Mobile Literacy among Syrian Refugee Women Teachers - Bradley, Linda; Bahous, Rima; Albasa, Ali (Research-publishing, 2019)
This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]
Publication Title: Research-publishing.net KerkoCite.ItemAlsoKnownAs: 2129771:NU7RBXMI
Keywords: Career Development; Cross Cultural Studies; Faculty Development; Females; Foreign Countries; Handheld Devices; Informal Education; Information Technology; Land Settlement; Literacy; Occupational Aspiration; Refugees; Second Language Instruction; Second Language Learning; Teacher Attitudes; Telecommunications; Videoconferencing; _C:Australia AUS; _C:Dominica DMA; _C:France FRA; _C:Jordan JOR; _C:Lebanon LBN; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The effects of teachers’ training on pupils’ achievement: The case of elementary schools in France - Bressoux, P. (School Effectiveness and School Improvement, 1996)

Teachers training, class size and students’ outcomes: Evidence from third grade classes in France. Unpublished paper - Bressoux, P.; Kramarz, F.; Prost, C. (2006)
Keywords: ⛔ No DOI found

Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names - Briquet-Duhazé, Sophie (FIRE: Forum for International Research in Education, 2014)
The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.
KerkoCite.ItemAlsoKnownAs: 2129771:TC75Z8YL 2317526:ZGBCTLGU LOCAL-eric:EJ1133799
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Burkina Faso; C:Cape Verde; C:Gambia; C:Guinea; C:Ivory Coast; C:Mali; C:Mauritania; C:Senegal; CA:AandC; CL:de; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:Improvement; P:teachers; T:TVET; T:Training; T:trainee; Z:Alphabets; Z:Elementary School Students; Z:Faculty Development; Z:Foreign Countries; Z:Longitudinal Studies; Z:Phoneme Grapheme Correspondence; Z:Phonological Awareness; Z:Predictor Variables; Z:Professional Continuing Education; Z:Reading Difficulties; Z:Relevance (Education); Z:Remedial Reading; Z:Teacher Improvement; __C:filed:1; publicImportV1; ⛔ No DOI found

Technology for professional development: access, interest and opportunity for teachers of English in South Asia - British Council (British Council, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:7UWQ68SG 2405685:UE23QGKH
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:China CHN; _C:India IND; _C:Italy ITA; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Nepal NPL; _C:Pakistan PAK; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Teacher agency in professional learning communities - Brodie, Karin (Professional development in education, 2019)
ISBN: 1941-5257 Publisher: Taylor & Francis

Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (2018)
shortDOI: 10/ggft3x KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2405685:7A2ZCMGH
Keywords: _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Ethiopia ETH; _C:Guatemala GTM; _C:Honduras HND; _C:India IND; _C:Japan JPN; _C:Kenya KEN; _C:Malawi MWI; _C:Nepal NPL; _C:Peru PER; _C:Philippines PHL; _C:Portugal PRT; _C:Singapore SGP; _C:United States USA; __C:filed:1; __C:scheme:1; _yl:a

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9
Keywords: C:Latin America and the Carribeans

Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis - Buckler, Alison (Journal of Human Development and Capabilities, 2016)
This paper reports on the methodological approach of a study that examined an important dimension of the global challenge to better understand the ‘quality’ element of Education for All (EFA): the professional lives of women teachers in rural communities in Sub-Saharan Africa. Teachers from five countries (Ghana, Nigeria, Kenya, South Africa and Sudan) provided a focus for exploring the relationship between official representations of teachers’ work and the professional lives teachers create and experience. Sen's (1999) capability approach was used as a framework for understanding this relationship and to produce two conceptualizations of professional capabilities for teachers generated by the official and teacher perspectives, respectively. These capabilities are organized around the pursuit of quality in teachers’ work. The paper explains how these two conceptualizations were determined, justifies four key aspects of the method used and highlights key insights into the teachers’ professional lives enabled by this approach.
Publisher: Routledge _eprint: https://doi.org/10.1080/19452829.2014.991706
Keywords: Capabilities; Capability approach; Education; Gender; Measurement

What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges. - Buckler, Alison; Stutchbury, Kris; Kasule, George; Cullen, Jane; Kaije, Doris (Journal of Learning for Development, 2021)
Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens. The group emerge as agentive and caring, committed to developing as teacher educators, but with a highly individual approach to their work. The nuanced understanding of tutor professional identity provided, facilitates insights into why professional development OER aimed at this group did not have the intended impact.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:3F4ZVNS3
Keywords: OER; Professional identity; Storytelling methodology; _genre:PR-primary_research; ⛔ No DOI found

The CTTP–An Innovative and Successful Caribbean Project Using Distance Learning - Buckley, Helen (Organisation for Co-operation in Overseas Development, 1992)
The Comprehensive Teacher Training Project (CTTP) was an innovative and successful Caribbean project in distance learning designed to assist prospective or untrained teachers to qualify for entry to training colleges, to produce four Caribbean Examinations Council (CXC) "O" level courses, to develop a delivery and distribution system, and to promote the development of distance education in the region and abroad. The project has consistently worked to maintain a learner centered focus. Courses were developed in English, mathematics, social studies, and integrated science. Material in all four courses was print-based with anticipated audio and face-to-face supports. Courses were divided into self-study learning packages called modules made up of several lessons, with each lesson to be completed at one sitting. Based on recent experience, it is estimated that the part-time adult learner should take approximately one to one and one-half years to complete the English course, from one and one-half to two years to complete the Social Studies course, and two years to complete the mathematics and science courses. Internal evaluation of the entire CTTP has been very good to excellent despite various problems. Data on learner characteristics, performance and feedback throughout the field-testing period has been collected and analyzed for the module revisions process. Of 95 field testing learners who wrote CXC exams in June 1992, 47 passed. In addition to the examination results and feedback from learners, comments indicating satisfaction with the program are summarized in the conclusion. (JB)
KerkoCite.ItemAlsoKnownAs: 2129771:QGY5CBUP 2486141:H5QP32VI
Keywords: Academic Achievement; Adult Learning; Adult Students; College Entrance Examinations; College Preparation; Continuing Education; Curriculum Development; Distance Education; Elementary Education; Elementary School Teachers; English Instruction; Foreign Countries; General Science; Mathematics Instruction; Postsecondary Education; Program Descriptions; Social Studies; Student Centered Curriculum; Teacher Education Programs; _Added to LR; _T:reviewed

The Impact of Teacher Effectiveness on Student Learning in Africa - Buhl-Wiggers, Julie; Kerwin, Jason; Smith, Jeffrey; Thornton, Rebecca (Research on Improving Systems of Education (RISE), 2017)
Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.
KerkoCite.ItemAlsoKnownAs: 2129771:E8NLECM5 2129771:LUER2NXX 2405685:AEMAW5PW 2405685:LSQR8MAH 2447227:8W4XYI4G 2486141:TU36ERQU
Keywords: C:Uganda; NULP; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Pakistan PAK; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:filed:1; __C:scheme:1; _genre:PR-primary_research; interesting

Where it's needed most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:7944FCFC 2129771:T2JI2EYX 2405685:XABT3JHM
Keywords: C:Fragile contexts; _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:Chile CHL; _C:Colombia COL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Japan JPN; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Where it's needed the most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
zotzenLib.CopiedFrom: 2405685:XABT3JHM KerkoCite.ItemAlsoKnownAs: 2129771:TK8SMM3F 2405685:XABT3JHM
Keywords: C:Fragile contexts

Achieving quality in early childhood education in the Eastern Caribbean depends on teacher preparation - Burns, Sheron C. (Early Child Development and Care, 2018)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/03004430.2017.1310723 2129771:JFDI73T9

Collaboration and self-regulation in teachers' professional development - Butler, D.L.; Lauscher, H.N.; Jarvis-Selinger, S.; Beckingham, B. (Teaching and Teacher Education, 2004)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2004.04.003 10/cchbhg 2129771:KS9UAIYH 261495:FZ6SUSM7

Teacher assistant support and deployment in mainstream schools - Butt, Rosemary (International Journal of Inclusive Education, 2016)
Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a. “One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong?” Intellectual and Developmental Disabilities 48 (1): 1–13; Etscheidt, S. 2005. “Paraprofessional Services for Students with Disabilities: A Legal Analysis of Issues.” Research and Practice for Persons with Severe Disabilities 30(2): 60–80]. In addition, the increasing instructional role of TAs in the classroom is concerning. Negative outcomes for students where TAs provide support have been noted [Giangreco, M. F., J. C. Suter, and M. B. Doyle. 2010. “Paraprofessionals in Inclusive Schools: A Review of Recent Research.” Journal of Educational and Psychological Consultation 20: 41–57; Webster, R., P. Blatchford, and A. Russell. 2010. “Should Teaching Assistants Have a Pedagogical Role? Lessons Following the DISS Project.” Paper Presented at the BERA annual conference, September 1–4, University of Warwick, UK]. A qualitative case study was conducted in an Australia city over three years across four primary school sites to identify the issues and propose possible solutions. The study identified five different models of TA support and deployment. It was found support models used in mainstream schools were generally inequitable – if students did not have a disability or learning difficulty they received instruction primarily from a qualified teacher, but if students had a disability or learning difficulty, they received instruction from a TA who may have had no qualifications, no involvement in planning, limited supervision and unclear reporting; and no clear duty statement requirements. A more inclusive and more equitable model of TA support is discussed.
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2016.1145260
Keywords: Teacher assistant; deployment; inclusive education; mainstream; support

Skills Improvement of Teachers in Technical Colleges for Sustainable National Development in Nigeria: Training and Retraining a Universal Remedy - Caleb, Onah (Matters of Behaviour, 2019)
The current study examined training and retraining for skills improvement of teachers in technical colleges for sustainable national development in Nigeria. Three research questions and three hypotheses were raised for the study. A descriptive survey research design was adopted for the study. The population of the study comprised 273 technical teachers in 9 approved technical colleges in Lagos state. A sample of 90 technical teachers was used for the study. A 20-item structured questionnaire constructed by the researchers was used for data collection. Reliability was tested using Cronbach Alpha and a value of 0.87 was obtained. The data collected were analysed using descriptive statistics of the mean and standard deviation to answer research questions. Independent t-test was used to analyse three hypotheses at 0.05 levels of significances. The findings revealed that teachers perceive the availability of training and retraining programmes and sustainable national development can be achieved through training and retraining of teachers as training and retraining programmes can improve teachers’ skills of duties performance. The researchers therefore concluded and recommends that more efforts should be made by relevant bodies such government, higher institutions, professional bodies and among others to put in place more training and retraining programmes for teachers of technical colleges and they should also be encouraged to attend and participate in such programmes to improve their skills in order enable them to function effectively for sustainable national development to be achieved.
openalex: W2953205080 mag: 2953205080 id: openalex:W2953205080 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.26455/mob.v9i10.47 2129771:9DSEJ9YR 2486141:WHAQJE6B
Keywords: openalex:import

First-grade teachers’ response to three models of professional development in reading - Carlisle, J.F.; Cortina, K.A.; Katz, L.A. (Reading & Writing Quarterly: Overcoming Difficulties, 2011)

Broadening borders to build better schools: Virtual professional learning communities - Carpenter, Daniel; Munshower, Paul (International Journal of Educational Management, 2019)
Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/IJEM-09-2018-0296 2129771:JGK5NAFN 2405685:BXCJZXC3 2534378:9DM4HQE9 2534378:BDJAHBNX 2534378:EEJ2GZ6E
Keywords: Collaboration; Communities of Practice; Computer Mediated Communication; ERIC; Current Index to Journals in Education (CIJE); Education; Educational technology; Faculty Development; Learning; Meetings; Preferences; Professional development; Professional learning communities; Rural Schools; Rural schools; School districts; Teacher Attitudes; Teacher Collaboration; Teacher collaboration; Teachers; Teaching; Virtual professional learning communities; __:import:01; __:match:final; __:matched; __:study_id:2095794; __finaldtb

Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development - Carrier, Carol; Finholt-Daniel, Matt; Sales, Gregory C (International Journal of Education and Development using Information and Communication Technology, 2012)
As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
Place: Bridgetown Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:H5SC64NG 2534378:5F2RLGL3 2534378:783739U4
Keywords: Distance learning; Education; Learning; Malawi; Software; Student teachers; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096523; __finaldtb; ⛔ No DOI found

COVID-19 and teacher education: a literature review of online teaching and learning practices - Carrillo, Carmen; Flores, Maria Assunção (European Journal of Teacher Education, 2020)
The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.
Publisher: Routledge _eprint: https://doi.org/10.1080/02619768.2020.1821184 KerkoCite.ItemAlsoKnownAs: 10.1080/02619768.2020.1821184 2129771:IDTKRE42 2129771:K5S5HT2G 2129771:SREBALP3
Keywords: Covid-19; Online learning; online practices; teacher education

Summary Report: Evaluation of the Rapid Teacher Training - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
ZenodoArchiveID: 6323508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6323508 ZenodoArchiveConcept: 6323507
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Mathematics teacher education curriculum at a university in Zambia: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school. - Changwe, Robert; Mulenga, Innocent Mutale (2018)
Publisher: Multidisciplinary Journal of Language and Social Sciences Education
Keywords: ⛔ No DOI found

Technical and Vocational Education in Cameroon and Critical Avenues for Development - Che, S. Megan (Research in Comparative and International Education, 2007)
Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory.
KerkoCite.ItemAlsoKnownAs: 10.2304/rcie.2007.2.4.333 10/fhg7ds 2129771:RTRHDLV2 2317526:4UEBKKQ7
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing nation; F:access; F:attitude; F:curriculum; P:economy; P:teachers; R:qualitative; T:TVET; Z:Critical Theory; Z:Curriculum Development; Z:Developing Nations; Z:Economic Development; Z:Economic Progress; Z:Foreign Countries; Z:Job Skills; Z:Labor Force Development; Z:Labor Market; Z:Mathematics Teachers; Z:Secondary School Mathematics; Z:Secondary School Teachers; Z:Teacher Attitudes; Z:Technical Education; Z:Unemployment; Z:Vocational Education; publicImportV1

Cambodian Secondary School Teachers' Readiness for Online Teaching During the Covid-19 Pandemic - Chea, Phal; Chankoulika, Bo; Minami, Ryuto (2022)
This study intends to review alternative teaching methods during the Covid-19 pandemic and examine teacher readiness in adopting educational technology (edtech) for online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Data analysis draws on the surveys of 687 teachers at 43 secondary schools in 10 Cambodian provinces collected in November 2021. The findings show that nearly all the sampled teachers experienced teaching online during the school closure, although about a third of them had completely returned to physical in-person teaching at the time of the interview. Although a good share of teachers adopted both synchronous and asynchronous teaching approaches for their online teaching, more than half of teachers who taught online used only one approach (either synchronous or asynchronous). Cambodian secondary teachers think their pedagogical and content knowledge is relatively high at 3.92 and 3.88 respectively. However, their technological knowledge is low at 2.87. The regression analysis suggests that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while initial pre-service and in-service training are found to have little to no influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. As expected, teachers in Phnom Penh are likely to be more ready for online teaching, but to our surprise, teachers at resource schools exhibit a lower level of readiness than their peers at general schools.

