Influence of Teachers’ Qualifications in the Teaching of Technical Drawing in Technical Colleges in Edo and Delta States, Nigeria - Uddin, P. S. O.; Nwachokor, Samuel Chukwuemeka; Uwameiye, Raymond (International Journal of Academic Research in Business and Social Sciences, 2019)
This study investigated the influence of teachers’ qualification in the teaching of technical drawing in technical colleges in Edo and Delta States of Nigeria. One hypothesis was formulated to guide the study: there is no significant difference in teachers’ effectiveness between teachers with B. Sc. (Ed) qualification and NCE (Tech.) qualification in the teaching of technical drawing in technical colleges. The study adopted a quantitative descriptive cross-sectional survey research design. Data analysed in this study were the responses of thirty-five (35) technical drawing teachers across ten (10) technical colleges. The selection was done using total sampling technique. T-test was the statistical tool employed to test the hypothesis at 0.05 level of significance. The result of the analysis revealed that teachers with B.Sc. (Ed) qualification have more influence on the students’ academic performance when compared with their counterparts who possess NCE (Tech.) qualifications.
openalex: W2955699450 mag: 2955699450 id: openalex:W2955699450 keywords: , , , , , , , KerkoCite.ItemAlsoKnownAs: 10.6007/ijarbss/v9-i5/5906 2129771:X3CW6DGL 2486141:MAWV32KJ
Keywords: openalex:import

Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria - Ugwoke, Samuel C.; Eseadi, Chiedu; Igbokwe, Chima C.; Chiaha, Gertrude T.U.; Nwaubani, Okechukwu O.; Orji, Chibueze Tobias; Ugwuanyi, Leonard T.; Chukwuma, Ifeoma S.; Chigbu, B; Ogakwu, Vera N.; Onu, Eucharia A.; Agu, Patricia U.; et al. (Medicine, 2017)
Background: Stress is the product of how an individual reacts and adapts to the specific demands and threats they encounter while carrying out given tasks. The main purpose of this study was to investigate the effects of a rational-emotive health education intervention (REHEI) on stress management, and irrational beliefs in a sample of technical college teachers in Southeast Nigeria. Method: The study design was a pretest–posttest control group. Repeated measures analysis of variance, paired t test and Mann–Whitney U tests were used to analyze the data collected. Results: The REHEI significantly reduced teacher stress in those teaching staff exposed to the treatment intervention, relative to a waitlist control group. Furthermore, the REHEI program significantly decreased irrational beliefs about teaching in those teaching staff exposed to the treatment intervention compared to a waitlist control group. Conclusion: The REHEI program can be used to coach teachers on how to manage and cope with stress and overcome irrational beliefs in teaching.
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Keywords: openalex:import

An evaluation of the music teacher training programme for basic schools in Nigeria with special reference to South-Eastern States - Ugwu, Calista Ada Nwadimkpa (2018)
openalex: W3007961475 mag: 3007961475 id: openalex:W3007961475 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:FI6JF9LI 2486141:B8QTQBIU
Keywords: openalex:import

UIS Statistics | Percentage of Qualified Teachers by Education Level - UIS (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:2V6QLYMN 2486141:5AHXGKY2

College lecturers' perspectives on the role of Nigerian Creole in teacher education - Ukwuoma, Collins U. (2014)
openalex: W2470326212 mag: 2470326212 id: openalex:W2470326212 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:A7Z63F53 2486141:MDJ28DGK
Keywords: openalex:import

