Log in

Relevant bibliographies by topics / School of teacher education

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'School of teacher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'School of teacher education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "School of teacher education"

1

Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.

Full text

Abstract:

Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.

APA, Harvard, Vancouver, ISO, and other styles

2

Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (April 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

Full text

Abstract:

This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.

APA, Harvard, Vancouver, ISO, and other styles

3

Thant Sin, Khin Khin. "School-university Partnerships in Teacher Education." GiLE Journal of Skills Development 1, no. 1 (March 9, 2021): 87–98. http://dx.doi.org/10.52398/gjsd.2021.v1.i1.pp87-98.

Full text

Abstract:

Myanmar, a country of developing status, is facing many challenges in reforming its education system. This article investigates the current practices of school-university partnerships from the perspective of student teachers and mentor teachers in Myanmar, where there is an ongoing process of teacher education reform. The aim of this article is to investigate the practices of school-university partnerships and the tension between partners in the training of pre-service teachers within the context of teacher education. A qualitative research method is applied in this study where six candidates were interviewed individually. Participants include three student teachers from educational universities and three mentor teachers from basic education high schools in Myanmar. The results showed that, except for student teachers’ practice teaching, there is no intensive collaboration between schools and universities. Trust is a major problem between student teachers and mentor teachers. Different opinions and perspectives towards teaching and learning are also causing tension between partners. Although there is tension between mentor teachers and student teachers, they handle this through alternative collaboration activities and negotiation between partners.

APA, Harvard, Vancouver, ISO, and other styles

4

Feng, Li. "Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility." Education Finance and Policy 5, no. 3 (July 2010): 278–316. http://dx.doi.org/10.1162/edfp_a_00002.

Full text

Abstract:

This article explores whether new teachers are assigned to tough classrooms and whether such classroom assignment is associated with higher teacher mobility. It utilizes the statewide administrative data set on public school teachers in Florida during the period 1997–2003 in conjunction with the 1999–2000 Schools and Staffing Survey and its Teacher Follow-Up Survey (SASS-TFS) data set. The SASS-TFS illustrates the possible misclassification of teachers in certain state administrative databases. Results suggest that new teachers in Florida and elsewhere usually teach in more challenging schools and have more disadvantaged children in their classrooms than teachers with more years of experience. Within-school classroom assignments play an important role in teacher mobility decisions. Specifically, school-specific policies on reducing disciplinary problems and possible strategic deployment of teachers in different classrooms may be effective in increasing school-level teacher retention rates.

APA, Harvard, Vancouver, ISO, and other styles

5

Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (October 3, 2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.

Full text

Abstract:

The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.

APA, Harvard, Vancouver, ISO, and other styles

6

Sinulingga, Albadi, Suprayitno Suprayitno, and Dian Pertiwi. "Professionalism of physical education teachers: from the leadership of school principals, school culture to teacher work motivation." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 5, no. 2 (November 3, 2019): 296. http://dx.doi.org/10.29407/js_unpgri.v5i2.13113.

Full text

Abstract:

This study aims to obtain an overview of the relationship between school principal leadership, school culture and teacher work motivation on the professionalism of physical education teachers. The study uses a quantitative approach with the Ext-Post Facto method. The population in this study amounted to 952 people from 34 Public and Private Vocational High Schools (SMK) registered in MGMP (Subject Teachers' Consultation) Physical Education Vocational School Physical Education Serdang Bedagai Regency in North Sumatra Province in 2017. Samples of 30 physical education teachers from 34 Schools using purposive sampling techniques. Data collection techniques using a questionnaire. Data analysis techniques using path analysis. The results showed that the principal's leadership and work motivation of teachers directly affected teacher professionalism, while school culture would not affect teacher professionalism. The conclusion is that the principal's good leadership, healthy school culture, and high teacher motivation are factors of high and low teacher professionalism.