Visual learning analytics to support classroom discourse analysis for teacher professional learning and development - Chen, Gaowei (The Routledge International Handbook of Research on Dialogic Education, 2019)
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-15 2129771:GVLSGPDX
Keywords: __C:filed:1

Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings - Chen, Mengdi; Zee, Marjolein; Roorda, Debora L. (European Journal of Developmental Psychology, 2021)
The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC < .84) and Chinese samples (.72 < ICC < .85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.
Publisher: Routledge _eprint: https://doi.org/10.1080/17405629.2021.1952862 KerkoCite.ItemAlsoKnownAs: 10.1080/17405629.2021.1952862 2129771:PGDZREX2 2486141:ULZ3624B
Keywords: Cross-cultural research; measurement invariance; student–teacher relationship drawings; student–teacher relationships

Measuring the impacts of teachers II: Teacher valueadded and student outcomes in adulthood - Chetty, R.; Friedman, J.N.; Rockoff, J.E. (The American Economic Review, 2014)

Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia: An Analysis of Views of Teachers and Learners - Chibesakunda, Mwimba; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2019)
The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:856UQLBM 2129771:NU87YDL4 2129771:SUQ28UP5 2129771:SXYWSC5C
Keywords: Familiar language; Initial literacy; Language of Instruction; Local language; ⛔ No DOI found

Improvement of Pre-Service Training of Student-Teachers for Quality Assurance in Secondary School Curriculum Implementation in Enugu state, Nigeria - Chigbu, Baptista Chinyere; Azor, Richard Ojinnakaeze (Journal of Education and Practice, 2018)
The study examined the strategies for improving pre-service training of student-teachers for quality assurance in secondary school curriculum implementation in Enugu State, Nigeria. Two research questions which used public opinion design guided the study. Using accidental and purposive sampling techniques, the study sampled three hundred (300) education students in two teachers’ training institutions in Enugu State. A questionnaire was used for data collection. Mean and standard deviation were used to analyze the data. The findings of the study revealed among other things, that pre-service training need of student-teachers include: teaching methodology, curriculum implementation, use of information communication technology (ICT), classroom management and organization, etc.; that pre-service training could be improved upon through increased period of teaching practice and constant monitoring of student-teachers by school administrators, etc. The study gave recommendation based on the findings. Keywords: Pre-service training, teacher’s quality, quality assurance and curriculum implementation.
openalex: W2918077096 mag: 2918077096 id: openalex:W2918077096 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:XJK3Z2BE 2486141:USRXC9DB
Keywords: openalex:import

Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in Malawi - Chikasanda, VK; K Otrel-Cass, K; Jones, A (International Journal of Technology and Design Education, 2011)
Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10798-010-9125-5 10/cqjzj5 2129771:JIJIU75V 2317526:W2LRL8U3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; P:teachers; P:technology; Q:educational technology; T:TVET; publicImportV1

A Systematic Review On Education for Sustainable Development: Enhancing TVE Teacher Training Programme - Chinedu C.C.; Wan Mohamed W.A.; Ajah A.O. (Journal of Technical Education and Training, 2018)
As the call for the advancement of TVET deepens, and as skill requirement for vocations transcends traditional job requirements due to technological advancement and innovation. It becomes imperative that workers in the industrial and vocational ambits of nations develop the requisite skills and capacities for work in the 21st century that adheres to sustainable standards and meets market needs also. Thereby, contributing to societal wellbeing and community development. To achieve this goal, teachers in Technical and Vocational Education (TVE) have a crucial to play as they will be responsible for the training of workers and developing their skills and capacities for work necessary to improving societal well-being and community development. The challenge is that technical and vocational teachers are not being trained to develop capabilities for Sustainability. Using a systematic literature review, this paper critically examines the extant literature on education for sustainable development and provides a synthesis of the literature in identifying the shared message that SD and ESD models attempt to represent. Furthermore, the paper discusses the factors that foster societal well-being and community development through an ESD perspective. Conclusively emphasis is paid on the unique and significant role that technical and Vocational teachers can play in contributing towards the transition to sustainable development. Consequently, this paper culminates with an analysis of the various ways TVE can help contribute towards societal wellbeing and community development if SD is rightly integrated within TVE teacher training programs.
KerkoCite.ItemAlsoKnownAs: 10.30880/jtet.2018.10.01.009 2129771:JWQTMFDN
Keywords: _genre:LR-literature_review

Evaluation of the transformative potential of positive gender socialization in education for peace building - Chinen, Marjorie; Elmeski, Mohammed (Society for Research on Educational Effectiveness, 2016)
American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings–and potentially the active teacher support and engagement delivered using the mobile SMS platform–should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.
Publication Title: Society for Research on Educational Effectiveness Loc in Archive 1826527485; ED567431 Extra URL: https://www.peace-ed-campaign.org/evaluation-transformative-potential-positive-gender-socialization-education-peacebuilding/ KerkoCite.ItemAlsoKnownAs: 2405685:ZS4NGWQB 2534378:NLJUTVDT 2534378:QEDQMKYP
Keywords: Comparative Analysis; ERIC; Resources in Education (RIE); Educational Practices; Elementary Education; Elementary School Teachers; Foreign Countries; Inservice Teacher Education; Intervention; Mixed Methods Research; Outcome Measures; Peace; Program Effectiveness; Randomized Controlled Trials; Sex Fairness; Socialization; Synchronous Communication; Teacher Attitudes; Teacher Characteristics; Telecommunications; Uganda; __:import:01; __:match:final; __:matched; __:study_id:2097972; ___working_potential_duplicate; __finaldtb

Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects - Chinonso Okolie, Ugochukwu; Nwonu Elom, Elisha; Uchechukwu Osuji, Catherine; Agu Igwe, Paul (International Journal of Training Research, 2019)
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This study examined key areas in which Nigerian technical college teachers need improvements to effectively teach vocational and technical subjects to foster skills acquisition and improve the quality of graduates. The study was conducted in nine technical colleges in the south-eastern region of Nigeria. It adopted a mixed methods approach and data were collected through a structured questionnaire administered to 87 teachers and two focus groups with 14 of the teachers. The quantitative data were analysed using simple percentages, while the qualitative data were analysed thematically. Patterns of responses among respondents suggested that technical teachers need improvements in instructional planning, workshop management, student management, facilities and equipment management for effective teaching of vocational and technical subjects, and for improved learners’ experience to acquire relevant skills to be either paid or self-employed.
KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2019.1602207 2129771:EHUMSRNH

An analysis of the integration of instructional technology in pre-service teacher education in Zimbabwe - Chitiyo, Rodwell; Harmon, Stephen W. (Educational Technology Research and Development, 2009)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9136-7 2129771:D46PCTCG 4502395:NB67VLK5 4502395:RDGY2ULC 4502395:TX4RD7V4

Social Justice and Diversity in Zambia: The Role of Civic Education and Teachers - Chivunda, Kaumba; Kabombwe, Yvonne; Mwanza, Christine; Mupeta, Sydney (Asian Journal of Education and Social Studies, 2023)
This article explores the role civic education plays in social justice and diversity in Zambia from the civic education teacher’s perspective as well as establish the extent to which teacher’s themselves are actively engaged in social justice and diversity. Predicated on the fundamental role civic education plays in teaching and promoting diversity and social justice, it is highly expected that civic education teachers should be the lodestars in undertaking this activity. It is noted that teachers of civic education can bring about social justice in society; this can be achieved through active participation in local communities and consolidating the teaching of democracy, human rights and promotion of participation within people’s local communities and global level for social justice. Therefore, the teaching for diversification is of great significance in the delivery of Civic Education in Zambia both at teacher training and secondary school level. Anchored on the explanatory design as a methodological bedrock, this study found that teachers where not actively engaged with issues of diversity. The study concludes that there is little to no engagement among teachers in diversity and in bringing about social change especially on matters that affect the wider community. This is partly attributed to the impractical nature in which Civic Education is delivered at secondary school or tertiary level. The study recommends that different approaches to the teaching of civic education must be introduced in the civic education curriculum.
Num Pages: 9 Number: 4 KerkoCite.ItemAlsoKnownAs: 2129771:MU56QNIZ 2129771:N73KHN5I 2129771:SRRXRV2D

Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics - Chocarro, Raquel; Cortiñas, Mónica; Marcos-Matás, Gustavo (Educational Studies, 2021)
Publisher: Taylor & Francis

Understanding the impact of district-level decision -making on the distribution of highly qualified teachers: A multi-method and geo -spatial approach - Choi, Daniel S. (Arizona State University, 2007)
June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility, districts have the most direct influence on the distribution of “highly qualified” teachers. It is the district that directly recruits, selects, hires, and places teachers in all its schools. Therefore, the district makes the final decisions that control, in many ways, the balance of the distribution. This study, therefore, takes a district-level perspective for understanding the distribution of highly qualified teachers (HQTs) across schools. A multiple methods study approach was used to understand the various influences on the distribution of highly qualified teachers. In particular, I used three distinct, yet related methods in this study. They were: (1) Quantitative Analysis; (2) Geographical Analysis; and (3) Qualitative Analysis. The quantitative analyses revealed that weaker definitions of teacher quality mask the teacher quality shortage and gap that exists between local districts and between schools of varying demographic characteristics—particularly those with high concentrations of poor and minority students. The geographical analyses suggested that quality of geographical space influenced the presence of teacher quality in schools. Lastly, the qualitative analyses revealed that the district plays a mediating role as it enacts its own policy. In this process, the district is both influenced and is itself an influence on the final distribution of HQTs. The interviews with district and school staff revealed that the district's definition of teacher quality becomes stronger as the process moves closer to an actual hiring decision. It is at the school site where they seem to apply or screen for the fuller range of characteristics consistent with what the literature has identified as a HQT. In the end, these findings contribute to understanding the distribution of teacher quality more fully.
ISBN: 9781109960174
Keywords: Decision-making; Education; Highly qualified teachers; School districts; _C:India IND; _C:Philippines PHL; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Impact of Decol Thinking Conceptual Training Model on Teachers' Wait-Time Management and Pupils' Length of Self Expression in the Classroom, in Jos South Local Goernment Plateau State, Nigeria - Chollom, Azumi Grace; Akinmade, Christopher (2013)
openalex: W2756297810 mag: 2756297810 id: openalex:W2756297810 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:YES8UFXV 2486141:HCM5M859
Keywords: openalex:import

Effects of Training Model on Teachers' Classroom Management Behaviours, Pupils' Feedback and Achievement in Basic Science, Jos South Plateau State Nigeria - Chollom, Dr Grace Azumi; Maichibi, Paulina Ibrahim; Garba, Saheed; Achi, Mercy (Zenodo (CERN European Organization for Nuclear Research), 2023)
openalex: W4376123667 id: openalex:W4376123667 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7923640 2129771:VZD2LF37 2486141:IUPAKVKB
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

EFFECTS OF A THINKING CONCEPTUAL TRAINING PROGRAMME ON PRIMARY FIVE TEACHERS, UN-PRODUCTIVE QUESTIONING BEHAVIOURS AND PUPILS’BASIC SCIENCE ACHIEVEMENT IN PLATEAU STATE, NIGERIA - Chollom, Grace Azumi; Akinmade, Christopher Tony O. (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:XNESXQRP 2486141:4U3RE7RF

Influence of Teacher Student Relationship on Students’ Academic Performances in Colleges of Education in Bauchi State, Nigeria. - Chukwu, Grace Fidelis; Deba, Ahmed Aliyu (ATBU Journal of Science, Technology & Education, 2020)
The study assessed the Influence of Teacher-Student Relationship on Students’ Academic Performance in Colleges of Education in Bauchi State. As correlational survey, the study population comprises of the two colleges of education in Bauchi State that is Aminu Saleh College of Education Azare and Adamu Tafawa Balewa College of Education, Kangere. Out of this population, a sample was selected from the above institutions of which sample of sixty (60) teachers and thirty (30) students was drawn in each of the institutions and they were randomly selected. The instrument used for data collection was close ended structured questionnaire; while the data collected were analyzed using mean average. The instrument was validated by experts in the department of educational foundations, Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi. It was also subjected to reliability through administering the questionnaires to subjects that were not part of the main work. The findings of the study revealed that there is moderate influence of teacher-student relationship on students’ academic performance in colleges of education in Bauchi State. On the basis of the findings, it was concluded that fear of the teacher by the students and strictness limit teacher-student relationships. Considering the findings, it was recommended among others that teachers should bring while teaching of their wealth of experience to the level of the students’ understanding.
openalex: W3121105474 mag: 3121105474 id: openalex:W3121105474 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:F3Y9TGAR 2486141:ZQWA2MIA
Keywords: openalex:import

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J; Fleisch, B; Kotze, J; Mohohlwane, N; Taylor, S; Thulare, T (2021)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/050 2129771:92QV2788 2129771:HJFGEEK2 2339240:S43VPLWI 2405685:BYWDN798 2405685:ZT5C342T 2534378:SLV36H9G

Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning - Cilliers, J; Fleischz, B; Kotzex, J; Mohohlwanex, N; Taylor, S; Thulare, T (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
KerkoCite.ItemAlsoKnownAs: 2405685:PZ94P8BE 2405685:QGPR3S5E 2534378:SLV36H9G
Keywords: Important; Read; ⛔ No DOI found

A Review of the Integrated Creative Arts Curriculum Implementation in Nigerian Teacher Education Colleges - Clare, K. E. (2023)
Purpose: The purpose of this study is to evaluate the implementation of Integrated Creative Arts (ICA) curriculum in Teacher Education Colleges (TECs) in Nigeria.
Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
Findings: The study concluded that the lack of schemes of work, lesson plans, ICA syllabus and handbooks has a negative an impact on the implementation of ICA curriculum in TECs in Nigeria.
Unique Contribution to Theory, Practice and Policy: The study recommends that the college management should make it a point of duty to avail art rooms, workshops and music rooms in all Teachers Education Colleges (TECs) with adequate provision of equipment, and tools this will make teaching and learning of the subject to be meaningful, as the students will have the opportunity to be engaging in practical works, which is the major aspect of the curriculum; Instructional materials should be provided and their usage be made compulsory in TECs.
openalex: W4376119252 id: openalex:W4376119252 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.47672/ajashs.1406 2129771:8W3TYUBN 2486141:3RVRBNS2
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

TECHNOLOGY An Assessment of the Effectiveness of Technical Teacher Training Programme (TTTP) in Katsina State, Nigeria - Clement, CheKum (2013)
TVET is key solution to poverty eradication, job c reation, reducing unemployment, economic expansion, and improve social and economic well-being of a nation. For years TVET programme in Nigeria has been confronting with unresolved problems such as, misconception of the TVET by the public, low status of T VET teachers, less concern by the government. Thus, thi s study present “An Assessment of The Effectiveness of Technical Teacher Training Programme in Katsina State, Nigeria” the specific objectives were to find o ut the problems confronting TTTP and to suggest necessary measures for improvement on the basis of the assess ment. The population of the study comprised of a total number of 57 instructional staff used for the study. 38 s amples were chosen from this population using stratified random sampling techniques. The findings of this study re vealed that, there have no enough instructional/workshop attenda nts, women have underrepresented in instructional s taff, no constant supply of electricity to the instructional spaces, lack of awareness for youth about the TVET programme etc. Base on the findings the study recommends to c reate the provision of in-service training, and to construction of alternative source of electricity establishing educ ational guidance offices in secondary schools among other.
openalex: W2189543407 mag: 2189543407 id: openalex:W2189543407 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:G6YXD2CB 2486141:PN4CUNK5
Keywords: openalex:import

