Academic literature on the topic 'Teacher education programmes'
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Journal articles on the topic "Teacher education programmes"
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Lopukhova, Yulia, Elena Makeeva, and Kseniya Kuzovenkova. "INTERNALIZATION OF TEACHER EDUCATION AS A PART OF A UNIVERSITY INTERNALIZATION STRATEGY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 510. http://dx.doi.org/10.17770/sie2020vol1.4986.
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The internationalization of University teacher education is very important today since teachers have to prepare students for living and working in the new global world. To prepare students for the globalization of the society, university teachers should have the opportunity to gain international experience – from traditional studies and internships to summer schools and degree theses abroad, blended learning formats, buddy programmes, international field trips to preparing English-language degree programmes together with international colleagues. In this paper the authors describe the IDUTE programme (International Dimension of University Teacher Education) designed to enhance the international dimensions of various components of University teacher education programmes, to transform courses in order to facilitate change and improvement in reaching the internationalization goals of their work and to help provide University teachers with greater global competence. This paper details the nature and specifics of the IDUTE programme and provides details of the programme’s outcomes and results. The authors have done extensive research to determine both the existing international content and programme practices for University teacher education and perceived needs for improvement. The IDUTE programme promotes internationalisation among technical teachers and students and expands intercultural competence into their studies and career through creation and development of separate 16/36/72-hour modules on international activities of University Teachers.
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Štemberger, Tina. "Educational Research Within the Curricula of Initial Teacher Education: The Case of Slovenia." Center for Educational Policy Studies Journal 10, no. 3 (September 29, 2020): 31–51. http://dx.doi.org/10.26529/cepsj.871.
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Professional learning is a continuum starting in initial teacher education and persisting throughout the teacher’s career. Initial teacher education programmes should therefore prepare prospective teachers for professional learning via research. There is, however, little knowledge about how initial teacher education programmes educate students about this important subject. The aim of this study was to identify how initial teacher education programmes in Slovenia address the question of empowering prospective teachers with research competence. We analysed all of the initial teacher education programme curricula and established that: (i) overall, more than half of the initial teacher education programmes do not include acquiring research competence as an aim of their study programmes; (ii) the majority of bachelor initial teacher education programmes include courses aimed at gaining research competence, but half of the master’s initial teacher programmes do not provide any courses related to research; and (iii) there is a variety of European Credit Transfer and Accumulation System weightings for educational research courses across initial teacher education programmes in Slovenia.
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Rauduvaite, Asta, and Yadian Du. "The analysis of music teacher education programmes in Lithuania and China." International Journal of Learning and Teaching 10, no. 1 (January 31, 2018): 38. http://dx.doi.org/10.18844/ijlt.v10i1.3144.
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Study programmes that aim to educate music teachers have been undergoing a constant process of renewal, which is predetermined by various factors. The study programmes of music teacher education implemented in Lithuania have never been broadly analysed and compared to similar study programmes of music teacher education in China. Therefore, this study aimed to carry out an analysis of bachelor and master study programmes of music teacher education in Lithuania and China revealing their similarities and differences. The research study disclosed that the goals, intended learning outcomes, structure and curriculum of the two countries have similarities and differences, which are predetermined by philosophical aspects, humanistic ideas and national context of educational policies in both the countries. The study programmes aim to respond to needs of contemporary society, to develop competencies of music teachers, to establish conditions for successful implementation of the goals of study programmes and attainment of learning outcomes.
Keywords: Music teacher education, teacher education curriculum, study programme.
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Lin, Ke. "British Experience of Teacher Professionalization in Citizenship Education." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 353–77. http://dx.doi.org/10.1163/25902539-00102017.
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This paper reviews British experience of inspiring and educating teachers in Citizenship Education. It is based on a case study undertaken at ucl-ioe where provides diverse and distinctive teacher training programmes. The study firstly provides an overview on the National Curriculum for Citizenship and teacher education in England. Then it introduces three types of programmes related to citizenship education at ucl-ioe, in which the author used to work as both a teaching assistant and participant researcher. By reviewing relevant documents (e.g. curriculum frameworks with teacher’s guide, programme handbooks, academic literature, and participants’ evaluation), the study analyses a multi-levelled structure of teacher education for citizenship at ucl-ioe, which consists of fundamental programme for concept and theory learning, specialised programme for subject and pedagogy learning both at the institute and schools, and practical programme for project-based learning cooperating with social organisations. The study further discusses how the university-led programmes could encourage and prepare teachers for their devotion into citizenship education, and argues for a comprehensive, interdisciplinary and participatory model to be implemented. The paper concludes that a high-quality teacher education for citizenship must help both pre-service and in-service teachers to develop subject-based, pedagogical and transferable competence.