APA, Harvard, Vancouver, ISO, and other styles

7

Anderson, Lauren. "Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools." Harvard Educational Review 80, no. 4 (December 1, 2010): 541–73. http://dx.doi.org/10.17763/haer.80.4.f2v8251444581105.

Full text

Abstract:

In this article, Lauren Anderson takes an inductive approach to the study of teacher agency, specifically considering who supports teachers, and how, in their efforts to advance equity in urban, high-needs schools. Drawing from a larger research project,Anderson focuses on a multiyear case study of one early-career teacher and incorporates social network and ethnographic methods to investigate relationships among the teacher's support network, her participation in school change efforts, and her career decisionmaking. In doing so, Anderson addresses the potential for network diversity,particularly the presence of supportive school-based and beyond-school ties, to serve as resources for school change, teacher retention, and the construction of school-community social capital.

APA, Harvard, Vancouver, ISO, and other styles

8

Gravett, Sarah, and Sarita Ramsaroop. "Teaching schools as teacher education laboratories." South African Journal of Childhood Education 7, no. 1 (December 8, 2017): 8. http://dx.doi.org/10.4102/sajce.v7i1.527.

Full text

Abstract:

This study emanated from the <em>Integrated Strategic Planning Framework for Teacher Education and Development in South Africa</em>. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning for the teaching profession. However, the full affordances of a teaching school will not be realised if a teaching school is viewed merely as a practicum site. Foregrounding a laboratory view of practice work in a teaching school could enable true research-oriented teacher education. A teaching school as a teacher education laboratory would imply a deliberate inclusion of cognitive apprenticeship and an inquiry orientation to learning in the schoo

APA, Harvard, Vancouver, ISO, and other styles

9

Poole, Adam. "Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework." Journal of Research in International Education 19, no. 2 (August 2020): 155–71. http://dx.doi.org/10.1177/1475240920954044.

Full text

Abstract:

This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.

APA, Harvard, Vancouver, ISO, and other styles

10

SEVER, Isiner, and Ali ERSOY. "Becoming a Teacher Educator: Journey of a Primary School Teacher." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.83.4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "School of teacher education"

1

Lai, Han-lan. "Evaluating teacher education to determine teachers' readiness for change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702080.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Chambers, Dyna M. "Elementary School Teacher Perceptions of Factors Influencing Teacher Morale." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1582.

Full text

Abstract:

The 28th annual MetLife survey of 1,001 American teachers in the United States indicated that low teacher morale is a common problem faced by many public schools. In one public elementary school located in a Southern state, the teacher attrition rate increased from 30% to 40% within 2 years. The purpose of this mixed method study was to investigate teachers' perceptions of morale and their perceived factors that influence low morale at the school. Maslow's theory of motivation was used to understand the impact of teacher satisfaction on teachers' morale and self-motivation for leading change. The research questions were focused on teachers' perceptions of morale, teachers' perceptions of factors that influence their morale, and teachers' suggestions of what could be done to improve their morale. Data were collected through surveys and interviews with 25 study participants who were selected via convenience and purposeful sampling. Descriptive statistics were conducted to describe the quantitative data. Qualitative data were analyzed for emergent themes. Data analysis showed that teacher morale was low. Teachers identified support, leadership, and motivation as factors that influenced their morale. They also suggested that support, leadership, and motivation could improve their morale. These identified factors were used to inform a 3-day professional development training focused on leading change and teacher leadership through participative leadership. Teaching participative leadership might promote positive morale for the principal and teachers. These actions could contribute to positive social change by building leadership capacity and sustaining high levels of morale among school personnel to increase student achievement and teacher retention.

APA, Harvard, Vancouver, ISO, and other styles

3

Udofot, M. "A teacher education proramme for Nigerian junior secondary school teachers." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Latham, Nancy Moss Rita Kay. "The effects of teacher preparation model on persistence in elementary education employment." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196670.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: R. Kay Moss (chair), Mary Murray Autry, Deborah J. Curtis, W. Paul Vogt. Includes bibliographical references (leaves 72-80) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

5

Madden, Brooke. "(Un)Becoming teacher of school-based Aboriginal education : early career teachers, teacher identity, and Aboriginal education across institutions." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59260.