Perception of secondary school science and mathematics teachers on Professional development participation in Zamfara State, Nigeria - Umar, Syahwani; Isma’il, Akilu; Abdulrahaman, Aliu (Integrity Journal of Education and Training, 2022)
The study adopted a descriptive survey design to examine the perception of secondary school science and mathematics teachers on professional development in Zamfara State, Nigeria. The population of the study consisted of all Science and Mathematics teachers in public secondary schools in Zamfara State. A sample of 217 respondents were drawn through purposive and simple random sampling techniques. Data were collected using a structured questionnaire. Four research questions and two null hypotheses guided the study. Analysis of data was done using descriptive statistics and z-test. The study revealed that science and mathematics teachers in Zamfara State have low level of awareness on the various types of professional development programmes and have not been participating in the programmes. They ascribed these to the lack of incentives, lack of employer support, too expensive/unaffordable and poor publicity. They also identified content knowledge and pedagogy of teaching as the two major areas they needed professional development. The two groups of teachers have no significant difference on the areas they needed professional development as well as on the barriers impeding their participation. The study recommended among others that, government should regularly sponsor teachers to attend professional development programmes and that teachers should explore and take advantage of numerous free professional development opportunities.
openalex: W4320075665 id: openalex:W4320075665 keywords: KerkoCite.ItemAlsoKnownAs: 10.31248/ijet2022.138 2129771:ZAWFH435 2486141:48TJMEJX
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Secondary School Principals' Perceptions and Support of Professional Development for Science and Mathematics Teachers in Zamfara State, Nigeria - Umar, Syahwani; Isma’il, Akilu; Abdulrahaman, Aliu (Cross-Currents An International Peer-Reviewed Journal on Humanities and Social Sciences, 2023)
This qualitative study sought to find out the perspectives of secondary school principals regarding their roles in organizing school-based professional development activities for science and mathematics teachers and the related challenges at school level in Zamfara State, Nigeria. Twenty secondary school principals were purposively sampled for the study from the four educational zones in the state. Collection of data was done through structured interviews, and data obtained were analyzed through content analysis. The findings of the study revealed that despite the crucial role of principals in promoting professional development, the majority of them do not fulfill their role optimally in this respect. Professional development activities organized by few principals are limited to workshops and seminars, and there are not sustained as ongoing opportunities. Challenges faced by principals in organizing school-based professional development include inadequate funding, lack of support from higher authorities, inadequate training of principals, and lack of motivation among teachers. The study concluded that, the poor involvement of principals in promoting professional development has significant implications on the quality of teaching and learning of science and mathematics in Zamfara State. The study recommends that government and education stakeholders provide adequate funding and support to principals to enable them organize sustainable and relevant professional development activities for teachers. Additionally, training and motivation programmes should be developed for principals to enhance their capacity in promoting professional development among teachers.
openalex: W4379210069 id: openalex:W4379210069 keywords: , KerkoCite.ItemAlsoKnownAs: 10.36344/ccijhss.2023.v09i04.003 2129771:FE7NN9VH 2486141:72MD54Q6
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Assessing Quality Assurance Inputs for the Teaching of Business Teacher Education in Selected Colleges of Education in South-South, Nigeria - Undie, Stephen Bepeh; Ewuru, Agnes Awoli; Enenwan, Akwaowo Evanson (Nigerian Journal of Business Education (NIGJBED), 2018)
This study was designed to assess quality assurance inputs for the teaching Business Teacher Education in selected Colleges of Education in South-South, Nigeria. Three research questions were raised to guide the study. The population comprised 91 Business Educators from four selected Colleges of Education in South-South, Nigeria. No sample was used since the population was manageable. A checklist containing 22 inputs recommended as minimum standards for NCCE Business Teacher Education was used to collect information on the availability and adequacy while a 22-item questionnaire was used to gather data on the suitability of available inputs. The obtained data was analysed using mean and standard deviation for research questions. The analysed data revealed that 17 out of 22 inputs were (3 highly and 14 averagely) available while five inputs were low in availability, 18 out of 22 inputs were (4 highly and 14 averagely) adequate while 4 inputs were low in adequacy, 14 out of 22 inputs were (3 highly and 11 averagely) suitable whereas 8 inputs were low in sustainability. However, the quality of the available inputs were judged to be of low quality relative to the NCCE minimum standards. It was therefore recommended that: The NCCE should embark on regular monitoring to ensure that the administrators of Business Teacher Education of these colleges adhere strictly to the recommended minimum standards. The government should provide the much needed personnel, facilities and equipment in adequate quality and quantity suitable for the teaching/ learning of Business Teacher Education programme among others.
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Keywords: openalex:import