Relationships of knowledge and practice: Teacher learning in communities - Cochran-Smith, M.; Lytle, S.L. (Review of Research in Education, 1999)
KerkoCite.ItemAlsoKnownAs: 2129771:9FCKMGVZ 2129771:A8E5A5EC 261495:EQJPK252

Teacher education in anglophone west Africa: Does policy match practice? - Colley, Kabba E. (International Perspectives on Education and Society, 2014)
© 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-367920140000025015 10/gf62j3 2129771:RTR537TR 2317526:3VLABS4Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; AAZ:West Africa; C:Gambia; C:Liberia; C:Nigeria; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:inclusion; F:outcomes; F:policy; P:services; P:teacher education; P:teacher training; P:teachers; Q:tertiary education; R:qualitative; R:quantitative; R:synthesis; T:Training; Z:Education; Z:Policy; Z:Supply; Z:Teacher; Z:Training; _C:Ghana GHA; _C:Sierra Leone SLE; publicImportV1

Teacher Education in Anglophone West Africa: Does Policy Match Practice? - Colley, Kabba E. (Annual Review of Comparative and International Education 2014, 2014)
This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
KerkoCite.ItemAlsoKnownAs: 10.1108/S1479-367920140000025015 2129771:U856MG7D 2563312:V69FFIIA 2601447:6FYR4QUB 2601447:EQFITIBE 4556019:77YKCJ3V
Keywords: Education; Policy; Supply; Teacher; Training; West Africa

The Design of Teacher Assignment: Theory and Evidence. - Combe, Julien; Tercieux, Olivier; Terrier, Camille (2020)
To assign teachers to schools, a modiﬁed version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efﬁcient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efﬁciency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modiﬁed version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism.
KerkoCite.ItemAlsoKnownAs: 2129771:NBGHXE2S
Keywords: Lebanon_event_2021; _C:Czech Republic CZE; _C:France FRA; _C:Germany DEU; _C:Ireland IRL; _C:Italy ITA; _C:Mexico MEX; _C:Peru PER; _C:Portugal PRT; _C:Spain ESP; _C:Turkey TUR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of impact evaluations - Conn, K.M. (Review of Educational Research, 2017)
In this article, I identify educational interventions with an impact on student learning in Sub-Saharan Africa. After a systematic literature search, I conducted a meta-analysis synthesizing 56 articles containing 66 separate experiments and quasi-experiments and 83 treatment arms. I evaluated 12 types of education interventions such as the provision of school supplies, the use of teacher incentives, and school-based management programs. I examine each intervention type, present analytics on relative effectiveness, and explore why certain interventions seem to be more effective. A key finding is that programs that alter teacher pedagogy or classroom instructional techniques had an effect size approximately 0.30 standard deviations greater than all other types of programs combined. Limited evidence further suggests that pedagogical programs that employed adaptive instruction or teacher coaching were particularly effective. Given that the literature in the field is still nascent overall, these results advocate for further research into these pedagogical interventions.
KerkoCite.ItemAlsoKnownAs: 2129771:43QFUF6D 2129771:67G9KN9K 2129771:8ZHR2UIL 2129771:IP9R5YSK 2129771:VTCIS92C 2129771:WRJNG279

21st century learning in Zambia - iSchool.zm and OER4Schools.org - Cook, Peter (2014)
This video features http://ischool.zm and http://www.oer4schools.org. It was produced by Björn Haßler (http://bjohas.de), directed by Peter Cook, and camera by Rich Peart. The video was part-funded by ARM, and part-funded by OER4Schools.
KerkoCite.ItemAlsoKnownAs: 2129771:S8DGM9HE
Keywords: Author:Haßler; Author:OpenDevEd; _bjoern_cv; _r:ImportedToMyEducationEvidence

Developing Great Teaching: Lessons from the international reviews into effective professional development. - Cordingley, P; Huggins, S; Greany, T; Buckley, N; Coles-Jordan, D; Crisp, B; Saunders, L; Coe, R (Teacher Development Trust, 2015)
Developing Great Teaching: Lessons from the international reviews into effective professional development In September 2014 the Teacher Development Trust, with kind support from TES Global, commissioned a review of the international research into what constitutes effective professional development for teachers. The review was conducted by an...
KerkoCite.ItemAlsoKnownAs: 2129771:CKLKGP4I 2129771:DU2G7F72 2129771:XQSI86FJ 2129771:Z4GYSYBL 2339240:UQJ8GNC7 2405685:4CD9B9MI 2405685:LLH3AAD5 2534378:BF6I8W9B
Keywords: C:England / International; STC-TLC; __C:filed:1; ___working_potential_duplicate; ⛔ No DOI found

From transmission to collaborative learning: Best evidence in continuing professional development (CPD) - Cordingley, P; Rundell, B; Temperey, J; McGregor, J (2004)
KerkoCite.ItemAlsoKnownAs: 2129771:83353YKQ 261495:W3HB9MTG
Keywords: ⛔ No DOI found

Teacher self-efficacy in online education: a review of the literature - Corry, Michael; Stella, Julie (Publisher, 2018)
Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.
Accepted: 2019-10-24T21:25:08Z Publisher: Association for Learning Technology KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v26.2047 2129771:AEFZ3LCT 2129771:BAZAG7DZ 2129771:RRNDFXUH
Keywords: _C:State of Palestine PSE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria - Counihan, Chris; Humble, Steve; Gittins, Louise; Dixon, Pauline (School Effectiveness and School Improvement, 2021)
(2022). The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria. School Effectiveness and School Improvement: Vol. 33, No. 2, pp. 198-217.
openalex: W3203636230 mag: 3203636230 id: openalex:W3203636230 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2021.1991960 2129771:6WVCISGG 2486141:QDXV2UVI
Keywords: _UNICEF-SBTPD-Nigeria-CITED-IN-TOR; _UNICEF-SBTPD-Nigeria-selected; openalex:import

Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? - Crawfurd, L; Evans, D; Guiterrez Bernal, M; Hares, S; Sam-Kpakra, R; Sandefur, J; Shojo, M (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:S5Z2IZTV 2339240:5Z8RBH2S 2405685:TF3CV7CH
Keywords: _C:Sierra Leone SLE

Teacher labor markets in developing countries - Crawfurd, Lee; Pugatch, Todd (2020)
Publisher: IZA Discussion Paper

It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone - Crisp, Martin; Safford, Kimberly; Wolfenden, Freda (The Open University and Plan International, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:4ZWNMP4P 2129771:I3GR9GBM 2129771:L8VCNB4Z 2405685:I76Z2SKV 2486141:RP5DXILU 2601447:DGAXJQFN 4556019:F5RJQZKR
Keywords: _C:Sierra Leone SLE

It takes avillage to raise a teacher: The Learning assistant programme in Sierra Leone - Crisp, Martin; Safford, Kimberly; Wolfenden, Freda (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:5EIHVC4I 2486141:V6F9ISR4

Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review [JRTE] - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel (Journal of Research on Technology in Education, 2021)
Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
Publisher: Routledge _eprint: https://doi.org/10.1080/15391523.2021.1899877 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 2129771:YQAWM35J 2339240:258WF4VH 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN
Keywords: COVID-19; Teacher education; _EdTechHub_Output; _GS:indexed; _cover:analysis:nopdf; _genre:LR-literature_review; _r:CopiedFromEvLib; _yl:a; emergencies; emergency remote education; remote education

Evaluating the Impact of 1: 1 Laptops on High School Science Students and Teachers - Crook, Simon Joseph (2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:DSTTPVBE
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Canada CAN; _C:Cuba CUB; _C:Germany DEU; _C:Japan JPN; _C:Jordan JOR; _C:Luxembourg LUX; _C:Singapore SGP; _C:Switzerland CHE; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions - Crouch, Ronald; Keys, Christopher B.; McMahon, Susan D. (Journal of Prevention & Intervention in the Community, 2014)
For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.
KerkoCite.ItemAlsoKnownAs: 10.1080/10852352.2014.855054 2129771:GPHYZXD6
Keywords: Adaptation; Psychological; Adolescent; Data Collection; Disabled Children; Faculty; Female; Humans; Interpersonal Relations; Mainstreaming; Education; Male; Midwestern United States; Peer Group; Social Adjustment; Social Identification; Social Perception; Surveys and Questionnaires

Do Tests Applied to Teachers Predict Their Effectiveness? - Cruz-Aguayo, Yyannú; Ibarrarán, Pablo; Schady, Norbert (Economics Letters, 2017)

Collective action and the deployment of teachers in Niger: a political economy analysis - Cummings, Clare (2016)
This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.
KerkoCite.ItemAlsoKnownAs: 2129771:J2DAW36G 4556019:2MDNIQ4B
Keywords: C:Niger

Supporting Teaching to Improve Teaching and Learning: A GPE KIX Scoping Study Working Paper - D'Angelo, Sophia; Cameron, L; Assane Igodoe, A; Sheria Nfundiko, J (Global Partnership for Education Knowledge and Innovation Exchange, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:3W8GWRZF

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review - D'Angelo, Sophia; Hennessy, Sara; Kreimeia, Adam; Koomar, Saalim; Cao, Lydia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0080 2129771:XD6NI2CX 2405685:7S9CUP77
Keywords: _r:AddedByZotZen

Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau - da Silva, Rui; Oliveira, Joana (FIRE: Forum for International Research in Education, 2020)
Issue: 2 KerkoCite.ItemAlsoKnownAs: 10.32865/fire202062181 2129771:Y7BYB9WA
Keywords: _C:Angola AGO; _C:Canada CAN; _C:Cape Verde CPV; _C:Guinea-Bissau GNB; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Portugal PRT; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Reflecting on Five Decades of Teacher Professional Development in Tanzania: The Missing Dimensions - Dachi, Hillary (Papers in Education and Development, 2016)
The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words: teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations
KerkoCite.ItemAlsoKnownAs: 2129771:3DAXHV2W 2129771:FA2SH9AA
Keywords: _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Namibia NAM; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Knowledge, ICT, Training, Job Satisfaction and Teachers’ Job Performance in Ibiono, Akwa Ibom State, Nigeria - Dan, Mmandu (SSRN Electronic Journal, 2019)
The study investigated factors that influence the teaching performance of teachers of English in Ibiono Ibom secondary schools. The factors that were isolated for study were knowledge of the subject matter, in-service training, utilization of ICTs for teaching, and job satisfaction. The study was an ex-post factor design. Four research questions were posed and data were collected through two researcher-designed questionnaires. The data were analysed using simple percentages and charts. The result showed that while knowledge of the subject matter of Ibiono Ibom secondary school teachers of English Language seemed to have influenced their job performance, their use of the ICTs, in-service training and job satisfaction did not seem to influence their teaching performance.
openalex: W3139436897 mag: 3139436897 id: openalex:W3139436897 keywords: , KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3492405 2129771:FY8N4GLQ 2486141:PJSTFWJW
Keywords: openalex:import

Assessment of Trainee Teachers’ Literacy Level in Information and Communication Technology in Kwara State Colleges of Education, Nigeria - Daramola, Florence Olutunu; Olumorin, Charles Olubode (2013)
This paper reports an investigation on the literacy level of trainee teachers in Information and Communication Technology. The population for the study comprised every student three colleges of Education located Ilorin, Lafiaji or Oro towns. The random sampling technique was used to select a sample of 360 students across the schools of Art, School of Natural Sciences in the three colleges. The sampled students were further stratified on the basis of fields of study and gender. A researcher designed instrument (test) tagged Test of ICT Knowledge (TIK) was used for data collection. The test has 100 items. The data collected were analysed using percentages and chi-square statistics. Findings revealed that level of ICT literacy was lowest among trainee teachers offering arts oriented courses than among students of other fields. Considering gender as a variable, the hypotheses tested revealed that the differences in the levels of ICT literacy found among male and female trainee teachers were significant. However, such differences were not found to be significant on the basis of the trainee teachers’ course/field of study. Based on these findings, recommendations were made, particularly for the area of improving provision and utilization of ICT facilities in Nigerian teacher education programmes.
openalex: W2801162398 mag: 2801162398 id: openalex:W2801162398 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:ZGGAPFBS 2486141:TG7H5WNE
Keywords: openalex:import

Teaching as a profession: Lessons in teacher preparation and professional development - Darling-Hammond, L. (Phi delta kappan, 2005)
Place: Stanford, CA Publisher: Stanford Center

Constructing 21st-Century Teacher Education - Darling-Hammond, Linda (Journal of Teacher Education, 2006)
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0022487105285962 2129771:VPMLULF5 2486141:EKSRU8IF

Effective teacher professional development - Darling-Hammond, Linda; Hyler, Maria E.; Gardner, Madelyn (Learning Policy Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:7VUTJF44 2534378:VMCMZ256
Keywords: ___working_potential_duplicate

Effective Teacher Professional Development - Darling-Hammond, Linda; Hyler, Maria E; Gardner, Madelyn; Gardner, Madelyn (Learning Policy Institute, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:C755AFPK 2129771:XY5LKEPU 2339240:EXG2P88C 2339240:KZWPKKEX 2405685:3EICVTPU 2405685:DFJ5VQ9P 2405685:L5AA7H42 2534378:LEAZX89C
Keywords: C:United States / International; __C:filed:1; important; ⛔ No DOI found

Research review/teacher learning: What matters - Darling-Hammond, Linda; Richardson, Nikole (Educational leadership, 2009)
Keywords: ⛔ No DOI found

Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge - Darling-Hammond, Linda; Sykes, Gary (education policy analysis archives, 2003)
Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.
Number: 0
Keywords: Program Development; Teacher Qualifications; Teacher Supply and Demand; _C:Argentina ARG; _C:Brazil BRA; _C:Canada CAN; _C:Dominican Republic DOM; _C:Georgia GEO; _C:Singapore SGP; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

How high-achieving countries develop great teachers - Darling-Hammond, Linda; Wei, Ruth Chung; Andree, Alethea (Stanford Center for Opportunity Pollcy in Education, 2010)

An Examination of Teachers' Continuous Professional Development Programmes and Implication for Quality Education in Basic Education Schools, Plateau State, Nigeria - Dashen, Athanasius Nanle; Kulu, Klactu (The International Journal of Humanities & Social Studies, 2023)
The study examined Teachers' Continuous Professional Development Programmes and the implication for Quality Education in Basic Education Schools, Plateau State, Nigeria.
Quality education is fundamental to the achievement of functional education. With this understanding, the study was built on the premise that teachers, being the heartbeat of quality education, are key to achieving this goal. The research advanced six objectives from which six research questions and two hypotheses were put forward to guide the study. The research methodology was based on survey design. Survey, as a versatile tool, is adaptive to both small and large samples. A self-developed questionnaire, “Teacher Professional Development Programmes Exploratory Questionnaire” (TPDPEQ), was used to obtain the opinions of teachers. The questionnaire was based on a 5-point Likert scale. A test-retest reliability test gave a value of 0.85, confirming internal consistency. The test items were further subjected to face validity. The data obtained was analyzed using frequencies, mean, standard deviation and one–tailed t-test for hypotheses testing. The level of significance was at P<0.05. The findings of the study show that teachers' continuous professional development is closely linked to teacher quality and the quality of students' performance; teachers exposed to professional development programmes report a change in their competency skills and that access to such programmes hinges on overcoming identified hindrances. Teachers expressed the need for further professional development. It is recommended that governments at all levels need to prioritise the continuous professional development of teachers, who also desire to be involved in decisions involving competency skill choices for their continuous professional development. This should be backed by incentives to serve as motivation to participating teachers.
openalex: W4388978931 id: openalex:W4388978931 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.24940/theijhss/2023/v11/i8/hs2308-021 2129771:TTKJGCJB 2486141:4PGMQKA4
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teachers' Responses to Success for All: How Beliefs, Experiences, and Adaptations Shape Implementation - Datnow, Amanda; Castellano, Marisa (American Educational Research Journal, 2000)
Success for All (SFA) is a whole-school reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. In this article we use qualitative data gathered in extensive interviews and observations in two SFA schools to examine how teachers respond to SFA and how their beliefs, experiences, and programmatic adaptations influence implementation. We found that teachers fell into four distinct categories ranging from strong support for SFA to resistance. Support for the reform did not directly correlate with teachers' personal characteristics such as experience level, gender, or ethnic background. Moreover, teachers' levels of support for SFA did not necessarily predict the degree of fidelity with which they implemented it. Almost all teachers made adaptations to the program, in spite of the developers' demands to closely follow the model. Teachers supported the continued implementation of SFA because they believed it was beneficial for students. At the same time many teachers felt that the program constrained their autonomy and creativity. Implications of this study for the future successful implementation of SFA and other externally developed reform models are discussed.
Publisher: American Educational Research Association