Full text

Abstract:

This research explores the experiences and perceptions of nine Aboriginal and ally early career teachers (1-5 years experience) who have completed university coursework and/or extended professional development on the topic of Aboriginal education. The inquiry places focus on how targeted teacher education, and transitions into educational work settings, shape teacher identity and practice. Over an eight-month period, teachers participated in a series of three or four individual, semi-structured interviews on topics related to professional identity and engagement in Aboriginal education across institutions. Data fragments elicited from the research reveal ongoing, relational processes of momentarily occupying, exceeding, resisting, and/or reforming subject positions of teacher made available through discourse. The fragments are used to identify and trace significant forces that direct how participants become, and become undone as, teachers of school-based Aboriginal education. Analysis concentrates on four key relationships between teachers and sources of knowledge about Aboriginal education that formed, reinforced, and challenged teachers’ emerging professional identities and associated practices as they navigated Faculties of Education, schools, and areas between (e.g., teaching practicum). They include: (un)becoming teacher and a) school-based sources of Aboriginality, b) pedagogical pathways for Aboriginal education with/in teacher education, c) significant place, and d) supports used for engaging Aboriginal education. Contributions are made to the fields of teacher education, Aboriginal education, and decolonizing education and research. The research reveals the benefits and difficulties that coursework and professional development afford in preparing, and providing ongoing assistance to, teachers who foreground Aboriginal content and approaches. Learning from teachers’ processes, preparedness, and priorities enhances understanding about identity negotiation and movement of knowledge-practice across institutions. Further, theory building presents a decolonizing methodology for analyzing the construction of teacher identity that accounts for teachers’ complex and shifting positions beyond the binary opposition Aboriginal/non-Aboriginal. A decolonizing theory of (un)becoming teacher of Aboriginal education, alongside early career teachers’ recommendations to improve university and school-based Aboriginal education, hold potential to shift Aboriginal education research beyond a discourse of transformation/resistance. This opens space to reconfigure Aboriginal education and teacher education, as well as subject positions therein, to support the needs and prerogatives of Aboriginal students and communities.
Education, Faculty of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

6

Jackson, Michael J. "Examining the Relationship between School Climate and Teacher Absenteeism, Teacher Job Satisfaction, and Teachers' Intentions to Remain." Thesis, Trevecca Nazarene University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846881.

Full text

Abstract:

This mixed model study analyzed the relationship between school climate and teachers’ intentions to remain in their current position, teacher job satisfaction, and teacher absenteeism. All participants completed the Organizational Climate Description Questionnaire, Job Satisfaction Survey, and a personal questionnaire. Among elementary educators, significant negative relationships existed between restrictive principal behavior and disengaged teacher behavior and job satisfaction. Among middle school educators, a significant negative relation existed between restrictive principal behavior and teacher job satisfaction, and significant positive relationship existed between supportive principal behavior and teacher job satisfaction. This study led to a recommendation to focus on both teacher-principal and teacher-teacher relationships to improve job satisfaction among educators.

APA, Harvard, Vancouver, ISO, and other styles

7

Kish, Paul M. Kish. "The Virtual School Teacher Evaluation Process." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153173938212727.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Howard-Skipper, Joni. "Leadership that promotes teacher empowerment among urban middle school science teachers." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630880.

Full text

Abstract:

In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Therefore, this study determined if a relationship exists between leadership strategy actions and teacher empowerment. The significance of the study is to determine a relationship between leadership strategies and teacher empowerment as a positive approach toward developing successful schools. Empowerment is essential for implementing serious improvements. Empowering others in schools must form a major component of an effective principal’s agenda. It is becoming clearer in research literature that complex changes in education sometimes require active initiation. For this study, a quantitative methodology was used. Primary data enabled the research questions to be answered. The reliability and validity of the research were ensured. The results of this study showed that 40% of the administrators establish program policies with teachers, and 53% of teachers make decisions about new programs in schools. Furthermore, the findings, their implications, and recommendations are discussed.