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Rauduvaite, Asta. "Music Teacher Education in China." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 6, 2018): 74–83. http://dx.doi.org/10.18844/prosoc.v4i8.2978.
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The content of music teacher education study programmes is conditioned by the needs of the market economy and information society, higher education as a mass phenomenon, penetration of humanist ideas into the curricula and many other factors. The aim of these study programmes is to respond to the needs of society, develop the competencies of teacher education and establish the right conditions for successful implementation and to achieve the intended learning outcomes. The training of music teachers in China requires overall improvement in the level of music teacher training. The Ministry of National Education provides the curriculum for music teacher education as well as the guidelines for teaching compulsory courses for music teachers at general institutions and prestigious universities in China. This profession is important in professional courses and in the field of pedagogy; therefore, integrating the content of elective courses into professional courses could be more prolific and comprehensive. Keywords: Music teacher education, study programme, music education.
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Nysæther, Eyolf Thovsen, Catharina Christophersen, and Jon Helge Sætre. "Who are the music student teachers in Norwegian generalist teacher education?" Nordic Research in Music Education 2, no. 2 (December 17, 2021): 28–57. http://dx.doi.org/10.23865/nrme.v2.2988.
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This study is based on data from a national survey of generalist student teachers specialising in music in the new five-year primary and lower secondary school teacher education programme in Norway. The study aims to map students’ backgrounds, experiences of the educational programme and visions for their future practice as generalist music teachers in schools. The theoretical perspective is cultural-historical activity theory (CHAT). The findings suggest that generalist teacher education music programmes reproduce patterns of inequality. These patterns should be addressed in the future development of the programmes; however, the current lack of diversity may inhibit conditions for transformation and change.
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Lasauskiene, Jolanta, and Yuqing Yang. "Educating music teachers in the new millennium: Current models and new developments." Contemporary Educational Researches Journal 8, no. 3 (August 24, 2018): 101–14. http://dx.doi.org/10.18844/cerj.v8i3.3009.
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The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. In various countries different traditions of educating teachers of music have been established following the traditions and needs of each country. The aim of this study is to present and generalise an overview of the most common models of music teacher education in Lithuania (with a focus on Lithuanian University of Educational Sciences) and other countries, so as to highlight the main features that might initiate discussion of critical issues in the context of music teacher education nationally and internationally. The article focuses on pedagogical study programmes of Music Education as well as on similarities and differences in their curricular. The research on models for teacher education in the best foreign higher education institutions creates conditions for adoption of the most successful international teacher education practices.
Keywords: Initial music teacher education, teacher education curriculum, teacher education models, study programmes;
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Xiong, Xi Bei, Cher Ping Lim, and Shi Qi Liu. "Curriculum leadership and the enhancement of teacher education programs." Asian Education and Development Studies 9, no. 1 (May 7, 2019): 79–90. http://dx.doi.org/10.1108/aeds-12-2018-0181.
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Purpose Teacher education programmes are critical in developing pre-service teachers’ competencies during the apprenticeship phase (Lim et al., 2010), whereas there is evidence indicating that teacher education programmes depend on curriculum leadership (Robinson et al., 2008). The purpose of this paper is to explore the ways in which curriculum leaders enact their curriculum leadership to enhance teacher education programmes in a context of a normal university in Mainland China. Design/methodology/approach In this paper, three groups of curriculum leaders, from university, faculty and classroom level, respectively, are interviewed. Findings This study highlights the significance of curriculum leadership in teacher education programmes enhancement in China, particularly the significant impacts from curriculum leaders’ involvement on the programme processes of planning, implementation and evaluation. Research limitations/implications Implications for research include a conceptualization of curriculum leadership in teacher education and pre-service teachers’ training in China, and a theoretical integration of curriculum leadership and the enhancement of teacher education programmes. Originality/value Implications for practice regard to restructuring curriculum leadership system and informing curriculum leadership practices, not only in Asian countries, but might be able to shed light on the curriculum leadership development in a range of educational contexts either similar to or different from that of Mainland China. This study thus would contribute to several areas of research.
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Hatlevik, Ove Edvard, Greta Björk Gudmundsdottir, and Anubha Rohatgi. "Digital Downsides in Teacher Education." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 4 (November 30, 2021): 123–39. http://dx.doi.org/10.7577/njcie.4227.