ICT competency standards for teachers: policy framework - UNESCO (UNESCO, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:WJ3FMNHE 2534378:DFXARHI2

Training of Teachers on Assistive Technologies and Interactive Digital Textbooks in Kenya, Uganda and Rwanda | UNESCO - UNESCO (2021)

Teachers deployment and retention | Education | IIEP Policy Toolbox - UNESCO-IIEP (2021)
The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.
KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 4556019:53D54ZXQ
Keywords: C:LMIC

Training teachers and gender equality in Nigeria: Reflections on measurement and policy - Unterhalter, Elaine; Ezegwu, Chidi; Shercliff, Emma; Heslop, Jo; North, Amy (2015)
openalex: W2177221424 mag: 2177221424 id: openalex:W2177221424 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:CX8NG6A2 2486141:6SGUSV8T
Keywords: openalex:import

Towards a framework for the use of ICT in teacher training in Africa - Unwin, Tim (Open Learning: The Journal of Open, Distance and e-Learning, 2005)
ISBN: 0268-0513 Publisher: Taylor & Francis

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 5652081 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652081 10.5281/zenodo.4706041 10.5281/zenodo.4684335 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Analysis of Topics Perceived Difficult by Pre-service Mathematics Teachers and Lecturers in Colleges of Education in Niger State, Nigeria - Usman, Hassan; Kure, Isah Danjuma; Usman, Hussaini (Kampala International University Journal of Education, 2024)
This study was conducted to investigate the topics perceived as difficult by pre-service mathematics teachers and Mathematics lecturers in Colleges of Education in Niger State, Nigeria. One Hundred and seven (107) 300 level Pre-service Mathematics Teachers and Seventeen (17) Lecturers were purposively selected from two (2) Colleges of Education in Niger State, Nigeria. A twenty-three items questionnaire named Mathematics Topic Analysis Questionnaire (MTAQ) with two sections was administered to respondents (Pre-service Mathematics Teachers and Mathematics Lecturers). The questionnaire was validated by experts, and its internal consistency was assessed using Cronbach's Alpha, which yielded a reliability coefficient of 0.87. Data analysis was done using Mean and Standard deviation and independent sample t-test. A criterion means of 2.5 was set as the basis for judgment. A mean score of 2.5 and above indicated an easy topic, while less than 2.5 indicated a difficult topic. Findings revealed that Pre-service Mathematics teachers perceived 9 topics as difficult to comprehend while 3 topics were perceived as difficult to teach by Mathematics lecturers. The study also showed that Pre-service Mathematics teachers’ gender has no significant influence on their perception of difficult topics in mathematics. It was therefore recommended that students should be encouraged and motivated to learn mathematics, curriculum developers should develop instructions that would improve students’ knowledge by laying more emphasis on the perceived difficulty areas in mathematics and further studies should be conducted to find out the factors responsible for the perceived difficulty and also if there is a relationship between perception and students’ achievement.
openalex: W4400150957 id: openalex:W4400150957 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.59568/kjed-2024-4-1-04 2129771:ZDR2V337 2486141:4S4MDGZM
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers - Uygan, Candaş; Kurtuluş, Aytaç (Turkish Journal of Computer and Mathematics Education, 2016)
The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group.
Place: Trabzon Publisher: Karadeniz Technical University Distance Education Research and Application Center Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1939845232?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.16949/turkbilmat.273993 2405685:3B7VIPGE 2534378:3DVEZFYW 2534378:Q95V6E5Z
Keywords: Colleges & universities; Concretes; Group dynamics; Mathematical analysis; Mathematical models; Mathematics; Skills; Studies; Teachers; Teaching; Three dimensional models; __:import:01; __:match:final; __:matched; __:study_id:2098421; __finaldtb

Integrating new technology in the language classroom: innovative teacher identities - Valentyn, Gail (Stellenbosch: Stellenbosch University, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:48JWYMGW
Keywords: _C:Australia AUS; _C:China CHN; _C:Estonia EST; _C:Finland FIN; _C:Mauritius MUS; _C:Namibia NAM; _C:New Zealand NZL; _C:Nigeria NGA; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Teacher collaboration: A systematic review - Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth; Kyndt, Eva (Educational Research Review, 2015)
This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.
Keywords: Teacher collaboration; Teacher teams; Team entitativity