APA, Harvard, Vancouver, ISO, and other styles

9

Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.

Full text

Abstract:

Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.

APA, Harvard, Vancouver, ISO, and other styles

10

Martin, Michael. "School Choice and Teacher Efficacy." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365258175.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "School of teacher education"

1

McWilliams, Alexandra I. School experience in teacher education. [s.l: The Author], 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Pupils', attitude towards technology (Conference report) (4th April 1989 Eindhoven Netherlands). Teacher education for school technology. Eindhoven: Eindhoven University of Technology, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Decentralization of education: Teacher management. Washington, D.C: World Bank, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hobbs, Linda, Coral Campbell, and Mellita Jones, eds. School-based Partnerships in Teacher Education. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1795-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Shukla, R. P. Teacher education: Problems and issues. New Delhi: Sarup & Sons, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Rusbuldt, Richard E. Basic teacher skills: Handbook for church school teachers. Valley Forge, PA: Judson Press, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Nagpure, Vasant. Teacher-education at secondary level. Bombay: Himalaya Pub. House, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

C, Smith Douglas. Elementary teacher education in Korea. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Becoming a Primary School Teacher. London: Taylor & Francis Inc, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Schimmels, Cliff. The last-minute Sunday school teacher. Cincinnati, Ohio: Standard Pub., 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "School of teacher education"

1

Kang, Liyin, and Dong Wang. "Teacher Development School." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_7-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Peters, Michael A., and Jeff Stickney. "Wittgenstein as a School Teacher." In SpringerBriefs in Education, 59–85. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8411-9_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Ashton, Patricia, and Ramesh Bakhtiari Conley. "Pre-Service Teacher Education: Multicultural Education." In Encyclopedia of Cross-Cultural School Psychology, 750–52. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_331.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Craig, Cheryl J., Gayle A. Curtis, Michaelann Kelley, P. Tim Martindell, and M. Michael Pérez. "Evidencing School Reform Through School Portfolios (1998–2002)." In Knowledge Communities in Teacher Education, 49–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54670-0_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

O’Neill, John. "Poverty and Success at School." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_387-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Neal, Greg, and Bill Eckersley. "Immersing Pre-Service Teachers in Site-Based Teacher School-University Partnerships." In Successful Teacher Education, 31–48. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-677-6_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Abdou, Amira. "School-Based Teacher Professional Development." In Comparative and International Education, 135–54. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-206-0_7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Redman, Christine. "The Melbourne Graduate School of Education Master of Teaching." In Successful Teacher Education, 11–29. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-677-6_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Douglas, Alaster Scott. "An Analysis of Student Teacher Education Tools: Mediating Student Teacher Education Practice." In Student Teachers in School Practice, 134–59. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137268686_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Palmér, Hanna. "Primary School Teachers’ Image of a Mathematics Teacher." In Views and Beliefs in Mathematics Education, 121–32. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "School of teacher education"

1

Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

Full text

Abstract:

The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.

APA, Harvard, Vancouver, ISO, and other styles

2

Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

Full text

Abstract:

Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education

APA, Harvard, Vancouver, ISO, and other styles

3

Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

Full text

Abstract:

Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.

APA, Harvard, Vancouver, ISO, and other styles

4

Melnikova, Inna I., Svetlana S. Elifantieva, and Svetlana N. Feklistova. "Training of primary school teachers for inclusive schools in the framework of the direction «Special (defectological) education»." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-404-410.

Full text

Abstract:

The article presents the results of a comparative analysis of the readiness of future primary school teachers (graduates of the Faculty of Education) and teachers-defectologists (graduates of the Faculty of Defectology) to implement inclusive primary education. Both groups of students showed low overall readiness, but the reasons for it are different. Taking into account the identified problems and missing competencies, a variant of the educational program aimed at training a teacher who is able to implement all modern Federal State Educational Standards is proposed

APA, Harvard, Vancouver, ISO, and other styles

5

Mykyteichuk, Khrystyna, Lyudmyla Tymchuk, and Valentyna Zvozdetska. "Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/19.