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This paper is particularly relevant in the context of a global pandemic when the majority of teaching is conducted online or in a hybrid environment that requires long hours in front of a screen. Online teaching is becoming increasingly important throughout education, and our findings draw attention to some of the challenges and possible pitfalls of the extensive use of digital technologies and, consequently, implications for teacher education. In the paper, we explore student teachers’ perceptions of digital downsides, their teaching tools self-efficacy, their resilience to digital distractions, and physical discomfort from the use of digital technology. We aim to identify these four concepts and examine whether and how they interconnect. A cross-sectional design was used to analyse data from 561 first-year student teachers enrolled in two teacher education programmes in two universities in Norway in 2019. The findings indicate that resilience to digital distractions decreases and a higher level of reported physical discomfort from digital technology increases student teachers’ perceived downsides of digital technologies. Overall, 38% of the variation in perceived digital downsides within the two teacher education programmes can be explained by these two concepts, as well as to the study programme the student teachers attended.
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Lyckander, Rønnaug H. "Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring." Nordic Journal of Vocational Education and Training 12, no. 2 (April 22, 2022): 24–49. http://dx.doi.org/10.3384/njvet.2242-458x.2212224.
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In Norway there exist two different educational pathways for vocational teachers, a bachelor programme and a postgraduate programme in education. This article reports on a comparison of teacher preparation in these two programmes that qualify vocational teachers for work in schools. The purpose is to explore the competence vocational teachers develop during teacher education that is particularly relevant for the broad introductory courses in vocational education and training (VET). Previous research has found that teachers should choose authentic learning activities relevant for working life, as well as developing students’ interests in a vocation. Cross-sectional survey data were collected among vocational teacher graduates (n = 279). Tests of mean differences indicated that the bachelor sample reported being significantly better prepared for teaching in broad courses than the postgraduate sample. However, the same difference could not be found in teachers’ report of different learning activities in school. The discussion points to how differences and similarities between content and practice arenas in teacher education can explain teachers' experiences and whether both teacher programmes develop the competence needed to teach in the broad structure of Norwegian VET.
Dissertations / Theses on the topic "Teacher education programmes"
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Nedkova, Marietta. "Evaluation of pre-service teacher education programmes." Thesis, Heriot-Watt University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338116.
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Jofili, Zelia Maria Soares. "Fostering teachers' critical thinking : some paths to teacher development programmes." Thesis, Roehampton University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336986.
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Al-Omari, Khaled Mohammed. "Quality assurance mechanisms in Jordanian primary teacher education programmes." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368323.
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This study explores the quality assurance mechanisms in primary teacher education programmes in Jordan in order to examine how the participants perceive the systems in their programmes. As a point of reference the English experience in quality assurance was incorporated. The main areas investigated were (i) The components of primary teacher education programmes in Jordan (the objectives, the theory, the school experience, the teaching methods, the management system, and facilities) (ii) The problems that hinder the implementation of the quality assurance systems (iii) Suggestions for promoting quality assurance (iv) Guidelines for quality assurance obtained from the English teacher education programmes. Data was collected from all public Jordanian universities that are concerned with primary teacher education programmes and in 9 English universities and one college. The three main research methods employed in the research were documentary analysis, questionnaires, and the interview. It is concluded that quality assurance systems are not clearly specified or implemented in the primary teacher education programmes in Jordan. The perceptions of the majority of the participants indicated that they were dissatisfied with both the components of the programme and the management system. The study argues that without the co-operation of the people involved in the quality assurance systems, the system will not totally achieve its objectives. Communication and commitment by all the participants are essential if quality assurance systems are to be effectively employed.
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Gibbs, Rose Elaine. "The teaching of values in teacher education programmes in multicultural settings." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67480.
