Relevant bibliographies by topics / Secondary teacher training

Contents

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

Academic literature on the topic 'Secondary teacher training'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Secondary teacher training"

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Ronnie Ancona. "Latin Teacher Certification: Training Future Secondary School Teachers." Classical World 102, no. 3 (2009): 311–15. http://dx.doi.org/10.1353/clw.0.0094.

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Hargreaves, David H., and Rowie Shaw. "Teacher Training in Secondary Schools." British Journal of Educational Studies 41, no. 1 (March 1993): 85. http://dx.doi.org/10.2307/3122442.

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Oaks, Harold R. "Secondary Teacher Training: The Theatre Backwater?" Design For Arts in Education 91, no. 2 (December 1989): 23–26. http://dx.doi.org/10.1080/07320973.1989.9940417.

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Heafford, M. R. "Training the French Secondary School Teacher." Journal of Further and Higher Education 14, no. 2 (June 1990): 87–93. http://dx.doi.org/10.1080/0309877900140206.

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Nur, Shakila. "Secondary English Language Teacher Capacity: Insights From Bangladesh." International Journal of Education and Literacy Studies 6, no. 4 (October 31, 2018): 163. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.163.

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Like other developing, non-English speaking countries in Asia, Bangladesh has shown a phenomenal attention towards English education through the school curriculum. The attention is demonstrated by revisiting and revising pertinent curriculum, personnel, materials, methods, and assessment policies of English education. This paper, within an exploratory, qualitative case study paradigm offers a modest, interpretive inquiry into secondary English teacher capacity, in terms of their recruitment, training and class performance. The data were collected from semi-structured interviews with secondary English teachers, school principals and teacher trainers, and classroom observations of secondary English teachers. The findings identified a set of generic issues around secondary English teacher capacity. These included inadequate provision of teachers, stigmatised practice of teacher recruitment, limited attention to teacher training and their impacts on the overall quality of English education. Reflecting upon the findings, the paper concludes with a set of recommendations for secondary English personnel policy and practice, which could be a point of reference for Bangladesh and beyond.
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Eliud Kirigia; Pauline Ndoro; Vicky Khasandi, Francis Ndegwa;. "Sexuality Communication between Teachers and Adolescents in Nakuru County, Kenya." Editon Consortium Journal of Media and Communication Studies 2, no. 1 (December 31, 2020): 151–60. http://dx.doi.org/10.51317/ecjmcs.v2i1.195.

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This study investigated sexuality communication between teachers and adolescents in Nakuru County, Kenya. Thirty teachers were sampled from ten secondary schools in Nakuru East and Njoro sub-counties representing urban and rural teacher populations. These schools included six same-sex secondary (three only boys and three only girls) schools and four mixed-sex secondary schools. The schools' categories included two national schools, three extra-county schools, three county schools, and two sub-county schools. Three teachers were sampled from each school, including the guidance and counselling teacher who was purposively sampled. Two other teachers were randomly sampled, leading to thirty teachers. Data were collected using a self-administered questionnaire. The schools were categorized from letter A to J, and the teachers were coded as Teacher 1, Teacher 2, and Teacher 3. The results showed that teachers did offer some sexuality information, especially on HIV /AIDS and STIs, values and interpersonal skills, contraceptives, and unintended pregnancies, but were uncomfortable handling sexual variations and self-gratification topics. Time constraints due to high workload in teaching subjects, inadequate training, and societal taboos restricted sexuality communication. The findings show that efforts should be fostered to increase teacher training, especially in-service training in sexuality communication, to enhance teachers' capacity in delivering sexual health information to adolescents in secondary schools.
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Kamran Akhtar Siddiqui, Shahid Hussain Mughal, Imran Ali Soomro, and Masood Ahmed Dool. "Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions." IJORER : International Journal of Recent Educational Research 2, no. 2 (March 31, 2021): 215–23. http://dx.doi.org/10.46245/ijorer.v2i2.91.