Full text

Abstract:

The current tendency of the European educational strategy on the compulsory children’s involvement in the preschool education before elementary school raises the issue of preparing children for school and the preschool education functioning, modernization and updating the content and technology of pedagogical activities at this stage. The article highlights the innovation of the Polish theory and practice in preparing a child for school i.e. the transfer of the pedagogical diagnosis function in school readiness from psychologists to preschool teachers. The organization of systematic, daily observation and interpretation of children's activities has become an integral part of the teacher's work. The essence of systematic pedagogical diagnostics of school readiness in Polish preschool institutions is revealed. On the basis of retrospective analysis, it is highlighted the evolutionary development in Polish pedagogy of the diagnosing children's readiness problem in school. According to the chronological principle, diagnostic methods are systematized; their semantic and procedural aspects are characterized. It is substantiated that as a result of diagnostic techniques, mastering the tools and ability to perform diagnostic procedures, the teacher gets the opportunity to determine the degree of mental and social development of the child, which contributes to school tasks, as well as factors that determine this development. The teacher forms a complex child’s profileconcerningthe knowledge and competencies, and on its basis develops a strategy of pedagogical influence and interaction with the child at the beginning of school.

APA, Harvard, Vancouver, ISO, and other styles

6

Znikina, L. S., and D. V. Sedykh. "ORGANIZATIONAL AND METHODIC CULTURE OF THE MODERN HIGHER SCHOOL TEACHER IN MULTILINGUAL EDUCATIONAL ENVIRONMENT." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.28-33.

Full text

Abstract:

The article deals with the essential aspect of modern higher education - organizational and methodic teacher's culture in the multilingual conditions. The concept of “multilingual educational environment” is stressed on. The role of the higher school teacher is reflected in the context of a cross-cultural dialogue. It is substantiated that the integration of four basic components: personality, professionalism, culture, multicultural conditions (environment) in educational process can be regarded as the factor of higher education quality improvement.

APA, Harvard, Vancouver, ISO, and other styles

7

Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

Full text

Abstract:

Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.

APA, Harvard, Vancouver, ISO, and other styles

8

Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

Full text

Abstract:

Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.

APA, Harvard, Vancouver, ISO, and other styles

9

DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

Full text

Abstract:

The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.

APA, Harvard, Vancouver, ISO, and other styles

10

Jita, Thuthukile, and Loyiso C. Jita. "A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICA." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.81.

Full text

Abstract:

Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities. Keywords: ICT, opportunities to learn, preservice teachers, science teaching, teacher education.

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "School of teacher education"

1

Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

Full text

Abstract:

Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

APA, Harvard, Vancouver, ISO, and other styles

2

Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

Full text

Abstract:

The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.

APA, Harvard, Vancouver, ISO, and other styles

3

Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

Full text

Abstract:

To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

APA, Harvard, Vancouver, ISO, and other styles

4

Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

Full text

Abstract:

Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.

APA, Harvard, Vancouver, ISO, and other styles

5

Frisancho, Verónica. The Impact of School-Based Financial Education on High School Students and their Teachers: Experimental Evidence from Peru. Inter-American Development Bank, March 2018. http://dx.doi.org/10.18235/0001056.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

Full text

Abstract:

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

APA, Harvard, Vancouver, ISO, and other styles

7

Peng, Wen-Jung, and Thomas Sally. Improving Educational Evaluation and Teacher Development: Using Value Added Measures of School Performance in China. Unknown, 2012. http://dx.doi.org/10.35648/20.500.12413/11781/ii152.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

Full text

Abstract:

As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.

APA, Harvard, Vancouver, ISO, and other styles

9

Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

Full text

Abstract:

This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.

APA, Harvard, Vancouver, ISO, and other styles

10

Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

Full text

Abstract:

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!