Skills improvement needs of electronics work trade teachers in science and technical colleges in North East, Nigeria - Dauda, Hassan Bello Musa; Deba, Ahmad Aliyu (Kashere Journal of Education, 2023)
The study determined the Skills improvement needs of electronics works trade teachers in science and technical colleges in North East, Nigeria. The study adopted descriptive survey research design. Two research questions was raised and answered and two corresponding hypotheses was tested at 0.05 level of significance. The population of the study consisted of 220 teachers of electronics works trade from 34 science and technical colleges, and 140 teachers was used as sample for the study. The instrument used for collection data was a 16 items structured questionnaire. The instrument was developed by the researchers after extensive literature review based on the specific objectives of the study. The instrument was validated by three research experts while the reliability index of 0.89 was obtained using Cronbach’s alpha. The findings of the study revealed that radio and electronic system repairs and maintenance, television repairs and maintenance skills improvement needs of electronics works trade teachers. The recommendations include among others that government and other training institution should improve skills of electronics work trade teachers in public science and technical colleges in television repairs and maintenance.
openalex: W4386259472 id: openalex:W4386259472 keywords: , KerkoCite.ItemAlsoKnownAs: 10.4314/kje.v4i1.11 2129771:7U5IWXY4 2486141:2K8V6AN4
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review - De la Calle, Ana Maria; Pacheco-Costa, Alejandra; Gomez-Ruiz, Miguel Ángel; Guzman-Simon, Fernando (MDPI Journals, 2021)
Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.
KerkoCite.ItemAlsoKnownAs: 10.3390/su132313283 2339240:KETKPSD6 2405685:GWCW5FRL

COVID-19's spring 2020 school closures: The effect on teacher candidates - DeFeo, Dayna; Tran, Trang (Institute of Social and Economic Research, 2020)
In response to the COVID-19 pandemic, Governor Dunleavy mandated that Alaska’s K12 schools closed to in-person instruction; later, these school closures were extended until the end of the 2019-2020 academic year. Across the state, educators worked not only to ensure they met their responsibilities for instruction, but also other key school functions including parent resources, meal services, and social-emotional learning. Concurrently, senior college students in teacher licensure programs at the University of Alaska (UA) were in classrooms fulfilling their clinical experience (student teaching) requirements. During the school closures, students were still “placed” in schools, but the nature of their internship experience changed fundamentally as classes were moved to distance delivery. On March 20, Alaska’s Education Commissioner Michael Johnson announced that the state of Alaska would grant emergency certification to teachers who were unable to complete the required number of clinical placement hours due to COVID-19 school closures. Many of these new graduates will qualify for licensure, but how will the pandemic affect them as they become teachers? In this paper, we explore how teacher candidates perceive their readiness for teaching in the fall, and their career intentions. By comparing survey responses collected from spring 2020 graduates against graduates of spring 2019 (the students who had a “typical” student teaching experience), we find that the 2020 graduating class feels ready for the classroom. However, these new teachers – and those hired from teacher education programs (TEPs) outside of Alaska – will need supports as they transition to teaching.
Accepted: 2020-07-01T00:36:24Z KerkoCite.ItemAlsoKnownAs: 2129771:A8Y3DKMR

Pedagogical renewal and teacher development in sub-Saharan Africa: A thematic synthesis - Dembélé, Martial; Miaro-II, Be Rammaj (Background paper for the Beinnial Meeting of ADEA, Grand Baie Mauritius, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:3V4572ND
Keywords: ⛔ No DOI found

A review of research on teacher competencies in higher education - Dervenis, Charalampos; Fitsilis, Panos; Iatrellis, Omiros (Quality Assurance in Education, 2022)
Purpose The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors. Design/methodology/approach In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement. Findings A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process. Research limitations/implications The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education. Practical implications A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large. Social implications These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results. Originality/value This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.
Publisher: Emerald Publishing Limited
Keywords: Competencies; Higher education; Quality education; Skills; Teacher effectiveness; Teacher quality

Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures - Desimone L.M. (Educational Researcher, 2009)
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x08331140 2486141:TMAWFXF3

Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures - Desimone, L.M. (Educational Researcher, 2009)
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08331140 2129771:9VLD4ENX 2129771:G668AIEG 2405685:ERA79A94 2534378:7B6KIFA3
Keywords: ___duplicate_item

Assessment of the Management of Business Teacher Education in Colleges of Education in the South-East Zone of Nigeria - Dikeocha, Lucy I.; Efughi, Samuel A.; Peters, Chioma B. (Nigerian Journal of Business Education (NIGJBED), 2020)
This paper focused on the assessment of the management of business teacher education in colleges of education in the South East zone of Nigeria. Two research questions were generated and two hypotheses were formulated to guide the study. The stu dy adopted a survey research design. The study area is South East Nigeria. The population of the study comprised 132 lecturers from the seven federal and state owned Colleges of Education in the South East zone. The whole population was studied because it is manageable. A four - point scale questionnaire was developed by the researcher to enable her collect data for the study. One hundred and thirty two (132) copies of the instrument were printed after validation and subsequently distributed to the 132 respondents used for the study. All the132 copies were personally administered to the respondents, completed, retrieve by hand and were used in the analysis. The items with regards to the research questions were analyzed using mean and standard deviation while null h ypotheses were tested at 0.05level of significance, using t - test statistic. The results showed that criteria such as seniority, length of service, experience, training in management, hard work, dedication, specialization in business education and integrity of the lecturer are the best criteria for appointing heads of department of business teacher education and that the level of supervision of instructions by heads of department of business teacher education and that the level of supervision of instructions by heads of department of business teacher education is inadequate. Based on the findings of the study, the researcher concluded that business teacher education in colleges of education in the South East Zone of Nigeria is yet to receive effective and ade quate management. The researcher therefore recommended that experienced, dedicated and specialist in business education should be appointed as heads of department by management of institutions
openalex: W3093244522 mag: 3093244522 id: openalex:W3093244522 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:ZYGW54YJ 2486141:R9CMVGX4
Keywords: openalex:import

Assessing Teacher Trainees’ Views Concerning Video-Recorded Microteaching Sessions Using Tetfund Micro Media Laboratory in Colleges of Education in Southeast of Nigeria (Case Study of Anambra and Imo States) - Dilibe, Chinonso Joachin (International Journal of Research Publication and Reviews, 2024)
This research work was carried out to assess Teacher Trainees' views concerning Video-Recorded Microteaching sessions using
openalex: W4391917396 id: openalex:W4391917396 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.55248/gengpi.5.0224.0427 2129771:YQ4ZE4TC 2486141:RX8GI95F
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Sierra Leone designs online portal to take long wait out of teacher recruitment - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:CJS795T9 2405685:UWP4N7FT
Keywords: _C:Sierra Leone SLE

The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review - Dogan, Selcuk; Pringle, Rose; Mesa, Jennifer (Professional Development in Education, 2016)
The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers’ practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK) and pedagogical content knowledge (PCK) of K–12 science teachers. Although a small number of studies have implicit focus on comparing measures of student learning, we set out to examine the studies in science education and present how teachers engaged in PLCs focusing on examining and exploring strategies to promote student learning. Analysis of the related studies resulted in the following: PLCs can help teachers increase their PCK and DCK; increases in PCK and DCK may facilitate the change in teacher practices from traditional into more inquiry-based approaches; science teachers collaboratively focusing on student learning in PLCs are more likely to change their practice; and studies do not embrace student learning as an essential feature of PLCs. Methodological flaws and future directions along with implications for science teachers’ professional development are discussed.
Publisher: Routledge _eprint: https://doi.org/10.1080/19415257.2015.1065899
Keywords: professional development; professional learning communities; science education; teacher knowledge; teacher practice

Meeting agenda matters: promoting reflective dialogue in teacher communities - Dogan, Selcuk; Yurtseven, Nihal; Tatık, Ramazan Şamil (Professional Development in Education, 2018)
(2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print.
00000 EdTechHub.ItemAlsoKnownAs: 2129771:ZJJHS979
Keywords: _C:Australia AUS; _C:Lebanon LBN; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB

An instrument to elicit teachers' beliefs and assumptions - Donaghue, Helen (ELT Journal, 2003)
Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.
KerkoCite.ItemAlsoKnownAs: 10.1093/elt/57.4.344 2405685:KN4XKI2I 2534378:HIFAXKCC

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)
KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2018.62.50.63 2129771:E9APLJTI 4556019:EPP8DR5S

Automatic Teacher Modeling from Live Classroom Audio - Donnelly, Patrick J.; Blanchard, Nathan; Samei, Borhan; Olney, Andrew M.; Sun, Xiaoyi; Ward, Brooke; Kelly, Sean; Nystran, Martin; D'Mello, Sidney K. (Proceedings of the 2016 Conference on User Modeling Adaptation and Personalization, 2016)
We investigate automatic analysis of teachers' instructional strategies from audio recordings collected in live classrooms. We collected a data set of teacher audio and human-coded instructional activities (e.g., lecture, question and answer, group work) in 76 middle school literature, language arts, and civics classes from eleven teachers across six schools. We automatically segment teacher audio to analyze speech vs. rest patterns, generate automatic transcripts of the teachers' speech to extract natural language features, and compute low-level acoustic features. We train supervised machine learning models to identify occurrences of five key instructional segments (Question & Answer, Procedures and Directions, Supervised Seatwork, Small Group Work, and Lecture) that collectively comprise 76% of the data. Models are validated independently of teacher in order to increase generalizability to new teachers from the same sample. We were able to identify the five instructional segments above chance levels with F1 scores ranging from 0.64 to 0.78. We discuss key findings in the context of teacher modeling for formative assessment and professional development.
KerkoCite.ItemAlsoKnownAs: 2129771:MWMRUTL7 2129771:P5U3LFX7
Keywords: _C:Canada CAN; _C:Congo; Republic COG; _C:United States USA; __C:filed:1; __C:scheme:1; automatic feedback; classroom discourse; dialogic instruction; educational data mining; speech recognition

A Conceptual Understanding of How Educational Technology Coaches Help Teachers Integrate iPad Affordances into Their Teaching. - Drennan, Gail; Moll, Ian (Electronic Journal of e-Learning, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:Y995CDCJ
Keywords: __C:filed:1; ⛔ No DOI found

The Impact of Using Geography Open Education Resources (OER) to Capacitate Natural Science Teachers Teaching the Earth and Beyond Strand in South African Schools - Dreyer, J. M.; Dreyer, J.M. (Alternation Journal, 2018)
KerkoCite.ItemAlsoKnownAs: 10.29086/2519-5476/2018/sp21a8 2129771:57HG7SR2 2129771:VMT75YCL 2129771:YDKM3FPZ
Keywords: _C:Australia AUS; _C:China CHN; _C:India IND; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Professional Learning Communities in the Teachers' College: A Resource for Teacher Educators. - Du Plessis, Joy; Muzaffar, Irfan (EQUIP1, 2010)
Publisher: ERIC
Keywords: ⛔ No DOI found

Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship. - Dube, Zinhle Thabisile Angeline (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:9R4Z7MW4
Keywords: _C:Australia AUS; _C:Botswana BWA; _C:China CHN; _C:Finland FIN; _C:India IND; _C:Kenya KEN; _C:Mozambique MOZ; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Portugal PRT; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, M.M.; Jukes, M.C.H.; Brooker, S.J.; Drake, T.L.; Inyega, H.N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 2129771:A528FEUS 2405685:4WTUAF8V 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; ___working_potential_duplicate; __finaldtb

Teacher community assistant initiative (TCAI). Policy brief 4004 - Duflo, A.; Kiessel, J. (Economic and Political Science, 2012)
Place: London Publisher: International Growth Centre, London School of
Keywords: ⛔ No DOI found

Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya - Duflo, E.; Dupas, P.; Kremer, M. (The American Economic Review, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:E4SEJPBH 2129771:RXYWAM5R

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools - Duflo, E.; Dupas, P.; Kremer, M. (Journal of Public Economics, 2015)

School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Journal of Public Economics, 2015)
Keywords: ⛔ No DOI found

Incentives Work: Getting Teachers to Come to School. - Duflo, Esther; Hanna, Rema; Ryan, Stephen P. (American Economic Review, 2012)

The Perception of Electrical Engineering Trade Teachers on the Use of Information and Communication Technology for Teaching in Technical Colleges in Adamawa and Gombe States of Nigeria - Duhu, P. C.; Mbaga, E.V.; Quahha, D.W; Danzaria, L. (European Scientific Journal ESJ, 2014)
This study was conducted to determine the perception of electrical engineering trade teachers on the role of information and communication technology (ICT) for classroom instructions in Technical Colleges in Adamawa and Gombe States of Nigeria. A forty item structured Questionnaire was distributed to twenty-six electrical engineering trade teachers from Adamawa and Gombe States technical colleges for collection of data. The questionnaire was face validated and trial tested on five electrical engineering trade teachers from Taraba state. Test- re-test method of establishing reliability was used and cronbanch Alpha formula was used to calculate a reliability index of 0.78. Mean and standard deviation were used to answer the research questions. Student’s t-test was used to test the three hypotheses formulated to guide the study. The study revealed that electrical engineering trade teachers lack some basic ICT skills like skills in database and spreadsheet. The findings revealed among others the following: electrical engineering teachers perceived themselves as having inadequate skills required to use the ICT for classroom instructions. It also revealed that teachers were not comfortable with regards to the role of ICT vis-a-vis their in classroom management/control and loyalty from students. Recommendations based on the findings included among others that electrical engineering trade teachers should be given sufficient retraining on how to use ICT for teaching and learning processes. Teachers should acquire the requisites knowledge and skills for integrating the ICT into education for instructional delivery.
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Keywords: openalex:import

Metasynthesis of preservice professional preparation and teacher education research studies - Dunst, Carl J.; Hamby, Deborah W.; Howse, Robin B.; Wilkie, Helen; Annas, Kimberly (Education sciences, 2019)
Publisher: MDPI

Social Discourse Influencing Elementary Teachers' Cognition and Metacognition for Problem Solving in Open-Ended Professional Development. - Durley, Hui-Chen K.; Ge, Xun (New Waves-Educational Research and Development Journal, 2019)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:FU3RQMRM
Keywords: _C:Mexico MEX; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Lessons Learned from Online PLCs of Rural STEM Teachers - Durr, Tony; Kampmann, Jennifer; Hales, Patrick; Browning, Larry (The Rural Educator, 2020)
This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.