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This dissertation discusses the issues surrounding the teaching of values in teacher education programmes in a multi cultural context, specifically, in this case, McGill University in Montreal, Quebec. It is part of a three-nation collaborative study that took place in the Faculties of Education at three universities: Universidad Pedagogica Nacional, Mexico; California State University, Long Beach and McGill University, Montreal, Quebec. Anecdotal evidence gathered from participants in an exchange program between the first two institutions indicated that significant cultural differences among both students and faculty impacted on the learning experience. Differences in values and teaching styles led to problems of communication, teaching and learning. This finding led to collaboration among the three faculties of education in order to conduct similar inquiries. My dissertation is based on the study that I carried out at McGill. My ultimate goal was to identify how values are perceived in teacher education and how they are actually taught. I interviewed selected groups of student teachers and teacher educators and asked them to respond to questionnaires. With this data, I was able to draw some conclusions about the teaching of values as seen by these particular groups of prospective teachers and teacher educators. I generated data in two phases. In Phase 1, I conducted interviews with Faculty and students in the pre-service teacher education programme in order to identify the values that these participants considered the most important in teacher education. These interviews allowed me to develop two instruments that were subsequently used in Phase 2. In Phase 2, I obtained additional information on the values that participants considered to be important for teacher education, the values that are taught in the programs, the strategies used to teach those values and the issues that cause value conflicts. My study indicates that respect is a value that dominates theMa recherche porte sur l'enseignement des valeurs dans les programmes de formation des enseignants en milieu multiculturel, plus particulierement a l'universite McGill, Montreal, Quebec. Elle s'inscrit dans le cadre d'une etude menee conjointement par la faculte des sciences de l'education de trois universites differentes : Universidad Pedagogica Nacional au Mexique; California State University a Long Beach, Californie et l'Universite McGill a Montreal, Canada. L'etude interfacultaire est nee des experiences vecues par des professeurs et des etudiants des deux premieres universites citees, dans le cadre d'un programme d'echange. Les temoignages recueillis aupres des participants au programme d'echange revelent que des differences culturelles importantes entre les etudiants et les professeurs ont des incidences pour l'apprentissage. En fait, il en est ressorti que des problemes importants de communication et d'enseignement apprentissage resultent des differences au niveau des valeurs et des styles d'enseignement. Ce constat m'a amene a entreprendre mon etude aupres d'un public cible a McGill. J'ai voulu verifier comment le concept de valeurs est percu par les formateurs et les formes ainsi que la maniere dont les valeurs sont enseignees dans la realite de la classe. A l'aide d'entrevues menees aupres de groupes d'enseignants en formation et de formateurs ainsi que d'un questionnaire, j'ai pu recueillir des donnees qui m'ont permis de tirer un certain nombre de conclusions quant it l'enseignement des valeurs. J'ai procede en deux etapes. Dans un premier temps (Phase I), j'ai mene des entrevues aupres d'enseignants en formation initiale et de formateurs, afin d'identifier les valeurs qu'ils jugeaient les plus importantes dans la formation. Ces entrevues m'ont permis d'elaborer deux instruments qui m'ont servi lors de la phase deux de ma recherche. Lors de la deuxieme phase (Phase II), j'ai recueilli des informations supplementaires concernant les valeurs jugees impo
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Ramollo, Jeanette Khabonina. "The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45896.
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The focus of this study is on the Foundation Phase mathematical and pedagogical knowledge construction. This study is about how two lecturers and a number of final year B.Ed. Foundation Phase student teachers construct Foundation Phase mathematical and pedagogical knowledge during the initial teacher education programme.
The initial B.Ed. Foundation Phase teacher education provides student teachers with different mathematical knowledge for teaching. A Foundation Phase mathematics pedagogical knowledge construction framework was utilised to generate and analyse data. The Foundation Phase mathematics pedagogical knowledge construction framework is developed with the assumption that the integrated learning knowledge and the process of pedagogical reasoning action is a continuous process. Furthermore, it is assumed that student teachers’ active participation in their learning and paddling through the pedagogical reasoning action process, leads to the construction of Foundation Phase mathematical pedagogical knowledge.
The study utilised a qualitative case study design to investigate how two initial teacher education programmes construct Foundation Phase mathematical pedagogical knowledge in their programme to prepare student teachers to teach Foundation Phase mathematics. Data were collected from Foundation Phase mathematics lecturers through semi-structured interviews, focus group interviews with final year Foundation Phase student teachers as well as document analysis from the institutions to achieve triangulation. Data analysis and findings were based on themes and categories that emerged. The findings suggest that Foundation Phase mathematical and pedagogical knowledge construction is an interconnected and continuous process that includes different types of knowledge and pedagogical reasoning.Dissertation (MEd)--University of Pretoria, 2014.
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Educational Psychology
MEd
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Salim, Abd-Elrahim Ahmed. "Development of environmental education guidelines for secondary science teacher education programmes in the Sudan's universities." Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:8499.