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Education is a key component of progress in the present-day world. But this progress cannot be made without efforts of teachers. Therefore, teacher education, in particular teacher training becomes extremely important. In this regard, several trainings programs are initiated and executed across Pakistan but the desired outcomes have not been achieved so far. Hence, this study was conducted to explore the challenges in teacher training in Pakistan and the ways through which these issues can be resolved. The sources for the data of the study were the published studies in the field in the context of Pakistan, national education policy, and other relevant literature. Based on secondary data, the study concludes that the issues with teacher training in Pakistan are administrative as well as faculty related. The findings reveal that the challenges related to policy and planning, poor induction of teachers, lack of resources in teacher training institutions, demotivation among teachers, and unequal distribution of skilled and productive teachers, dual training system and infrequent trainings. These issues can be fixed by fostering encouraging environment, ensuring accountability and merit, providing necessary resources, systematizing professional training programs and their continuation. The findings of this study will, therefore, positively guide policymakers to develop the right and effective policy to improve the standard of teacher education in the country.
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Shrestha, Kedar N. "Teacher Development and Management at Secondary Education in Nepal." Journal of Education and Research 1 (April 16, 2013): 41–50. http://dx.doi.org/10.3126/jer.v1i0.7950.

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Though the concept of teacher development was institutionalized in 1971, the policy of the government on this issue has not remained consistent. When the government started its own institutions to provide in-service training to teachers, the universities started losing the government support to improve their professional programs. As a result, the pre-service training programs gradually converted into academic and less professional program. ! ere are issues emerging in the effectiveness of the training and the concerns how to better shape the teacher education in Nepal. ! is paper discusses the context and recommend measures that can bring the teacher education to the right track. DOI: http://dx.doi.org/10.3126/jer.v1i0.7950 Journal of Education and Research 2008, Vol. 1, No. 1, pp. 41-50
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Stump, Colleen S., Thomas C. Lovitt, Susan Fister, Karen Kemp, Rickey Moore, and Bruce Schroeder. "Vocabulary Intervention for Secondary-Level Youth." Learning Disability Quarterly 15, no. 3 (August 1992): 207–22. http://dx.doi.org/10.2307/1510244.

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A research-translation project introduced a precision-teaching vocabulary intervention to 36 general and special education teachers through two workshops over a two-year period. (The teachers, in turn, introduced the approach to 694 students, 125 of whom were youth with learning disabilities). The goals of the project were threefold: (a) to determine if, after attending one-day training sessions, teachers were able to implement the vocabulary approach with their students; (b) to evaluate the degree to which the intervention influenced student performance, especially that of pupils with learning disabilities; and (c) to gather teacher and student reactions to the approach. Project outcomes revealed that (a) all but one teacher who received training implemented the approach and collected student performance data; (b) the majority of students, whether general or special education youth attending mainstream or special education settings, demonstrated increased accuracy and fluency on timed vocabulary quizzes; and (c) both teachers and students found the approach worthwhile and enjoyable.
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Asadullah, Sheikh. "Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh." International Journal of Innovation and Economic Development 2, no. 5 (2015): 40–55. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.25.2005.

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In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.
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Dissertations / Theses on the topic "Secondary teacher training"

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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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Sweetingham, Pauline Margaret. "Class teacher - support teacher relationships in secondary schools." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300064.

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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.

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Cronk, K. A. "Teacher-pupil conflict in secondary schools : an educational approach." Thesis, University of Sussex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356500.

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Warner, Smith Penny, and n/a. "Women and secondary teacher training at Goroka Teachers' College, Papua New Guinea, 1979-1984." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.163320.

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Cepni, Salih. "New secondary science teachers development in Turkey : implications for the 'Academy of New Teacher' Programme." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239922.

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Newblom, Jane Corinne. "Alternative teacher certification| Secondary school principals' perspective in Indiana." Thesis, Purdue University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613247.

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As teacher recruitment intensifies to locate qualified teachers for our nation's classrooms, alternative teacher certification programs are becoming prevalent. Initially these programs were designed to attract professionals and college graduates to enter urban classrooms. However, what has occurred is that over 140 alternative certification programs are available to teacher candidates. Some of these programs are well designed with education courses and content area methodology along with pre-service teaching internships while others may not provide the opportunities for new teachers to be successful in their first years of teaching. This study investigated the perceptions of secondary school principals regarding the effectiveness of traditional and alternative teacher preparation programs.

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Exton, Virginia Norris. "A Qualitative Case Study of Developing Teacher Identity among American Indian Secondary Teachers from the Ute Teacher Training Program." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/181.