Online initial teacher education: a systematic review of the literature - Dyment, Janet E.; Downing, Jillian Jane (Asia-Pacific Journal of Teacher Education, 2020)
This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
Publisher: Routledge _eprint: https://doi.org/10.1080/1359866X.2019.1631254
Keywords: Online; blended; initial teacher education; pre-service; systematic review; teacher education

Influence of Staff Professional Development on Teachers' Instructional Competence in Nigeria: A Review of the Literature - E., Duru-Uremadu Charity (2017)
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Keywords: openalex:import

How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in The Gambia - Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr (Journal of Development Economics, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:5HVYCDL5 2129771:PBZ93585 2129771:QCETCC5P

Competency Improvement Needs of Metalwork Teachers in the Use of Computer Numerically Controlled Machine Tools in Technical Colleges in Oyo State Nigeria - Ede, Emmanuel Okafor; O, Ariyo Samson (Journal of Educational Policy and Entrepreneurial Research, 2015)
The purpose of the study is to determine the Competency Improvement Needs of metalwork teachers in the use of computer numerically controlled machine tools in technical colleges in Oyo State, Nigeria. Two specific purposes and research questions guided this study. A survey research design was adopted for the study. The study was carried out in Oyo State, which is located in the southwestern part of Nigeria. The population for the study comprised of all the 35 metalwork teachers in the technical colleges in Oyo State. A 44 competency item questionnaire was developed and used to collect data. The questionnaire had two types of scale responses of required and performance. The questionnaire was validated by three experts in technical education. Cronbach’s Alpha was used to determine the reliability co-efficient of the instrument, which yielded a co-efficience of 0.86. Data obtained were analyzed using mean and Improvement Needed Index (INI) to answer the research questions. It was found out by the study that the teachers needed improvement in 18 competencies identified by the study. It was therefore recommended that the findings of this study be utilized to organize in-service training programmes for the teachers to enable then use CNC machines effectively. Keywords: Competency Improvement Needs; Computer Numerically Controlled Machine Tools; Teacher Training; Technical Colleges; Technical and Vocational Education
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Keywords: openalex:import

Effect of cognitive behavioral active engagement training on test item construction skills among primary school teachers in Nigeria - Ede, Moses Onyemaechi; Agah, John J.; Okeke, Chinedu Ifedi; Chuks, Zudonu Onisoman; Oguguo, Basil C. E.; Agu, Patricia U.; Ene, Chibawanye I.; Ekesionye, Ngozi E.; Nji, Ifeyinwa A.; Eze, C. Didacus; Manafa, Ifeyinwa F. (Medicine, 2021)
Most classroom teachers are weak in constructing test items for assessment of students. This study examined the effects of cognitive behavioral active engagement training on test items construction skills among primary school teachers in Nigeria.We adopted a randomized pretest-posttest control group design. A total of 148 participants served as the study sample. One instrument was used for data collection. The participants were administered the instrument at 4 different times. Test construction guide was employed to implement the training. Data analysis was completed using analysis of covariance.The researchers found that cognitive behavioral active engagement training had a significant effect on participants' test items construction scores as measured by test construction skills inventory at posttest, first and second follow-up stages.The researchers concluded that cognitive behavioral active engagement training is efficacious in the improvement of test items construction skills among primary school teachers in Nigeria.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Hybrid learning environments for professional development in teacher education: university of calabar, nigeria as a case study - Edem, Okon Abigail (Global Journal of Educational Research, 2023)
The influence of hybrid learning environments on professional development in teacher education was the focus of this paper. It also examined how professionalism in teaching relates with reflective teaching. In this paper, hybrid learning environments was defined as educational model that utilizes the benefits of both on-line and on-campus learning. All the lecturers (742) and students (2,046) of the three Faculties of Education, University of Calabar constituted the population of the study (2,788) from where a sample size of 500 (140 lecturers and 360 students) was selected. Multiple sampling methods were adopted in selecting the sample, including stratified, simple random and purposive sampling methods. A 15-item researcher made questionnaire was used to elicit data from respondents. It was a survey research study and descriptive statistics (frequency counts, weighted means, standard deviation and percentages were adopted for data analysis. A mean score of 2.00 formed the significant/acceptance level. It was found that hybrid learning environments are models of professional development in teacher education especially in the post COVID-19 pandemic. It also found that professionalism in teaching relates positively with reflective teaching. It was recommended that more learning and teaching opportunities should be created by universities and colleges for flexibility in instructional options and that continual deepening of knowledge and skills should be encouraged.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

School Based Computer/Internet Training Needs for Primary School Teachers on Skill Acquisition in Akwa Ibom State of Nigeria - Edoho, Emmanuel Asuquo; Umoh, Joseph B. (Journal of Education and Practice, 2014)
The study was concerned with school based training needs of primary school teachers on computer/internet facilities usage and attainment of educational goals in primary schools in Uyo Local Government Area. A total of ten qualified mathematics teachers were drawn from the five primary schools and a total of hundred primary six pupils in the 2011/2012 session formed the study sample. The instrument used in gathering the data was the primary school teachers’ questionnaire (PSTQ) which contains 20 items finding out the influence of internet services on mathematics and teachers’ effective utilization of the facilities. Two statistical tools used in testing the two hypotheses were t-test of difference between two means and Pearson product moment correlation coefficient at 0.05 significance level. The result showed that there is no significant difference in mathematics development/ achievement between pupils who are taught by teachers that receive training in internet but denied post training access to computer/internet tools and pupil taught by teachers without internet training. It was found out that there is a significant relationship between the availability of internet facilities in schools and teachers’ effective utilization of the facilities. It was recommended amongst others that government should provide computers and internet facilities in schools so as to enhance effective teaching and learning of science and mathematics. Keywords: Computer, Internet, Training, Teachers, Skills Acquisition
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Keywords: openalex:import

Curated Tools for Teacher Continuous Professional Development - EdTech Hub (EdTech Hub, 2021)
EdTech Hub has created curated lists of teacher professional development (TPD) tools along with evidenced-based advice on how to effectively use them. Because, of course, it’s not only which tool you choose, but how you use it that will determine whether it will lead to better teaching and learning.
KerkoCite.ItemAlsoKnownAs: 2129771:ZTYF3J8A 4426965:B2BQZAZM

The Impact of GIS-Supported Teacher Allocation in Sierra Leone - EdTech Hub; Education Commission; Fab Inc. (EdTech Hub, 2022)
ZenodoArchiveID: 5596875 ZenodoArchiveConcept: 5596874 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0055 2129771:RIHMNP95 2405685:QAH4K4D6
Keywords: _C:Sierra Leone SLE

The Need for Integration of Information and Communication Technology (ICT) into Teacher Training Programmes in Nigeria - Edu, DO; Edu, G. O.; Adah, Stephen Akomaye (African Research Review, 2012)
Information and Communication Technology (ICT) is a major factor in shaping a new global economy and producing rapid changes in society. In order to function in this new world economy, students and their teachers have to learn to deal with large amount of information. This entails the analysis of such information and making decisions based on the result of the analysis. In order to help students achieve these capabilities, the classroom teacher must be knowledgeable in the use of ICT tools. The teacher is responsible for creating a conducive classroom environment and preparing the learning opportunities that facilitate students‟ use of technology to learn, communicate and develop knowledge product. It is therefore, critical that all classroom teachers are prepared to provide their students with these opportunities. This paper therefore, sets out to highlight the importance of ICT and the need to integrate same into the teacher training programmes in Nigeria.Keywords: Information and Communication Technology (ICT), Integration, Teacher training programmes and Classroom environment.
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Keywords: openalex:import

Integration Of Technology In The Training Of Basic Education Teachers In Nigeria: Issues, Challenges And Prospects. - Egede, Bernadette Amukahara Joy; Asabor, B. Mary (2019)
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Keywords: openalex:import

In-service training programmes and mentoring for improving teachers' job performance in North Senatorial District of Ondo State, Nigeria - Ehinola, Gabriel Babatunde; Akomolafe, Bolanle Beatrice (Zenodo (CERN European Organization for Nuclear Research), 2022)
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Vocational education and training in Sub-Saharan Africa: current situation and development - Eicker, F; Haseloff, G; Lennartz, B (W. Bertelsmann Verlag GmbH & Co. KG, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:DJ6ESH6T 2129771:FKBCF6JJ 2317526:GAA92EKQ 2317526:IJ4BRW4E
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Namibia; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; P:economy; P:teachers; Q:higher education; T:Educação profissionalizante; T:TVET; T:in-service TVET; publicImportV1

Mathematics Teachers' in-Service Training Programme Towards Atitude to Work and Students' Interest in Mathematics in Akwa Ibom State, Nigeria - Ekim, R. E. D.; Akpan, SG; Akintunde, Dada Oluseyi (Zenodo (CERN European Organization for Nuclear Research), 2022)
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond [open access] - El-Sefary, Yomna; Adam, Taskeen; Haßler, Björn
KerkoCite.ItemAlsoKnownAs: 2129771:MPLD3RBR
Keywords: Author:OpenDevEd

The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond - El-Serafy, Yomna; Adam, Taskeen; Haßler, Björn (Future-Proofing Teacher Education: Voices from South Africa and Beyond, 2022)
KerkoCite.ItemAlsoKnownAs: 10.4324/9781003185499 2129771:PMRPEFS6 4804264:84MW225P
Keywords: Author:OpenDevEd; _forthcoming

Constraints to Effective Implementation of Elements of Special Education Curriculum in Teacher Preparation Programme in Nigeria: A Case Study of Colleges of Education - Eleri, N. O. E. (IOSR Journal of Research & Method in Education (IOSRJRME), 2013)
The need to empower pre-service teachers with knowledge and skills for teaching exceptional learners in regular classrooms led to the introduction of element of special education curriculum into the Nigerian teacher preparation programmes.The extent to which the curriculum is being implemented towards the achievement of its objectives has however, continued to raise concerns among educators.One of the problems is the fact that this curriculum is being implemented by unqualified lecturers.This study therefore, examined the constraints to effective implementation of elements of special education curriculum in colleges of education in Nigeria.The study adopted the expost-facto type of the descriptive survey design.Out of the 99 NCE awarding institutions in Nigeria, 98 institutions were purposively selected based on the single criteria that they do not offer special education as a major discipline.217 lecturers teaching contents of element of special education were purposively selected for the study.One instrument was used in this study, that is: questionnaire on the problems of curriculum implementation (QOPCI) with a reliability index as 0.88.Each of the institutions had an average of four experienced lecturers who were academically but not professionally qualified to teach elements of special education.Most of the required facilities were not available ( <1.50), not adequate ( =<1.50) and not utilized ( =<2.00).Most lecturers (54.5 to 96.3%) did not teach some of the specified content areas.Findings also showed that various aspects of classroom were ineffective (means range from 2.08 to 2.63).The weakness in the implementation of the elements of special education curriculum has been identified for the purpose of improvement.Towards effective special education teacher preparation in Nigeria, government should employ professionally qualified personnel and provide adequate facilities towards achievements of the objectives of the curriculum.
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Keywords: openalex:import

Innovative Teacher Training Model and Attainment of Sdgs in Secondary Schools in Nigeria Implications for Planning - Emanghe, Emanghe; Ogbeche, Ogbeche; Ekuri, Ekuri (Journal of Education and Human Development, 2021)
Innovative Teacher Training Model and Attainment of Sdgs in Secondary Schools in Nigeria Implications for Planning Emanghe, E. E. Ph.D; Ogbeche, M. M; Ekuri, P. E. Abstract The present global trend of development is guided and directed by sustainability-based principles (sustainable development). The country’s present educational system and curriculum was last redesigned to help the country attain MDGs by 2020. The laudable effort has been fraught with challenges of teachers not being able to implement the curriculum effectively due to their expertise levels in line with the curriculum’s delivery. The paper’s position is that the inability to plan for innovation in the teacher training system within the country could be the reason for the teacher’s inadequacies concerning the present curriculum. It is based on this that this paper proposes an innovative teacher training model. The SDGs are stated, reports from researchers’ findings concerning teachers’ inadequacies are discussed before the innovative teacher training model is proposed. Afterwards, conclusion is reached and suggestions are put forward. Full Text: PDF DOI: 10.15640/jehd.v10n1a13
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria - Ememe, P.I. (2020)
Advancement in technology and changes in knowledge delivery are making it imperative for teachers to acquire new skills and knowledge to meet the needs of today’s students. Teachers in rural areas rarely take advantage of professional development opportunities provided for them. This study explored the perspective of rural teachers on the constraints of accessing professional development programmes in order to situate Open Distance Learning (ODL) as an alternative method of delivering professional development training. Rubenson’s Recruitment Paradigm (1977), Cross’ Chain-of- Response Model (1981) and Darkenwald and Merriam’s Psychosocial Interaction Model (1982) guided the study. The study employed survey research design to answer the research questions raised. The population consisted of all teachers in public secondary schools in the rural areas of Lagos state. Ten secondary schools were randomly selected for the study. Twenty teachers were purposively selected from each school, making a total of 200 teachers. A self-developed questionnaire was employed to collect data. Data collected were analysed using descriptive statistics. The study revealed that teachers in the rural areas rarely go for professional development programmes as a result of constraints such as lack of time, lack of funds, inability to forego family time for development training and teachers’ disposition. Based on the findings, it was suggested that the effects of these barriers can only be mitigated through ODL which allows teachers to learn whatever, wherever, whenever, and however they want to learn through information communication technology.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teaching Practice Anxiety and Performance of Student-Teachers in Federal Colleges of Education in South-West Nigeria - Emerole, Elizabeth Nnenna (2015)
A THESIS IN THE DEPARTMENT OF EDUCATIONAL MANAGEMENT, SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY, UNIVERSITY OF IBADAN.
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Keywords: openalex:import

Training of teacher-librarians in multi-media methods and materials production in Delta state, Nigeria - Enakrire, Rexwhite Tega (Journal of Media and Communication Studies, 2012)
This paper tends to unveil the need to train teacher-librarians with multi-media methods since most of the schools lack teacher-librarians to take the mantle of rendering effective service to students and at the same time embarking in teaching other subjects in their own area of specialization. A descriptive research method was employed in this research on the need to acquaint teacher-librarians with multi-media application in their daily routines. The findings revealed that students are the result of the establishment of schools and the service of teaching. The teaching learning process to students is in the hand of teachers with quality resource, skills, knowledge ability and application of multi-media in their activities. A befitting library with current material resources and multi-media/information and communication technology (ICT) infrastructure brings about good atmospheric learning condition if skillfully discharged by the teacher-librarians. It was indicated that the roles of teacher-librarians in this modern era would be questionable in the absence of good multi-media knowledge as an embodiment of ICT. This research and its findings will assist policy makers in Nigeria to plan and incorporate adequate funding of school libraries in order to acquire modern multi-media technologies/ICT infrastructure to enhance their operations. It will also help private organization/institutions to decide on the need to include multi-media/ICT infrastructure into their strategic plans. Key words: Teacher-librarian, multi-media, information and communication technology(ICT), Nigeria.
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Keywords: openalex:import