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The study is an attempt to ascertain the status of environmental education in secondary science teacher education programmes in the Sudan's universities and the science programmes of the secondary school curriculum. In addition, it explores how the shortcomings of these programmes could be rectified in accordance with the emerging philosophy of environmental education. Four instruments were used to collect the research data. Science teacher educators' and science teachers' Questionnaires used previously in Malaysia, were modified and adapted for this study. Students' Questionnaires were developed by the researcher. The research instruments were pilot tested in the Sudan in December 1991, and used in the main study in February/March 1992. The research respondents comprised 20 science teacher educators, 88 science teachers, 107 prospective science teachers and 240 secondary school students. They were selected from colleges and faculties of education in the Sudan's universities and Khartoum state academic secondary schools, in the academic year 1991/1992. It was found that Environmental Education perspectives were poorly incorporated into both secondary science teacher education programmes and the science programmes of the Sudan's secondary school curriculum. Need exists for the shortcomings of these programmes to be rectified and the constraints hindering their environmentalisation addressed. Both prospective science teachers and secondary school students are well aware of the Sudan's environmental concerns. They perceived themselves competent to investigate, evaluate and take action in issues related to their environment. They also expressed positive attitudes towards the environment and the incorporation of environmental education perspectives into the science programmes of the Sudan's secondary schools. A set of Environmental Education guidelines was finally developed. They are based on the findings of this study survey, experts' opinions obtained from the literature, as well as the author's own conception of what Environmental Education for science teachers should be. They are presented in three domains: (1) knowledge of basic environmental concerns; (2) skills for teaching environmental issues and values; and (3) attitudes favourable to Environmental Education.
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Andrews, Ian H. "Five paradigms of induction programmes in teacher education : a comparative analysis of teacher induction programmes in Britain, Australia, New Zealand, United States and Canada." Doctoral thesis, University of Bradford, 1986. http://hdl.handle.net/10454/4405.
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This thesis is a comparative case study of induction programmes from five different countries: Britain, Australia, New Zealand, United States, and Canada. The intent was to investigate pedagogical and structural factors prevailing within these induction programmes that would encourage the confluence of pre-service, induction, and in-service education. An examination of how these induction programmes might enhance ongoing professional development opportunities for the beginning teacher was also undertaken. Based on a review of literature concerning i) issues, parameters, and pedagogical perspectives of teacher education; ii) the socialization experiences and instructional challenges of beginning teachers; and iii) the processes, academic systems, and programme variations of induction the argument is made that many conflicting and complex pedagogical variables as well as historical, cultural, and educational factors may influence the establishment and institutionalisation of induction. A qualitative research methodology was employed using naturalistic inquiry techniques within a case and field study design. Data was derived from interviews, extant documentations, field notes, and evaluation summaries over a three-year period. Documented evidence revealed that no two induction programmes were identical, although various academic, governance, and organisational factors did indicate similarities within and among various countries. Confluence of the three stages of teacher education were generally absent from most programmes. Teacher assessment and supervision were identified as important strategies that could either enhance or obstruct professional development among beginning teachers. Self-evaluative activities incorporated as basic teacher assessment procedures were also profiled as critical factors in promoting a self-directed beginning teacher. From these findings an identification of five distinguishable paradigms or induction was developed. The five models have been categorized as the laissez-faire model, the collegial- model, the formalized mentor-protege model, the mandated competency-based model, and the self-directing professional model. The latter was absent from the induction programmes that were investigated. Thirteen recommendations were proposed based upon the research findings. Twelve recommendations described how induction may enhance the confluence of teacher education as well as how induction may establish continuous professional development for beginning teachers. A thirteenth recommendation identified how programme efficacy may be achieved within induction.
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Lekamge, G. D. "Success in teacher education : a comparative study of the factors affecting student success in teacher education programmes conducted through distance mode." Thesis, Open University, 1993. http://oro.open.ac.uk/57420/.