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The purpose of this foundational study was to explore the factors that contributed to developing teacher identity among new American Indian teachers. Multifaceted research into the history of American Indian education, the design of American Indian teacher training programs, and the beliefs and experiences of four American Indian secondary teachers gave this study a richly detailed context. Three overarching patterns emerged during the process of analyzing the data: (a) solidarity and independence, (b) habit and change, and (c) tradition and invention. From these patterns, six factors were identified as contributing to developing teacher identity. School-based experiences that affected developing teacher identity included cohort-based peer support, preparation for content area expertise, and teachers as role models. Personal, home, and community beliefs that affected developing teacher identity were as follows: giving back to American Indian communities, serving American Indian students, and becoming empowered as American Indian teachers. Participants in this study represented various tribe affiliations but were all registered students in the Ute Teacher Training Program from 2002 to 2005. The goal of this program, administrated by the Ute Tribe, was to mentor, train, and certify American Indian secondary teachers through an ongoing university education program offered at a rural location close to the Ute reservation. Recommendations in the final chapter of this qualitative case study may provide useful information for the design and implementation of future American Indian teacher education programs.
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Konting, Mohd Majid bin. "The study of teacher effectiveness in the Malaysian secondary schools." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281695.

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Cooper, Victoria L. "Perceptions of secondary school-based partnership courses in initial teacher training." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246293.

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Books on the topic "Secondary teacher training"

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Teacher training in secondary schools. London: Kogan Page, 1992.

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Shaw, Rowie. Teacher training in secondary schools. 2nd ed. London: Kogan Page, 1995.

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Great Britain. Department for Education. Initial teacher training (secondary phase). London: DFE, 1992.

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Great Britain. Department for Education. Initial teacher training (secondary phase). London: Department for Education, 1992.

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

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M, Haggerty Sharon, ed. Becoming a secondary school science teacher. Upper Saddle River, N.J: Merrill, 1999.

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Ofsted. Secondary Initial Teacher Training: Secondary subject inspections 1996-98 : overview report. London: Ofsted, 1999.

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Ofsted. Secondary Initial Teacher Training: Secondary subject inspections 1996-98 : overview report. [London]: Ofsted, 1997.

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Williams, Tom. Secondary teaching in Lesotho: Who stays, who leaves? Maseru, Lesotho: National Teacher Training College, 1998.

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Becoming a secondary school teacher: How to make a success of your initial teacher training. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2013.

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Book chapters on the topic "Secondary teacher training"

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Borián, György. "Hungary: GIS in Natural Science Teacher Training." In International Perspectives on Teaching and Learning with GIS in Secondary Schools, 125–30. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_14.

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Aydin-Günbatar, Sevgi, and Betül Demirdöğen. "Chemistry Teaching Method Course for Secondary Science Teacher Training." In Designing and Teaching the Secondary Science Methods Course, 129–48. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_8.

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Koyama, Masataka, and Hee-chan Lew. "Pre-service Teacher Training for Secondary School Mathematics in Japan and Korea." In What Matters? Research Trends in International Comparative Studies in Mathematics Education, 145–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51187-0_8.

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Davies, Trevor. "The Implications for Secondary Teacher Training of Large-Scale Polish Immigration into England." In Contesting and Constructing International Perspectives in Global Education, 89–104. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-989-0_8.

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Fomiškina, Jeļena, Eve Woogen, Ama Peiris, Somaia Abdulrazzak, and Emma Cameron. "Nurturing Every Learner’s Potential: Education Reform in Kenya." In Implementing Deeper Learning and 21st Education Reforms, 129–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_6.

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Abstract In Kenya, a broad education reform was implemented after recognizing that the current system was not aligned with the country’s vision of producing globally competitive learners with competencies for the twenty-first century. The implementation process began with a pilot in 2017 and is planned to continue through 2028. In addition to the introduction of a competency-based curriculum, key components of the reform are a commitment to achieving a 100% transition from primary to secondary school by eliminating exam-based barriers to transition and a provision of a wide range of pathways for students to follow. Under the vision of “Nurturing Every Learner’s Potential”, the reform is grounded in the idea that learning should be active and individualized rather than teacher-centric and that schools – including secondary schools – are a place for developing a wide range of competencies and behaviors in addition to the traditional academic skills. In doing so, the government of Kenya seeks to reframe deeply-held cultural perspectives on education’s purpose and content. Such cultural shifts will require significant outreach and training efforts to achieve the buy-in from both families and teachers, and at this stage, it remains to be seen whether these efforts will succeed.
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Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education, 373–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_21.