Challenges Associated with the Use of E-Learning Among Pre-Service Business Education Teachers in Colleges of Education in North East Nigeria - Enemali, Victoria Amelia (Journal of Education and Practice, 2017)
The paper examines the challenges associated with the use of e-learning in Colleges of Education in North East Nigeria. Particular attention is focused on differences in the pre-service business education teachers’ perception based on gender and institutional affiliation. Data for this research came from a sample of 546 pre-service business education teachers drawn from five Colleges of Education in the study area. A survey research design was adopted for the study. The reliability coefficient of the questionnaire used for data collection is 0.89. Five research assistants administered the questionnaire, and data collected were analysed using frequency counts and percentages, mean, t-test, one-way analysis of variance (ANOVA) and Scheffe test of multiple comparison. Results showed that regardless of institutional affiliation, the pre-service business education teachers had considerable agreement that lecturers’ preference for lecture method, and the non-provision of hands-on-IT training on the campus constitute the top most challenge hindering the use of e-learning. Gender and institutional affiliation are statistically significant factors in the mean ratings of pre-service business education teachers regarding the extent to which they experience challenges in the use of e-learning. Based on the results, it was recommended among others that the proprietors of Colleges of Education in North East Nigeria should renew their commitments to education by striving to provide the Colleges with teaching, infrastructure and organizational capacity to implement e-learning effectively and efficiently. Keywords: Challenges, E-learning, Nigeria, Pre-service business teacher education, ICT.
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Keywords: openalex:import

Readiness of Pre-Service Business Education Teachers for Web-Based E-Learning in Colleges of Education in North-East Nigeria. - Enemali, Victoria Amelia; Aliyu, Mustapha; Bulama, K.H. (Journal of Education and Practice, 2016)
This study examined the level of preparedness or readiness for use of e-learning amongst pre-service business education teachers in Colleges of Education in North East Nigeria. One research question and one hypothesis guided this study. This study was a sample survey, in which a 51-item structured questionnaire was used to collect data. The researcher developed questionnaire was validated and pilot tested and the internal consistency using Cronbach alpha was 0.81. The participants were 1,003 final year pre-service business education teachers from five Colleges of Education in five states in North East Nigeria that were selected for the study. A sample of 546 pre-service business education teachers was selected using cluster sampling technique. Data were collected with the help of trained research assistants. Data obtained were analysed using frequency counts and percentages, mean, and t-test statistic. The results indicated that the pre-service business education teachers’ perceived level of preparedness or readiness for the use of web based e-learning is low. Based on the findings, it was recommended among others that the pre-service business education teachers should be encouraged to engage in hands-on IT training wherever they are available; and that emphasis of IT training for pre-service business education teachers should be placed on web-based instruction (use of internet and World Wide Web), instructional slides and tutorials (Compact Disk- CD based), and virtual teaching (video conferencing technique). Keywords: Teacher readiness, Teacher preparedness, e- learning, IT-Information technology, ICT-Information and communication technology, Business education, Pre-service business education, Teacher education.
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Keywords: openalex:import

The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action - English in Action (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:KSXNLE3L 2405685:6D7Y5AC8

Sınıf Öğretmenlerinin Eğitimde Teknoloji Kullanımı, Tersine Çevrilmiş Sınıf ve İşbirlikli Öğrenme Hakkındaki Görüşleri (Primary Teachers’ Views on Using Technology in Education, Flipped Classroom and Cooperative Learning) - Erbil, Deniz Gökçe; Kocabaş, Ayfer (İlköğretim Online, 2019)
KerkoCite.ItemAlsoKnownAs: 10.17051/ilkonline.2019.527150 10/gf62jm 2129771:5NI8K99P 2129771:8GM28AHV 2129771:CTV6DZ4F 2129771:E8RACHNH 2129771:NAR6ZPPY 2129771:VTFNPSZ5
Keywords: _C:Australia AUS; _C:Hungary HUN; _C:Spain ESP; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action - Espino-Díaz, Luis; Fernandez-Caminero, Gemma; Hernandez-Lloret, Carmen-Maria; Gonzalez-Gonzalez, Hugo; Alvarez-Castillo, Jose-Luis (Sustainability, 2020)
This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.
Number: 14 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12145646 2129771:2BJMYKAR
Keywords: COVID-19; ICT; __C:filed:1; neuroeducation; stress; teachers

School-to-school mobility patterns and retention rates of payroll teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
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Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alasdair; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2023)
This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org

The Influence of In-Service Training, Seminars and Workshops Attendance by Social Studies Teachers on Academic Performance of Students in Junior Secondary Schools Incross River State, Nigeria - Essien, Ekpenyong Essien; Akpan, Okon Edem; Obo, Imo Martin (Journal of Education and Practice, 2016)
This research examined the influence of in-service training, seminar and workshop attendance by social studies teachers on students academic performance in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of five hunded Social Studies teachers (500) and students were selected for the study. The instruments for data collection were a set of questionnaire to measure Social Studies teachers in-service training, seminar and workshop training and Social Studies Performance Test (SOSPT) to measure students academic performance. The reliability estimate of the instruments were established through the split-half reliability method and it associate Spearman Brown prophesy formula. Pearson product moment correlation analysis was adopted to test the hypothesis at .05 level of significance. The result of the analysis revealed that there exists a positive and small relationship between the frequency of teachers’ attendance at in-service training, seminars and workshops and students’ academic performance in social studies. It was recommended that government should make it mandatory for all teachers in both primary and post primary to undergo professional training. As it is the case with other professions like law and medicine among others.
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Keywords: openalex:import

Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education - Estellés, Marta; Fischman, Gustavo E. (Journal of Teacher Education, 2021)
Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.
Publisher: SAGE Publications Inc
Keywords: civic education discourses; global citizenship education; literature review; teacher education

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews [World Bank Group eLibrary] - Evans, D.K.; Popova, A. (World Bank Group, 2015)
In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews. World Bank Research Observer - Evans, D.K.; Popova, A. (Statistical Methods for Research Workers, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:6FME82BW
Keywords: ___duplicate_item

Virtual Teacher Coaching May Not Be the Solution We Hoped For - Evans, David (Center For Global Development, 2020)
How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK

Education Technology for Effective Teachers - Evans, David K. (2021)
Publisher: World Bank, Washington, DC

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [report] - Evans, David K; Popova, Anna (World Bank Group, 2015)
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Keywords: *Topic:Curriculum and resources; _Source:Intuitive; _THEME: Education management; _THEME: Learning assessments; _THEME: Teacher Professional Development; _proposed-for: Scoping review; ❓ Multiple DOI

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [World Bank Research Observer] - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
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Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1; ___duplicate_item; _genre:LR-literature_review

Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education - Evens, Marie; Elen, Jan; Larmuseau, Charlotte; Depaepe, Fien (Teaching and Teacher Education, 2018)
The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2018.07.001 2129771:P46BY82T 2486141:CHVQTFG5
Keywords: Digital learning environment; Instructional design; Knowledge integration; Pedagogical content knowledge; Teacher professional knowledge

ADHD symptoms and the teacher–student relationship: a systematic literature review - Ewe, Linda Plantin (Emotional and Behavioural Difficulties, 2019)
This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.
Publisher: Routledge _eprint: https://doi.org/10.1080/13632752.2019.1597562 KerkoCite.ItemAlsoKnownAs: 10.1080/13632752.2019.1597562 2129771:JJTPE64E
Keywords: ADHD; school settings; systematic review; teacher–student relationship

Relationship between perceived self-efficacy and teaching practice performance among pre-service basic science teachers in colleges of education, Delta State, Nigeria - Ewesor, Stella E.; Urevbu, Andrew O. (Tropical Journal of Education, 2021)
The study examined the relationship between perceived self-efficacy of pre-service basic science teachers and teaching practice performance in colleges of education in Delta State, Nigeria. One hundred and twelve (112) pre-service basic science teachers were selected from two colleges of education in Delta State. Forty-six (46) from College of Education l (COEI) while sixty-six (66) from College of Education II (COEII). The study tested three hypotheses derived from the three research questions. The independent variable was perceived self-efficacy of the pre-service basic science teachers, the dependant variable was teaching practice while the moderating variables were two colleges of education of the pre-service science teachers. The instruments used were “Teaching Practice Assessment Score Instrument (TPASI)” and the “Pre-Service Science Teachers Perceived Self Efficacy (PSTPSE)” with thirty (30) questions. Person correlation was used to test the hypotheses. The results showed that the three null hypotheses were accepted. The hypothesis one is accepted because there was no significant relationship found to exist between the pre-service basic science teachers perceived self-efficacy and their teaching practice assessment scores. Also, no significant difference was found between COEI and COEII pre-service basic science teachers‟ perceived self-efficacy scores and their performance in teaching practice. Finally, for all the pre-service basic science teachers irrespective of their subject combination, there was no relationship between their perceived self-efficacy and the teaching practice assessment. Consequently, it was recommended that there should be a reform in pre-service teacher education programmes in all our teachers training institutions; it can help to develop and improve teacher education programmes and pre-service teaching practice; this reform should aim at strengthening both content and pedagogical knowledge of pre-service teachers.
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Keywords: openalex:import

Educator as Researcher: The Use of Action Research to Explore Effects of Teachers’ Corrective Feedback on Students’ Microteaching Exercise in College of Education in Nigeria - Eyisi, Daniel (Journal of Education and Practice, 2019)
This study examined action research with a view to identifying the importance of using it in teacher education research. The study could be helpful to teacher educators in identifying the student teachers’ difficulties in microteaching. It will also assist in finding out student teachers’ attitudes towards teacher’s corrective feedback. In other to involve learners in the construction of their learning, this study outline will assist teacher education researchers in finding out from student teachers’ perspectives, the good practice of teachers’ corrective feedback. It will also aim at checking the relationship between teachers’ feedback and students’ microteaching. Keywords: microteaching, action research, feedback, ethical considerations DOI : 10.7176/JEP/10-23-07 Publication date : August 31 st 2019
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Keywords: openalex:import

Improving First Aid Management of Epilepsy by Trainee Teachers of the Federal College of Education (Technical), Akoka - Lagos, South West Nigeria–Can Health Education have an Effect? - Eze, Christian; Ebuehi, O M (PubMed, 2013)
lt is estimated that epilepsy affects approximately 50 million people worldwide and about 40 million of them live in developing countries. Studies have indicated high rates of poor knowledge, negative attitude and poor first aid management skills of students with epilepsy among practicing teachers. However, there is paucity of such studies on trainee teachers to ascertain any similarities or differences (if any) and the effect of educational interventions.To determine the effect of a health education intervention on trainee teachers' knowledge, attitude and first aid management of epilepsy.The effect of a health education intervention in first aid management of epilepsy was assessed among 226 trainee teachers, attending the Federal College of Education (Technical), Akoka. This was done using a quasi-experimental study design. Data were analyzed using the SPSS version 15.The respondents had a median age of 22 years with a range of 18 to 56 years. The majority of them were females (68.6%), single (79.2%), Christians (81.9%), Yoruba (70.4%) and in first year (100 level) of their study (69.9%). The highest proportion was from the Accounting department (46.0%). A consistent increase in responses to items on knowledge, attitude and first aid management of epileptic seizure items from baseline to post-intervention was observed. For instance, the proportion of responses that epileptic seizures originate from the brain significantly (p = 0.025) increased from 62.5% at baseline to 74.1% after intervention. Generally, slightly more than two-fifths (44.2%) and about two thirds (61.9%) of the respondents were observed to have poor knowledge and negative attitude to epilepsy respectively at baseline. Overall, giving health education on epilepsy led to a reduction in the proportion of respondents with poor knowledge by 15.5% (increase of good knowledge by 29.6%), decrease of negative attitude by 16.4% and increase of good first aid management skill by 25.0%. The knowledge scores were significantly associated with age (p = 0.001), marital status (p = 0.003) and department (p = 0.004) while the attitude scores were significantly associated with teaching duration (p = 0.020). The knowledge was predicted by department (p = 0.001) while the attitude was predicted by teaching duration (p = 0.036).This study reveals that health education could improve the knowledge, attitude. and first aid management of students with epilepsy among trainee teachers. It is therefore proposed that an intervention programme on baseline knowledge of epilepsy and its first aid management be incorporated into the teacher-training curriculum, particularly those in health-related programmes, to address their deficiencies in knowledge, attitude and first aid management of students with epilepsy.
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Keywords: openalex:import

Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development - Eze, Emmanuel; Nwagu, Eric K. N.; Onuoha, Joseph C. (Science Education, 2022)
Abstract The assessment of Nigerian teachers' climate science literacy and training needs on climate change concepts (i.e., causes, impacts, and solutions) are absent. This study relates teachers' climate science literacy and their expressed training needs in other climate change concepts and places teachers in groups. Following a descriptive survey design, 410 teachers were randomly sampled from 8338 public secondary school teachers in Enugu State, southeastern Nigeria. A researcher‐developed instrument passing validity and reliability tests was used for this study. We implemented frequencies, mean, t test, ANOVA, k ‐means cluster analyses, and Pearson's correlation for the analyses of collected data and tested all hypotheses at a p < 0.05 level of significance. Teachers reported low to moderate climate science literacy and expressed high training needs on climate change concepts. Lower climate science literacy was related to higher expressed training needs. Four groups of teachers ensued from our cluster analyses. Sadly, teachers who possess little or less climate science literacy and expressed less or no training needs in climate change causes, impacts, and solutions constitute over half of the respondents of this study (53.90%). These are mostly science teachers. This situation, if unreversed, may lead to the transfer of misconceptions and inaccurate information on climate change to students. Our findings support the prospects of school−university partnerships, coaching, mentoring, study groups, and co‐teaching for job‐embedded situative approaches to teachers' professional development (PD) to replace an endless wait for inadequate and irregular training opportunities from the government. Questions about the climate science literacy of teacher educators also arise.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Open Education Resources and Teacher Professional Development in Nigeria: Prospects and Challenges - Fadokun, J.B.; Ayankunle, Seun (2013)
Recently, Open Educational Resources (OER) have gained increased attention for their potential and promise to obviate demographic, economic, and geographic educational boundaries and to promote lifelong learning and personalized learning. The rapid growth of OER provides new opportunities for teaching and learning, at the same time, they challenge established views about teaching and learning practices in higher education. The challenge is to ensure a well-prepared, engaged, and committed corps of teachers in sufficient numbers, whilst working within budgetary and infrastructure constraints. In developing countries this challenge is amplified by the significant numbers of un and under-qualified teachers; these teachers urgently need access to professional development opportunities. Across sub-Saharan Africa the minimum level of qualification required for teachers varies, but these standards are generally lower in sub-Saharan Africa than in other regions. Even so only four countries report all teachers meeting their requirements (UNESCO, 2006).This paper provides the background to the current development of and future trends around OER aimed at adding to our understanding. The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development designed and produced a bank of open educational resources (OERs) to guide teachers’ classroom practices in school-based teacher education. The paper concludes by outlining success factors for the integration of OERs: accessibility, adequate resources, support for teachers, accommodation of local cultural and institutional practices, and sustainable funding.
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Keywords: openalex:import