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This thesis seeks to identify factors which affect 'seU-perceived success' among graduate teachers taking courses at a distance and to apply the findings to the development of a Sri Lankan distance taught teacher education programme. Interviews with eight part-time PGCE students (UK) and discussions with the PGCE and OUUK course co-ordinators together with knowledge of Sri Lankan situation helped the development of two questionnaires (Teacher Education Questionnaire I for students and II for tutors). Data were collected from the 564 0l!SL (PGDE) I 299 OUUK (Advanced Diploma) and 57 part-time PGCE students and five tutors from each of the three programmes. A series of factor analyses of 28 'agree- disagree' statements for the OVERALL and the OUSL and OUUI< samples separately produced similar results and allowed common scores to be calculated. These scores, together with data from other items were then grouped into seven sets. Each set represented a possible area of influence on 'seU-perceived success'. Discriminant analysis was used to establish the major differences between the OUUI< and OUSL student populations. The two populations only differed in terms of support systems developed by the two institutions (OUUI< and OUSL). Both factor and discriminant analyses provided evidence that the development of a common model was possible in the understanding of 'self-perceived success' (represented by items measuring overall satisfaction, course will give skills, confident about passing and satisfaction with progress) among teachers taking courses at a distance. Then, the seven sets were submitted to a series of stepwise regression analyses to identify their importance in predicting 'seUperceived success'. The order in which the seven sets of variables were entered into the regression equation is as follows: (1) Self-related Demographics (2) Family Factors (2) School-related Variables (4) Study Time and Style of Study (5) Course-related Variables (6) Contact with Fellow Students (7) Contact with Tutor. The results demonstrated that all the seven sets of variables had a role to play in predicting 'self-perceived success' with Course-related Variables playing the strongest part. 'High transfer to practice', 'workload, level and methods suits' and 'important to pass' were the best single predictors of 'self-perceived success' but some variables related to tutor contact, contact with fellow students, school, family and self and study methods also significantly contributed either in the regression process (process model) or at the final stage of the analysis (final model). Separate analyses for the OUUK and OUSL samples confirmed. that seven sets of variables counted in both populations. The contributions made by noncourse factors in explaining 'self-perceived success' were more pronounced in the OUSL than in the OUUK regression. Finally, on the basis of the major findings of the study, suggestions for changes to the Sri Lankan PGOE programme are made. It is suggested that 'self-perceived success' of the PGDE students can be strengthened by various means, including improving the applicability of the course, strengthening support for Teaching Practice, promoting more and better student-tutor contact and student-student contact and also, improving OUSL- school contact.
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Li, Daniel Yuk-Keung. "An action research on the delivery of physical education teacher education (PETE) programmes in Hong Kong." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322264.
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Waters, Alan G. "In-service teacher learning in ELT projects and programmes : an integrated approach." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274195.
Full textBooks on the topic "Teacher education programmes"
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Spear, Margaret G. Road safety education in initial teacher training programmes. Crowthorne: Transport and Road Research Laboratory, 1989.
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Becoming a better teacher: Eight innovations that work. Alexandria, Va: Association for Supervision and Curriculum Development, 2000.
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Teacher Training. Santa Barbara: ABC-CLIO, 2008.
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Vanderzanden, George. A systematic model of staff spiritual development programmes for the Roman Catholic separate schools of Ontario. Ottawa: National Library of Canada, 1990.
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Organisation, Further Education National Training. Addressing language, literacy and numeracy needs in education and training: Defining the minimum core of teacher's knowldge, understanding and personal skill : a guide for initial teacher education programmes. London: FEnto, 2004.
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Hammad, Ibrahim Mohammad Saleh. The function of mentors in teacher training programmes: Toward a new mentoring model for student teachers teaching the subject of Islamic education in Jordan. Portsmouth: University of Portsmouth, 2005.
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The exceptional teacher: Transforming traditional teaching through thoughtful practice. San Francisco: Jossey-Bass, 2002.
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Foden, Frank. Part-time teachers in further education: A study of the origins, background and development of training programmes, withspecial reference to the evolution of the teacher training programmes of the City and Guilds of London Institute, the Royal Society of Arts and the Regional Advisory Councils for Further Education. Leeds: Study of Continuing Education Unit, School of Education, University of Leeds, 1993.
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Edith Cowan University. Faculty of Education. Assistant Teacher Programme. Assistant Teacher Programme: Early childhood, primary, secondary : guidelines for principals, teachers, assistant teachers. Perth, W.A: Edith Cowan University, 1993.
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For the love of teaching. London, Ont: Althouse Press, 1998.
Find full textBook chapters on the topic "Teacher education programmes"
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Aróstegui, José Luis. "Evaluating Music Teacher Education Programmes." In Educating Music Teachers for the 21st Century, 1–14. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_1.
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Laucirica, Ana. "Evaluating Music Teacher Education Programmes." In Educating Music Teachers for the 21st Century, 75–100. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_4.
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Nutti, Ylva Jannok. "Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Education." In Springer Polar Sciences, 43–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_4.
