and Roger Deacon Deacon. Secondary Level Teacher Education in Sub-Saharan Africa Teacher Preparation and Support Overview Report. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36805.

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