Evaluating the Roles of Teacher Variables, Pupil Gender and School Location in Realising Strengthening Mathematics and Science Education (SMASE) Training Goals in Oyo State, Nigeria - Falaye, Folajogun V.; SANGODOYIN, Taiwo T (The African Journal of Behavioural and Scale Development Research, 2021)
The study examined the teaching effectiveness of teachers trained under the SMASE programme and the moderating effects of teacher and pupil gender, and school location on achievement in, and attitudes towards Mathematics in Oyo State. Causal-comparative design of expo-facto research type was adopted. Proportionate to size sampling was employed to select 10 local government areas in the state. Schools were stratified into urban and rural, and SMASE and non-SMASE schools. Random and purposive sampling techniques were used to select 20 schools, 20 primary five Mathematics teachers and 25 pupils from each SMASE and non-SMASE schools, making a total of 40 schools, 40 teachers and 1000 pupils. The instruments used were: Pupils Mathematics Achievement Test (r=0.78), Pupils' Attitude towards Mathematics Learning Scale (r=0.88) and Teachers' Socio- demographic scale. Data were analysed using t-test and two-way analysis of variance at α = 0.05. Teachers trained under the SMASE programme were more effective teaching mathematics than the non-SMASE teachers (t (38) =7.78; p<0.05). The moderating effects of teacher and pupil gender on SMASE and non-SMASE pupils' achievement in, and attitudes towards mathematics were not significant. However, the moderating effect of school location on SMASE and non-SMASE pupils' achievement (f (1,995) = 10.34; p< 0.05) in, and attitudes (f (1,995) = 32.36; p<0.05) towards Mathematics were significant. Training and re-training of mathematics teachers in primary schools should be continuous for enhanced achievement in and attitudes towards mathematics.
openalex: W4392212850 id: openalex:W4392212850 keywords: KerkoCite.ItemAlsoKnownAs: 10.58579/ajb-sdr/3.2.2021.61 2129771:VGTIGECW 2486141:TD9FPV22
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Promoting teachers’ implementation of culturally and contextually relevant class-wide behavior plans - Fallon, Lindsay M.; Cathcart, Sadie C.; DeFouw, Emily R.; O'Keeffe, Breda V.; Sugai, George (Psychology in the Schools, 2018)
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22107
Keywords: diverse learners; implementation fidelity; single-case design

Virtual Instructional Packages and Pre-Service Language Teachers' Communicative Skills: Empirical evidence from Nigerian Colleges of Education. - Faloye, Bankole Olagunju; Obateru, Oluwatoyin Tolu (Archives of Business Research, 2021)
The study investigated the effect of virtual instructional tools on the learning outcomes of pre-service English language teachers in Nigerian Colleges of Education. The rationale of the study was hinged on the premise of virtual instructional adaptation in a post-OVID-19 era. The design for the study was a two- group pre-test post-test quasi-experimental design. The research design comprised pretest and post-test observations, treatment with virtual instruction and normal instruction in a non-virtual space. Using multistage sampling strategy, 100 samples were randomly selected from two Colleges of Education in Southwest Nigeria. The experimental and controls groups consisted of 50 samples each comprising 25 females and 25 males. The instruments for the study were validated achievement tests and marking guides including a test-retest reliability study with a reliability coefficient of 0.87 which was considered as moderately high for the reliability of the instruments. Two null hypotheses were raised and tested at 0.05 levels of significance using Two- Way ANOVA as statistical tools. The findings revealed that there was significant effect of virtual instructional tools on pre-service English language teachers’ learning outcomes using the pre-test mean scores and post-test mean scores. Also, the findings showed that there was significant gender effect of virtual instructional tools on the virtual learning outcomes of pre-service English language teachers’ communicative skills in English. Pedagogical implications of the findings in respect to virtual instructional tools in a post-COVID-19 era were highlighted and suggestions preferred towards enhancing pedagogical and communicative competencies of pre-service English teachers in Nigerian Colleges of Education.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The place of interest in pre-service English teachers’ choice of occupation: A study of selected Nigerian College of Education Students - Faniran, AO; Olatunji, SO (IFE PsychologIA, 2011)
The study was carried out on the basis of the fact established in extant literature that the impact of well motivated teachers right from the Universal Basic Education level can stop to the evil of perennial mass failure of Nigerian candidates in English language examinations. Two hundred pre-service English language teachers were randomly sampled from four colleges of education in southwestern Nigeria. A self-constructed thirteen-item questionnaire was validated and used to collect data. The analysis of the data revealed that (i) a much greater percentage of the pre-service teachers in the colleges of education in the southwestern part of Nigeria do not see teaching as a profession (ii) most Nigerian pre-service English teachers in colleges of education found themselves in teacher preparation programmes as a result of frustration rather than interest (iii) majority of the English language teachers would opt out of the profession at the next available opportunity (iv) the pre-service teachers do not believe in their prospective students (v) most of the pre-service teachers do not have adequate interest in teaching English language. These imply that when such people get into actual classroom practice, they cannot effect the much-needed positive change.
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Keywords: openalex:import

Professional Development of Teachers in Africa: A Case Study of Nigeria - Fareo, Dorcas Oluremi (2013)
There is now a serious public outcry concerning the crisis in Nigerian education. National Conferences, Seminars and Workshops have bemoaned the multifaceted cause of this “falling standards” of education. There has been frantic search for solutions to the poor standard of teaching schools in the country. Some stakeholders have continued to blame teachers for the appalling performance of students in examinations. Across some states of the federation, where education summits were organized, experts strongly recommended re-training programs for both public and private school teachers. It is in recognition of this, that the Federal Government has directed the National Teachers Institute (NTI) to re-train teachers in Nigeria. In this era of globalization, it is imperative that teachers are adequately prepared to function effectively in a challenging global environment. The challenges of globalization demands teachers who are competent, effective, and dynamic in their orientation. This paper examined the concepts of teachers’ education; establishment of Teachers Registration Council of Nigeria (TRCN); models of continuing professional development; The National Teachers Institute (NTI) and retraining of teachers under the Millennium Development Goals Projects (MDGs). The study concluded that continuous professional development of teachers would definitely bring a positive change into Nigerian educational system that would produce good, well seasoned and great leaders of tomorrow.
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Keywords: openalex:import

A study of online English language teacher education programmes in distance education context in Pakistan - Farooq, Muhammad U.; Al Asmari, AbdulRahman; Javid, Choudhary Z. (English Language Teaching, 2012)
Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.
Publisher: Canadian Center of Science and Education, 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773213777?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.5539/elt.v5n11p91 2405685:9V9TWTN7 2534378:6E7C4XSE 2534378:BNLKR978
Keywords: Access to Education; Blended Learning; Computer Mediated Communication; Control Groups; Costs; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Educational Quality; English (Second Language); Experimental Groups; Foreign Countries; Higher Education; Language Teachers; Masters Programs; Online Courses; Open Universities; Pakistan; Postsecondary Education; Pretests Posttests; Program Improvement; Second Language Instruction; Second Language Learning; Statistical Analysis; Student Attitudes; Student Characteristics; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2096524; __finaldtb

An exploration of the factors that shape the early professional development of new teachers : the experiences of non-teacher trained graduate teachers in Nigeria - Fasoyiro, Olufunke (2019)
This thesis explores the experiences of unemployed non-teacher trained graduates who became employed by secondary schools in Lagos State, Nigeria. These graduates were required to undergo teacher training in form of a Postgraduate Diploma in Education (PGDE) within two years of their employment. The study is therefore about the initial teacher education and inschool development of school teachers in urban Lagos. Situated within an education context indicted for the low quality of its graduates, the study provides an opportunity to explore the potential of graduate recruitment as a solution for educational improvements in Lagos State and indeed Nigeria. The study aimed to uncover and examine the context and learning factors that influence new teachers’ early professional development (EPD). An interpretive phenomenological paradigm was adopted, and literature concerning teacher learning and professional development anchored the main propositions of the study. The study uses a qualitative design, comprising indepth interviews and thematic analysis of data generated from teachers, school principals, and an education leader from Lagos State Ministry of Education. The study revealed gaps in the learning experiences of new teachers both during formal teacher training and upon arrival in schools. It showed that sociocultural factors and a lack of synergy between teacher preparation and in-school support placed a limit on new teachers’ EPD, while new teacher’s sense of self-efficacy acted as enabling influence in determining their behaviour. This study highlighted problems faced by secondary school teachers in Nigeria; along with the need for commissioning further studies to evaluate undergraduate and postgraduate teacher training routes, it is essential that immediate attention be given to the content and delivery of post graduate teacher training curriculum, with a view to improving the quality of teachers produced in Nigeria. In this way, the prospects that graduate recruitment brings for improvements in teaching and learning can become a reality
openalex: W2975512717 mag: 2975512717 id: openalex:W2975512717 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:MRBQWLZN 2486141:WQ868PPZ
Keywords: openalex:import

The role of professional learning communities to support teacher development: A social practice theory perspective - Feldman, Jennifer (South African Journal of Education, 2020)
ISBN: 2076-3433

Teacher Performance-Based Incentives and Learning Inequality - Filmer, Deon; Habyarimana, James; Sabarwal, Shwetlena (Rise Programme, 2020)
This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
KerkoCite.ItemAlsoKnownAs: 2561267:PWZSY59G zotzenLib.CopiedFrom: 2561267:PWZSY59G
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Identifying Effective Teachers: Lessons from Four Classroom Observation Tools - Filmer, Deon; Molina, Ezequiel; Wane, Waly (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP_2020/045 2129771:4Y4HBPJR 2129771:QWN9WJMJ

When Teachers Speak: Seniors School Teachers Perception of Professional Development Programs in Ilorin, Nigeria - Folashade, Aliu Juwerat (European Journal of Education Studies, 2023)
Teacher professional development is a life-long process that should last until the teacher's tenure or retirement; consequently, teacher professional development should be viewed as a continuous process. If teachers do not keep up with global developments, particularly those brought about by technology, they will be out of place in this era. Three research questions were formed to guide the conduct of this study, purposive sampling techniques were used to select five participants, and themes that emerged were perception (life-long process, teachers’ needs and a way of getting new ideas), the second research question reveals the different types of professional development that the teachers attended while the last theme reveals the challenges the teacher encountered such as lack of funding, availability of the program, time constraint, transportation issue and incompetent personnel. The study concluded that the issue of professional development cannot be over-emphasized, and the following recommendation was made; teacher professional development should be made available to all teachers and not just some few privileged ones; there should be proper monitoring during the selection process so that those that are non-teachers are not selected; government should also ensure that teachers are motivated (financially) when they are going for continuing education. Article visualizations:
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Assessment of Secondary School Teachers’ Professional Development in the Use of Information Communication Technology for Teaching Mathematics in Ejigbo, Nigeria - Folorunso, Medinat (IOSR Journal of Research & Method in Education (IOSRJRME), 2013)
The study sought information on teacher professional development in the use of Information Communication Technology in teaching Mathematics.The population comprised secondary school teachers and r students in the study area.The sample consisted eight (8) secondary schools (three private and five public schools) using random sampling technique.Ten (10) teachers were purposively sampled from each school, which made up 80 Mathematics teachers while 122 students were randomly selected.The data collected were analyzed using frequency count, percentage and t-test statistics.The results revealed amongst others, that there was awareness among teachers and students on the use of Information Communication Technology (ICT) in teaching Mathematics at the secondary schools.There was no significant difference between the students mathematics achievement in both private and public secondary schools.Based on the findings, it was recommended that mathematics laboratory should be provided in the secondary schools to enable teachers and students improvise instructional materials that may not be readily available.
openalex: W2328386927 mag: 2328386927 id: openalex:W2328386927 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.9790/7388-0214855 2129771:SXBWUL7V 2486141:SK3696R4
Keywords: openalex:import

Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality - Francis, Becky; Hodgen, Jeremy; Craig, Nicole; Taylor, Becky; Archer, Louise; Mazenod, Anna; Tereshchenko, Antonina; Connolly, Paul (Teaching and Teacher Education, 2019)
Prior research suggests that where pupils are 'tracked', better qualified, more experienced teachers tend to be deployed to higher attainment groups, at the expense of pupils in lower tracks. This is especially pertinent from a social justice perspective, given consistent findings in the UK that pupils from socially-disadvantaged backgrounds are over-represented in low attainment groups. This article draws on data from 380 teachers, drawn from 126 secondary schools in England, and interviews with 118 Year 7 students, to examine whether these findings from prior research in the US and elsewhere extend to the case of England in the present day. Findings show some evidence of these inequitable tendencies: those teachers highly qualified in their taught subject were less likely to be allocated to low sets. We also examine whether an intervention designed to encourage more equitable distribution had any impact on practice, and find tentative evidence that deployment in intervention schools had been impacted in relation to teacher subject qualifications. Pupils believed that teachers of higher sets had higher expectations and standards of behaviour, whereas those for low sets were seen to be unhelpfully indulgent, indicating a need for research attention to pedagogy and tracking. Findings are analysed from a social justice perspective, with interest in the consequences of inequitable distribution of teachers for the reproduction of social inequality.
Keywords: _C:Ireland IRL; _C:Pakistan PAK; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Teachers’ Experiences of Professional Development in (post)crisis Katanga Province, Southeastern Democratic Republic of Congo: A Case Study of Teacher Learning Circles - Frisoli, Paul St J (University of Massachusetts Amherst, 2013)
KerkoCite.ItemAlsoKnownAs: 10.7275/K457-DR90 2129771:KF2SMPEU 2129771:RZPB8LDJ
Keywords: ⛔ No DOI found

Transforming education through teacher leadership - Frost, David (Leadership for Learning: The Cambridge Network, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:AFF4GJR3 261495:QIGVMSXE

Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? - Fütterer, Tim; Lachner, Andreas; Scheiter, Katharina; Scherer, Ronny; Stürmer, Kathleen (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:WBKVBX8A
Keywords: _C:Germany DEU; _C:Netherlands NLD; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Virtual Classroom Competences Required by Electrical Installation and Maintenance Works Trade Teachers in Technical Colleges in Yobe State, Nigeria - Fwah, Karnilius Gideon; Idowu, Ajibola; Dasofunjo, Abiodun (Asian Journal of Science Technology Engineering and Art, 2024)
This study investigated the virtual classroom proficiencies needed by Electrical Installation and Maintenance Works trade teachers in Technical Colleges in Yobe State, Nigeria. Employing a descriptive survey research design, the population of the study was 69 individuals, comprising 53 teachers and 16 ICT experts from eight Technical Colleges in Yobe State, Nigeria. Due to the manageable size of the population, the entire population was included in the study, eliminating the need for sampling. Data collection utilized the "Technical Colleges Virtual Classroom Competency Questionnaire (TCVCCQ)," structured with responses on a 5-point scale. Validation of the instrument was performed by three experts from the Department of Electrical/Electronic Technology Education, Federal College of Education (Technical), Potiskum, Yobe State, resulting in a reliability index of 0.82 determined through the Cronbach Alpha technique. Mean statistics were employed to analyze data for the research questions, while hypotheses were tested at a significance level of 0.05 using a t-test. The findings revealed a lack of proficiency among teachers in utilizing participant panels and video play features within virtual classrooms. The study recommends that principals arrange in-house workshops for teachers to acquire requisite proficiency in using participant panel features, and further suggests consultation with video experts to enhance the quality of instructional videos for improved utilization of video play features within virtual classrooms.
openalex: W4400661100 id: openalex:W4400661100 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.58578/ajstea.v2i4.3348 2129771:4RR53BWE 2486141:E4KUFDRR
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Understanding the distribution of teacher effectiveness - Gagnon, Douglas Jude (University of New Hampshire, 2014)
The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations.
ISBN: 9781321342796
Keywords: Distribtution of Effectiveness; Education; Equality of Opportunity; Social sciences; Teacher Effectiveness; Teacher Supply; Value-Added Modeling; _C:United States USA; __C:filed:1; __C:scheme:1