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AbstractSámi teacher education programs are core programs at the Sámi University of Applied Sciences, and have been since the establishment of the institution. Sámi teacher education programmes involve flexible teaching methods including online teaching, teaching at gatherings and through practicum periods at early childhood centres and primary schools. The aim of this chapter is to discuss Sámi teacher education as Indigenous higher education, in order to explore the cornerstones of Sámi teacher education. The method used in the present study combines content analyses and a narrative approach. Content analysis is a research tool used to analyse the official documents for teacher education programmes and programme syllabi at Sámi University of Applied Sciences. The narrative approach was selected in order to use personal experiences from Sámi teacher education. As an analytical tool the model of Madden’s (2015) pedagogical pathways in Indigenous teacher education were used. The pathways are learning from traditional Indigenous modes of teaching, pedagogy for decolonizing, Indigenous and antiracist education, and Indigenous and placed-based education. Traditions, traditional knowledge and traditional models of teaching, together with language, are central in Sámi teacher education. Sámi teacher education could also be viewed in connection to placed-based education. Decolonizing is part of the educators’ work to transform and implement traditional knowledge and culture-based teaching perspectives, and in educators’ work to deconstruct culture, history and Indigenous identity. The term “colonial” is not used explicitly. However even if the term is not present, colonialism is indirectly visible. The antiracist education is less visible. All the pathways are visible in Sámi teacher education, but to visualise in Sámi teacher education the cornerstones, the metaphor of the lávvu and three caggi, or poles, is used and the caggit are, in the Sámi language, árbediehtu, and girjás searvelatnja.
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Kiely, Richard. "Evaluating English language teacher education programmes." In The Routledge Handbook of English Language Teacher Education, 82–95. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-7.
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Dolan, Rose. "Teacher Education Programmes: A Systems View." In The SAGE Handbook of Research on Teacher Education, 90–105. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n5.
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Hopkins, Sarah, and Penny Round. "Building Stronger Teacher Education Programmes to Prepare Inclusive Teachers." In Re-imagining Professional Experience in Initial Teacher Education, 55–66. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0815-4_4.
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Bourke, Theresa. "The Changing Face of Accreditation for Initial Teacher Education Programmes in Australia." In Professionalism and Teacher Education, 27–45. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7002-1_2.
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Nassar, Silvia. "In-service Teacher Empowerment in Palestine: Teacher Training or Professional Development Programmes?" In Handbook of Research on Teacher Education, 481–502. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2400-2_28.
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Cheng, May May-Hung, and John Chi-Kin Lee. "Different Modes of Field Experience in Teacher Education Programmes." In Quality and Change in Teacher Education, 129–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24139-5_8.
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Lavender, Susan. "Towards a framework for language improvement within short in-service teacher development programmes." In Language in Language Teacher Education, 237–50. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.16lav.
Full textConference papers on the topic "Teacher education programmes"
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González, Manuel Joaquín Fernández, Svetlana Surikova, and Tamara Pigozne. "Adaptation of a Teacher Training Programme for Character Education to the Latvian Context." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.01.
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This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.
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Shuaibu, Zainab Muhammad, Armiya'U Malami Yabo, Musa Garba Maitafsir, and Yunusa Labaran. "The Role of National Teachers’ Institute in Improving the Capacity of Teacher Education in Nigeria." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9301.
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The quality of teaching and learning is of great concern to government and people of any community. The teacher is an important factor in creating an environment that will facilitate high quality learning achievement in schools. According to the National Policy on Education (2007), in recognition of the pivotal role of quality teachers in the provisions of quality education at all levels, teachers’ education shall continue to be emphasized in all educational planning and resources development. The National Teachers’ Institute (NTI), as a government parastatal, was not only set up to accomplish government’s vision of up grading the quality of her teachers, but has also pushed with vigour, various strategies and programmes for improving the quality of teachers through Continuing Professional Development. This paper seeks to describe the role of NTI in improving the capacity of teacher educators in Nigeria. The study adopted the use of two research questions, tested using mean, and two hypotheses also tested using Pearson Correlation and t-test statistics. A questionnaire designed with an internal consistency of 0.89 coefficient using Cronbach Alpha was administered to course tutors and students from six geopolitical zones of the country with a sample size of 120. The findings revealed that NTI contributes to quality education in the Nigeria. It was established that quality teacher professional development is the only channel for achieving educational goals (quality education) of Nigeria. The researchers recommends that a feedback mechanism be put in place by the government, policymakers and educational stakeholders to actualize implementation of educational policies on teacher education programmes.
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Mohatle, Seabata A. "PREPARING AFRICAN LANGUAGE STUDENT TEACHERS FOR THE WORKPLACE IN SCHOOLS: A STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end092.