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Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education, 1–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_21-1.

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Machado, Altamiro B., and Paulo Dias. "The Training of Primary and Secondary School Teachers in Hypertext: Analysis of an Experience." In Interactive Multimedia Learning Environments, 226–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77705-9_20.

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Lidong, Chen, Ma Shuying, Shi Lei, Li Guofang, Zhang Liang, and Zheng Lixin. "The Construction of the Secondary Vocational Teachers Training System Based on ‘Cooperation between School and Enterprise’." In Advances in Intelligent and Soft Computing, 573–78. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27708-5_79.

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Zhang, Jiahua, Yubing Ai, and Jianping Zhang. "Research on Strategies of Digital Resources Construction in Teachers’ Distance Training for Primary and Secondary School." In Lecture Notes in Electrical Engineering, 383–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28744-2_49.

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Conference papers on the topic "Secondary teacher training"

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Cura, Daniela, Hernán Czemerinski, Verónica Alelí Marino, Martín Guillermo Scasso, and Fernando Schapachnik. "A teacher training program in argentina analysed by profiles." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421664.

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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno, and Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.
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Lijun, Wang. "Improve qnational training planq quality of primary and secondary school English teacher training Approaches." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.19.

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Hai, Tuong Duy, and Nguyen Thanh Huong. "Teacher training of secondary – Orient from the point of view practice." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019508.

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Hery Supadmi Irianti, Agus, Sri Sulistyorini, and Annisau Nafiah. "Teacher Preparedness and Education Personnel Facing the Revitalization of Vocational Secondary Schools." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.42.

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Brodahl, Cornelia, Marit Fagernes, and Said Hadjerrouit. "Applying and Evaluating Understanding-Oriented ICT User Training in Upper Secondary Education." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3126.

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ICT training courses have recently undergone some important changes. These changes are made possible by new pedagogical approaches to ICT training. As a result, the focus has changed from memorizing, recall and reproduction of knowledge to conceptual understanding of the underlying software. One of these approaches is the Herskin’s understanding-oriented ICT training method. This paper assesses students’ learning when confronted with the task of implementing this method. More specifically, it addresses critical factors of success and potential obstacles when implementing the ICT training method in upper secondary schools. It also presents teacher students’ common misconceptions and simplifications when practicing the method for the first time. Finally, the article outlines a framework for rethinking ICT training within constructivist learning environments.
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Young, James F., and Deborah L. Jensen. "Outcomes of a three-year in-service secondary teacher training program in engineering design." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685107.

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Floris, Francesco, Alice Barana, Anna Brancaccio, Alberto Conte, Cecilia Fissore, Marina Marchisio, and Claudio Pardini. "Immersive teacher training experience on the methodology of problem posing and solving in Mathematics." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9489.

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In an Italian and European context, one of the fundamental skills in Mathematics is the ability to solve problems in everyday situations, often linked to everyday life. For this reason, the problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics. This paper presents the results of the immersive experience "Mathematical Exploration with Problem Posing and Solving", included in the teacher training activities proposed by the national PP&S - Problem Posing & Solving - Project of the Italian Ministry of Education, which aims at enhancing the teaching and learning of Mathematics by using new methodologies and technologies. In particular, the focus will be on the work and considerations of the 50 teachers who took part in the project, from both primary and secondary school. They were guided through the individual step-by-step creation of a contextualized problem, following a process guided through stimulus-based questions. This immersive experience brought about the production of valid problems and was full of very stimulating teachers' considerations on the various phases of the problem posing and solving.
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Muhoza, Olivier Ufitese, Matti Tedre, Naghmeh Aghaee, and Henrik Hansson. "Viewpoints to ICT Practices and Hindrances from in Tanzanian Secondary Schools and Teacher Training Colleges: Focus on Classroom Teachers." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.31.

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Kusmawan, Udan. "Ecological Affinity of Student and Teacher: A Case Study in Senior Secondary High Schools in Tangerang Selatan." 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-17.2018.141.

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Reports on the topic "Secondary teacher training"

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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.

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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.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.
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