Socioeconomic status on academic performance among pre-service teachers of Kano state college of education and preliminary studies, Kano, Nigeria - Garba, Abubakar (Journal of Educational Research in Developing Areas, 2021)
Introduction: Education is a powerful and uncontrolled cornerstone that a nation can build towards the creation of responsible citizens, particularly young people for the future. Purpose: It is therefore very important for this study to be conducted among them in order to find out that their parents’ socioeconomic status have a positive or negative effect on their academic performance. Methodology: The study adopted an ex post-facto form of research design. The target sample for this study consisted of 120 second year pre-service teachers selected using simple random sampling from three units of the School of General Education. Descriptive statistics of mean and standard deviation were used and t-test (Independent sample) was used to test hypotheses at 0.05 alpha level of significance. It was analyzed after the data was collected. Results: The results of the study showed that students with a high socio-economic status had a high academic output compared to students with a middle socio-economic status. On the other hand, there was also a significant difference between middle and low socio-economic status students in terms of their academic success. Recommendations: Government should also provide ample reading resources and a driving learning environment for less privileged pre-service teachers so that they can also compete favorably with their peers with higher socio-economic status.
openalex: W3126755829 mag: 3126755829 id: openalex:W3126755829 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 10.47434/jereda.1.3.2020.192 2129771:M55Q5567 2486141:EHJPZF5W
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Exploring the readiness of Nigerian Colleges of Education toward Pre-service Teacher Preparation for Technology Integration - Garba, Sani Alhaji; Alademerin, Christy Ayi (International Journal of Technology and Inclusive Education, 2014)
The influence of digital technology in society has made ICT literacy a basic requirement needed by all to survive the challenge of living in the 21 st Century.The education industry is now faced with the challenge of helping learners to acquire this literacy. Coping with this challenge requires breeding teachers' with high level of proficiency in ICT literacy and competence. This study investigates the readiness of Nigerian Colleges of Education toward breeding social studies teachers with ICT literacy and competence. It is an exploratory conceptual study that is literature-based (document-based qualitative study approach).The study therefore explore literature to find out the benefit of ICT integration in social studies teacher education; the preparedness of Nigerian Colleges of Education for ICT integration; and the implications of the current state of technology integration on social studies objectives.Findings from this study indicated that, Colleges of education in Nigeria are not readily prepared for effective technology integration; much is still needed in terms of infrastructure and manpower development.
openalex: W2471364510 mag: 2471364510 id: openalex:W2471364510 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.20533/ijtie.2047.0533.2014.0043 2129771:Y9PUY2YS 2486141:HC9ZS2AP
Keywords: openalex:import

An Overview of ICT Integration in Nigerian Colleges of Education and the Implications on Social Studies Pre-Service Teacher Training Programme: A Review of the Literature - Garba, Sani Alhaji; Singh, Termit Kaur Ranjit; Yusuf, Najeemah Binti Mohammad; Ziden, Azidah Abu (2013)
The influence of digital technology in society has made ICT literacy a basic requirement needed by all to survive the challenge of living in the 21 st . The education industry is now faced with the challenge of helping learners to acquire this literacy. Coping with this challenge requires breeding teachers’ with high level of proficiency in ICT literacy and competence. This study investigates the readiness of Nigerian Colleges of Education toward breeding social studies teachers with ICT literacy and competence. It is an exploratory conceptual study that is literature-based (document-based qualitative study approach). The study therefore explore literature to find out the benefit of ICT integration in social studies teacher education; the preparedness of Nigerian Colleges of Education for ICT integration; and the implications of the current state of technology integration on social studies objectives. Findings from this study indicated that, Colleges of education in Nigeria are not readily prepared for effective technology integration; much is still needed in terms of infrastructure and manpower development.
openalex: W2069042117 mag: 2069042117 id: openalex:W2069042117 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.11591/edulearn.v7i1.174 2129771:NXMHRVUL 2486141:VWRB8H8I
Keywords: openalex:import

Technology use in teacher preparation and professional development in low-and middle-income countries - GEM Report UNESCO (GEM Report UNESCO, 2023)

Book Review: McNaught & Gravett, Eds., Embedding Social Justice in Teacher Education and Development in South Africa - Gentles, Carol Hordatt (Journal of Learning for Development, 2022)
Number: 1
Keywords: Book Review; ⛔ No DOI found

Teacher as imperfect test: Reconceptualizing the referral process - Gerber, Michael M.; Semmel, Melvyn I. (Educational Psychologist, 2009)
A decade of public policy in special education has failed to yield suitable definitions, identification and assessment procedures, or reliable prevalence estimates of mild handicapping conditions, ...
Publisher: Taylor & Francis Group KerkoCite.ItemAlsoKnownAs: 10.1080/00461528409529290 2129771:SUHUFZ46 2486141:LKWR3ZNK

Using design-based research to bring partnership between researchers and practitioners - Getenet, Seyum (Educational Research, 2019)
Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.
EdTechHub.Source: 2405685:SXE25TP7 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2019.1677168 2129771:XWT48UG5 2339240:FNGCAY8H 2405685:SXE25TP7
Keywords: Design-based research; evidence-informed practice; practice; practitioners; professional development; teacher education

Designing a professional development program for mathematics teachers for effective use of technology in teaching - Getenet, Seyum Tekeher (Education and Information Technologies, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-10056-8 2129771:I2AE3DP8
Keywords: __C:filed:1

The RAIFFET, a network for support and development of TVET in teacher training institutions in Africa - Ginestié, J (2015)
The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic.
KerkoCite.ItemAlsoKnownAs: 2129771:U9XKEJTC 2317526:U2UIH77L UTI-57E96D1C-2C3C-37DC-90C5-38A465CDBEF1
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; C:Gabon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:teacher training; P:technology; Q:ICT; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables - Gokdas, Ibrahim; Torun, Fulya (Kuram ve Uygulamada Egitim Bilimleri, 2017)
The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.
Place: Istanbul Publisher: EDAM (Educational Consultancy Ltd.) KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2017.5.0322 2405685:XJ6W8XN4 2534378:GJ3VLQ36 2534378:WA8MCE6F 2534378:XN65FFGQ
Keywords: Communication; Computers; Core curriculum; Early childhood education; Education; Educational technology; Knowledge; Learning; Mathematics; Pedagogy; Preschool education; Science education; Social research; Students; Teacher education; Teaching methods; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095985; __finaldtb

Collaborative workshops for sustainable teacher development. In Proceedings of AFRICME5 - Golding J. (2018)
KerkoCite.ItemAlsoKnownAs: 2486141:45RZIPJS

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes - Gomez, J.; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit (Developmental psychology, 2015)
Keywords: ⛔ No DOI found

Social media and teacher professional learning communities - Goodyear, Victoria A.; Parker, Melissa; Casey, Ashley (Physical Education and Sport Pedagogy, 2019)
Background: An extensive and international evidence base positions professional learning communities (PLCs) as an effective continued professional development (CPD) mechanism that can impact on teachers’ practices and, in turn, students’ learning. The landscape of teacher PLCs is continuously developing; notably through teachers’ uses of social media. Yet, there is limited robust evidence identifying the characteristics of social media PLCs that impact on teachers’ learning and practice.Purpose: This exploratory study examined the characteristics of a specific Twitter-based professional learning community – #pechat. The research questions were: (i) what is the nature of a Twitter-based professional learning community? and (ii) what characteristics of a Twitter-based professional learning community develop learning and practice?Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth semi-structured elicitation interviews with participants and moderators of the Twitter-based professional learning community. Data were analysed through a process of deliberation, and a relativist approach informed quality.Findings: Two themes are reported to explain the nature of the Twitter-based professional learning community and the different types of characteristics of #pechat that developed learning and practice. The first theme engagement shows how different participants of #pechat engaged with discussions and how moderators played a key role in facilitating discussions between participants. The second theme shared practices shows how discussions between participants of #pechat led to the development of new practices that some teachers were able to use to accomplish particular objectives in their physical education lessons.Conclusion: The analysis of the data provided evidence to suggest that #pechat is a PLC and is representative of an established group of practitioners. These characteristics should be considered in the design of future online professional development experiences. Facilitator or moderator training could support the development of social media based PLCs that subsequently and positively impact on teachers’ practices.
Publisher: Routledge _eprint: https://doi.org/10.1080/17408989.2019.1617263
Keywords: Communities of practice; constructivism; professional learning; situated learning

Monitoring and Evaluation of Teacher Professional Development for Resourceful Classroom Practices - Govender, Samantha; Ajani, Oluwatoyin Ayodele (Universal Journal of Educational Research, 2021)
This study aimed at assessing teachers’ in-service professional development activities based on teachers’ perspectives of monitoring and evaluation for the programmes in South Africa. Teachers attend various scheduled professional development activities on a yearly basis to improve their classroom practices; however, the effectiveness of these activities depends on the monitoring and evaluation of teachers on the quality and nature of what they receive as professional development activities. This qualitative research study used the interpretive paradigm to collect data from three Heads of Departments in semi-structured interviews and five teachers in a focus group interview. Theory of andragogy was used as a theoretical framework to underpin teachers' views on workshops, clusters' meetings, conferences and other professional development activities they attended. Findings revealed that South African teachers were not adequately monitored and evaluated on their attendance at various professional development activities for enhanced classroom practices and seemingly, teachers do not attend professional development activities frequently every year. Findings also revealed that the contents of the professional development activities are not satisfactory to the teachers. The study, therefore, recommends that teachers should be assessed to determine their professional needs and the frequencies for these professional development activities should be increased to enhance their classroom practices.
KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2021.090421 2129771:C7FZLPP7 2486141:M4MURLRN
Keywords: _UNICEF-SBTPD-Nigeria-CITED-IN-TOR; _UNICEF-SBTPD-Nigeria-selected

Integrated strategic planning framework for teacher education and development in South Africa, 2011-2025 - Government of South Africa (Department of Basic Education, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:33373HWY 2317526:GEB5KEP4
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Education; Education and state; Teachers; Training of; publicImportV1

Role of Technical Teachers in Public Relations towards Optimizing Students’ Enrollment in Technical and Vocational Education Training in Nigeria - Gowon Kerter Eric; Auta Mohammed Adamu; Ibeneme Ogochukwu (International Journal of Social Sciences & Educational Studies, 2019)
This study was undertaken to investigate the role of technical teachers in public relations towards optimizing students’ enrolment in TVET programmes in Nigeria. Two specific objectives and corresponding research questions were generated with a null hypothesis formulated respectively to guide the study. Descriptive survey design approach was adopted for the study. A 30 item questionnaire structured in a five point rating scale was used to collect data for the study. The instrument was face validated by three experts and a reliability coefficient of 0.79 was obtained with Cronbach’s Alpha coefficient method. The population of this study was 216 respondents made up of 36 technical teachers teaching in the three Government Science and Technical Colleges, Federal Science and Technical Colleges and a Vocational Centre within the study area, 180 NTC III and NVC III students of the colleges/centre. The population for this study was manageable; hence, there was no sampling and sampling techniques in this study. The entire population was used as sample in the study. Data were analyzed using mean and standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at 0.05 level of significance. The findings of this study revealed among others the public relation activities practiced by technical teachers in Adamawa State colleges/centre such as; granting audience to the press on TVET programmes; creating awareness of TVET through community organizations, reaching parents through newsletter and contacts of technical teachers with alumni members. Strategies such as technical teachers visiting religious and social gathering to create public awareness on the need for TVET enrollment with gender equity, exhibits departmental work displayed at stores, fairs and festivals were revealed as those public relation role which technical teachers can play to improve students’ enrollment. Consequently, it was recommended among others that technical teachers should be actively involved in public relations activities to inform the school and the larger community on the career viability of the range of TVET programmes offered, so men and women can make informed vocational selection.
KerkoCite.ItemAlsoKnownAs: 10.23918/ijsses.v5i4p140 2129771:6VXUQU2R 2129771:VPI4SX3V

Participatory Management, Professional Development, and Teachers' Job Performance in Public Secondary Schools in Ogun State, Nigeria. - Grace, Ajetunmobi Funmilayo; Oladejo, Maruff Akinwale; Oladejo, Muhideen Adewale (Journal of Learning for Development, 2020)
openalex: W3109351853 mag: 3109351853 id: openalex:W3109351853 keywords: , , , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:N8XI32CU 2486141:JFBQ3EEA
Keywords: openalex:import

Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system - Graham, Hannah (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:CZCVZEPG 2339240:KB3DUZXF 2405685:5NEC3AR4
Keywords: _C:Sierra Leone SLE

Future-Proofing Teacher Education: Voices from South Africa and Beyond - Gravett, Sarah; Petersen, Nadine (Routledge, 2022)
KerkoCite.ItemAlsoKnownAs: 10.4324/9781003185499 2129771:CV5DTCQE

TVET teacher education in Africa - Grijpstra, Douwe (2015)
This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented.
KerkoCite.ItemAlsoKnownAs: 2129771:S3TWILSU 2317526:E5TP2GEZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cameroon; C:Egypt; C:South Africa; C:Tanzania; CLL:en; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Learning and teaching with mobile devices: an approach in higher secondary education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods–specifically those involving the use of mobile-phones for both formal and informal learning–hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2534378:5KLKWTMM 2534378:KZNNQLJ5 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Faculty Development; Feedback (Response); Foreign Countries; Ghana; Handheld Devices; Online Surveys; Secondary Education; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Technical Education; Technology Uses in Education; Telecommunications; Workshops; __:import:03; __:match:final; __:matched; __:study_id:2096257; ___working_potential_duplicate; __finaldtb

Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ valueadded scores - Grossman, P.; Loeb, S.; Cohen, J.; Wyckoff, J. (American Journal of Education, 2013)

Teacher Motivation: Theoretical Framework, Situation Analysis of Save the Children Country Offices, and Recommended Strategies - Guajardo, Jarret
KerkoCite.ItemAlsoKnownAs: 2129771:QIYMD4GD
Keywords: ⛔ No DOI found

What works to improve teacher attendance in developing countries? A systematic review - Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Sugimaru, Claudia; Cueto, Santiago (2012)
Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:HQMEK2DN 4556019:9LQMSXJ4
Keywords: potential solutions; ⛔ No DOI found

Professional development and teacher change - Guskey, T. R. (Teachers and Teaching, 2002)
KerkoCite.ItemAlsoKnownAs: 10.1080/135406002100000512 10/fnm4h7 2129771:6WYTJTRH 261495:3VSAHQRS

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2405685:J6BE7A45 2534378:E9ZSB7L9 2534378:MCTX9ZFS
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Examining Pre-service Training of Early Childhood Teachers and Policy Implementation in Northern Nigeria - Haggai, Mary Plangnan; Sambo, Aminu (2012)
openalex: W2335039712 mag: 2335039712 id: openalex:W2335039712 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:4SX84EWP 2486141:6W5Z4DR6
Keywords: openalex:import; ⛔ No DOI found

Teachers’ Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives - Haji, abdoulai; Moluayonge, Gracemary Eloheneke; Park, Innwoo (TOJET : The Turkish Online Journal of Educational Technology; Adapazari, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:37KUWFUV 2292089:Z6WTYUVS
Keywords: :C:Cameroon; Cited; Communications technology; Data acquisition; Developing nations; Education; Education–Teaching Methods And Curriculum; Information technology; Learning; RRQ1:High; RRQ2:Medium; Rural areas; Secondary schools; Statistical tests; Teachers; Teaching; Training; ⛔ No DOI found