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"There is considerable agreement that learning to teach African Languages (AL) is optimized when coursework learning is combined with quality practice learning experiences in schools. The importance of role of (AL) in teacher education programmes and in children's learning is of paramount importance. This study focuses on the use of the African Language (AL) as the language of learning and teaching (LoLT) and its impact on the language development of (AL) student teachers and AL learners. The main aim of this study was to explore the views of a group of student teachers on their practice learning experiences in a ‘teaching school’ (TS). Against the background of major theories in Home Language (HL) teaching and learning, this topic is contextualized within the South African education system. Through qualitative analysis of a dozen semi-structured interviews, this study identifies the issues that limit the ability of African Language Education (ALE) programmes to prepare student- teachers for teaching in South Africa. Based on the findings, a questionnaire was designed to determine the extent of the impact of student teachers’ limited on African Language Proficiency (ALP). A comparison of teacher and learner written errors was made. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching approaches to ensure quality AL teacher input and AL learner performance. Qualitative questionnaires and (focus group) data were collected, involving all the student teachers in the programme. The responses to the questionnaire were analysed descriptively. The study was conducted at an urban campus of a South African university."
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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.
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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.
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González-Geraldo, José Luis, and Fuensanta Monroy. "Impact of a teacher development programme on approaches to teaching in higher education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5052.
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The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers’ approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF). The poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed.
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.
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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Letloenyane, David, and Loyiso Jita. "THE EFFECTS OF TEACHER EDUCATION PROGRAMMES ON PRE-SERVICE SCIENCE TEACHER BELIEFS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0452.
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Budarina, Anna O. "Diversification Of An Educationalist: Redesigning Postgraduate Programmes In Response To Public Needs." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.15.
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Singh, Baldev. "Enroute to Managed Learning Environment: A Case Study Of Lyallpur Khalsa College Jalandhar India." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2992.
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Managed Learning Environment (MLE) uses technology to enhance and make more effective the network of relationships between learners, teachers and organizers of learning, through integrated support for richer communications and activities”. Educational institutions are faced with the challenge of setting up of a hi-tech infrastructure and preparing a new generation of teachers to effectively use the new learning technology based tools in their teaching practices. For managed learning teacher education programmes, managed learning environment requires the acquisition of new resources, expertise and careful planning. The Managed Learning Environment enables any student or teacher to collaborate with educators, evaluate academic performance and access learning resources at any time to achieve their educational objectives. This paper also highlights the adequate implementation of MLE at Lyallpur Khalsa College.
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Terán, Teresita E. "The challenge of hybrid teaching for the internship programme." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.pexej.
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Teacher Internship, obligatory in many Teaching School programmes, is that part of pre-service education for teacher-students that provides a practice for learning to teach a subject in an actual class. This paper reports the measurements that have been implemented to organize a hybrid form of a Statistics Teaching Internship programme for the teacher students at our university, during 2020. We present some of our actions to meet this challenge, as not even virtual teaching in high schools was possible at all levels. For the schools where the students have not access to computers or internet, the interns had to develop course booklets with tasks, which were collected and corrected. For the university-teaching part, the courses were delivered virtually and filmed so that they could be analysed. The analysis aims at identifying face-to-face amendments so that a hybrid approach can be developed.
Reports on the topic "Teacher education programmes"
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.
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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.
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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.
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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.
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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.
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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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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.
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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.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.
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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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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.
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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.
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Marchais, Gauthier, Cyril Brandt, Diego de la Fuente Stevens, Pierre Marion, Jean-Benoît Falisse, Samuel Matabishi, Sweta Gupta, et al. BRiCE Project DRC and Niger: Endline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ids.2022.053.
Full textAbstract:
This report presents the final results of the Building Resilience in Crisis through Education (BRiCE) research project, which is led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu). The research project is part of the BRiCE education programme funded by the European Commission’s Directorate-General for International Partnerships and led by Save the Children in Niger and the Democratic Republic of the Congo (DRC). This report presents the results of the endline evaluation of two components of the BRiCE education programme: Teacher Professional Development (TPD) and Improving Learning Environments Together (ILET). It also presents an in-depth analysis of teacher wellbeing and teaching quality in the regions of Zinder and Diffa in Niger, and the territories Uvira and Fizi in South Kivu province in the DRC. The report summarises the final results of the project regarding the causes and consequences of violence against teachers, and also investigates teacher’s knowledge on how to deal with the effects of violent conflict at school.