What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 - Venkat, Hamsa; Spaull, Nic (International Journal of Educational Development, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.02.002 10/gfw2sk 2129771:T3UWMNYM

Factors Related to Teacher Absenteeism in Sierra Leone: Literature Review - Vijil, Alejandra; Bellinger, Amy; Godwin, Katie; Haßler, Björn; McBurnie, Chris (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:VQAFGJXM 2486141:GAPIAY5G
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE

Factors Related to Teacher Absenteeism in Sierra Leone: Literature Review - Vijil, Alejandra; Bellinger, Amy; Godwin, Katie; Haßler, Björn; McBurnie, Chris (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6498098 2129771:XLDCZECC 2339240:7MIS2I79 2405685:MS3CKE8G 2405685:T3F6DCHP
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

The different ways that teachers can influence the socio-emotional development of their students: A literature review - Villaseñor, Paula (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:8Y3QRDEL 2486141:Z9EJIHLX
Keywords: ⛔ No DOI found

Teacher professional development: An international review of the literature - Villegas-Reimers, E. (2003)
Keywords: ⛔ No DOI found

PROFESSIONAL DEVELOPMENT GUIDELINES FOR OER: A CASE STUDY OF BRAZILIAN FUNDAMENTAL EDUCATION PUBLIC SCHOOL TEACHERS - Vladimirschi, Viviane (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:PNBAC9RW
Keywords: __C:filed:1; ⛔ No DOI found

The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue - Vrikki, M.; Kershner, R.; Calcagni, E.; Hennessy, S.; Lee, L.; Hernández, F.; Estrada, N.; Ahmed, F. (International Journal of Research and Methods in Education, 2018)
In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.
KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2018.1467890 10/ggd696 2129771:TJGPVXL7 2129771:WB24CZ3B 2339240:42M8SED4 2339240:WRAQJ9VC 2486141:FMNRDDZP 503888:H7C7NCFT
Keywords: Analytic tool; CitedIn:eCubed; Classroom observation; Done:ReferenceFixed; Education; Teachers; classroom observation; eCubed; educational dialogue; equitable participation; reflective practice; teacher inquiry

Perception of Teachers and Administrators on Instructional Materials Utilization Effective Teaching of Electrical Installation and Maintenance Works in Technical Colleges of Adamawa State, Nigeria - Wada, U.; Ibanga, Isaac John; Garba, Z. (Journal of Multidisciplinary Cases, 2022)
The main aim of the study was to assess the perception of teachers and administrators on instructional materials utilization effective teaching of Electrical Installation and Maintenance Works in Technical Colleges of Adamawa State, Nigeria. The study which adopted a descriptive survey research design has two research questions and two null hypotheses. The population of the study was 37 subjects consisting of 13 electrical installation and maintenance works trade teachers and 24 administrators of the three Technical Collages in Adamawa State. Mean and t-test were used to answer the three research questions and test the null hypotheses of the study at 0.05 level of significance respectively. Findings of the study revealed that Instructional materials such as electrical drawings for residential wiring diagrams, recorded compact disc, filmstrips, computers, audio players, microphones and televisions are available for teaching and learning of electrical installation and maintenance works trade. The study further revealed that the attitude of teachers toward the use of instructional materials includes: poor selection of relevant instructional materials, and non-application of instructional materials for lesson delivery. Based on the findings of the study, government should provide relevant and more additional instructional material for the teaching and learning of electrical installation and maintenance works trade in all the Technical Colleges; and Ministry of education should sensitize teachers on how to select relevant instructional materials and its implementation in lesson delivery for effective teaching and learning of electrical installation and maintenance works trade in all the technical colleges.
openalex: W4310848228 id: openalex:W4310848228 keywords: , KerkoCite.ItemAlsoKnownAs: 10.55529/jmc26.23.32 2129771:IRHN8LP8 2486141:W2JM4V59
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Assessment of maintenance strategies adopted by teachers and technologists for maintenance of workshop equipment in technical colleges of Taraba State, Nigeria - Wada, Zira B.; Adamu, Umar Kwami (Kashere Journal of Education, 2023)
The study was designed to assess the maintenance strategies adopted by the teachers for the maintenance of workshop equipment in Technical Colleges in Taraba state, Nigeria. A descriptive survey research design was used for the study. The study was carried out in all the 9 technical colleges in Taraba State. The study's population included the teachers and workshop technologists from Taraba State's nine technical colleges.35 teachers and 35 school workshop technologists were sampled for the study making total of 70 respondents. The instrument for data collection was Assessment of Maintenance Strategies Adopted by the Teachers and Technologists for the Maintenance of Workshop Equipment in Technical Colleges questionnaire. The questionnaire was validated and pilot tested. Cronbach Alpha method was used to test the reliability, and a 0.87 reliability coefficient was found. Two research questions and one hypothesis were raised to guide the study. The research questions were analysed using mean and standard deviation, while the hypothesis was tested using z-test statistics. The findings of the study revealed that most of the standard maintenance strategies were not adopted for maintenance of technical colleges workshop equipment in Taraba State. It was therefore recommended that the schools should be encouraged to adopt the appropriate maintenance strategies to safeguard and prolong the lives of the workshop equipment and its users.
openalex: W4386248710 id: openalex:W4386248710 keywords: KerkoCite.ItemAlsoKnownAs: 10.4314/kje.v4i1.2 2129771:9IPRWHMT 2486141:HQFMD33X
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments - Wadmare, Pratik; Nanda, Mansi; Sabates, Ricardo; Sunder, Naveen; Wadhwa, Wilima (International Journal of Educational Research Open, 2022)
Teachers' perceptions of their students’ academic skills are crucial in enabling teaching at the appropriate level and shaping learning processes. We examine how accurate are teachers’ perceptions for low achieving students using data collected from around 1,800 primary school teachers across 848 schools in rural India. We find that around 40% of teachers inaccurately perceive that the low performing students in their classroom had already acquired foundational literacy, when they have not. Female teachers, para-teachers, and teachers with lower work burden are more likely to have accurate perceptions of low performing students. Our study highlights the need to work with teachers to ensure more realistic perceptions in order for pedagogical approaches like teaching at the right level to reach its intended impact.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2022.100198 2129771:8BDMZDN7
Keywords: Foundational Literacy; India; Perceptions; School Accountability; Teachers

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, Hannah; Hennessy, Sara; Pimmer, Christoph (Research Papers in Education, 2022)
This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.
Publisher: Routledge _eprint: https://doi.org/10.1080/02671522.2022.2034925
Keywords: Author:OpenDevEd; Open education resources; Zimbabwe; educational technology; tablets; teacher education; teacher professional development

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]
KerkoCite.ItemAlsoKnownAs: 2129771:3UV4LJFT 2339240:75HR9DSN 2405685:FBHX876D
Keywords: _C:Sierra Leone SLE

Introduction: Learning about teacher learning: reflections of a science educator - Wallace, J. (Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:FYY263VX 261495:AT6XDXF5

Low Cost Mobile Phones for Large Scale Teacher - Walsh, Christopher S; Shaheen, Robina; Power, Tom; Hedges, Claire; Kahtoon, Masuda; Mondol, Sikander (2012)
Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.
KerkoCite.ItemAlsoKnownAs: 2129771:3ST4QHRJ 2405685:XPZGL85X

What professional development makes the most difference to teachers - Walter, C.; Briggs, J. (University of Oxford Department of Education, 2012)

Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya. - Wambugu, Patriciah W. (Universal Journal of Educational Research, 2018)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2018.060604 2129771:WTA327GX
Keywords: _C:China CHN; _C:Kenya KEN; __C:filed:1; __C:scheme:1

Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation - Wang, Hui; Hall, Nathan C.; Taxer, Jamie L. (Educational Psychology Review, 2019)
Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Malaysia MYS; _C:Netherlands NLD; _C:Pakistan PAK; _C:Poland POL; _C:Romania ROU; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC - Wang, Qiong; Chen, Bodong; Fan, Yizhou; Zhang, Guogang (Peking University, 2018)
Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.
Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2534378:KW6CG8KS 2534378:WIIQZEB5
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425977; __finaldtb; tpdsysrev_potential_duplicate; ⛔ No DOI found

A case study of using an online community of practice for teachers' professional development at a secondary school in China - Wang, Qiyun; Lu, Zhiping (Learning, Media and Technology, 2012)
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Place: Basingstoke Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1240554543?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.685077 2405685:5KA76IR7 2534378:7P96MCEU 2534378:I2ZKMFEE 2534378:TEPS99BX
Keywords: Case Studies; China; Communities of Practice; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Practices; Electronic Learning; Electronic Mail; Foreign Countries; Interviews; Learning; Lesson Plans; Mail Surveys; Online instruction; Participant Satisfaction; Pedagogy; Polls & surveys; Professional Development; Professional development; Secondary Education; Secondary School Teachers; Secondary school teachers; Teacher Surveys; Teaching Methods; Technology Uses in Education; Transformative Learning; __:import:01; __:match:final; __:matched; __:study_id:2096477; __finaldtb

Assessment of Information and Communications Technology Skills Possessed by Teachers in Technical Colleges of Kano State, Nigeria - Wawo, Mujittapha Idris; Moses, Dauda; Mohammed, Nasiru Bello; Akila, Rabiu Falama (Middle Eastern Journal of Research in Education and Social Sciences, 2021)
Purpose: The main purpose of this study is to assess of information and communications technology skills possessed by technical teachers in technical colleges of Kano State, Nigeria. Approach/Methodology/Design: A descriptive survey research design was adopted for the study. The population of the study was 157 which consisted of 86 experienced and 71 inexperienced technical teachers of Technical Colleges in Kano State. The instrument used for data collection was a structured questionnaire titled: Assessment of Information and Communications Technology Skills Possession Question (AICTSPQ) developed by the researchers. The instrument was validated by three experts and a reliability coefficient of 0.78 was obtained using Cronbach Alpha reliability method. Mean and standard deviation was used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. Findings: The finding of the study revealed that Technical teachers are unskillful in ICT operation such as MS excel, Photoshop, database, animation, forum and Corel draw; and have a low level of ICT utilization. Practical Implications: The findings of the study have implications for concerned authorities. The Government should provide ICT infrastructure in the State’s Technical Colleges in order to have conducive environment for teaching of the trade subjects and enforce integration by regular supervision among others. Originality/value: The technical teachers were unskilful in the following; MS excel, Photoshop, database, animation, forum and Corel draw, video conferencing, instructional game, interactive whiteboard and online teaching as the utilization of ICT facilities was low among technical teachers in Technical Colleges of Kano State.
openalex: W3184073881 mag: 3184073881 id: openalex:W3184073881 keywords: , KerkoCite.ItemAlsoKnownAs: 10.47631/mejress.v2i3.279 2129771:2T73LKR3 2486141:KTD5KTBV
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Experimenting With Teacher Professional Development: Motives and Methods - Wayne, A. J.; Yoon, K. S.; Zhu, P.; Cronen, S.; Garet, M. S. (Educational Researcher, 2008)
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08327154 10/fhz33n 2129771:2S34L8CP 2129771:DT6R2YTD 2405685:FDVV5CN4 261495:D8BKHHPB
Keywords: C:United States / International

Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms - Weisel, Derek (University of California, Los Angeles, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:5ZJG6DS9 2129771:YDMWF6VV
Keywords: _C:Canada CAN; _C:Cuba CUB; _C:Dominican Republic DOM; _C:United States USA; __C:filed:1; __C:scheme:1

How teaching matters: Bringing the classroom back into discussions of teacher quality Policy Information Center Report, Educational Testing Service (ETS) - Wenglinsky, H. (2000)
Keywords: ⛔ No DOI found

The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature - Wenner, Julianne A.; Campbell, Todd (Review of Educational Research, 2017)
In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Israel ISR; _C:Singapore SGP; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Pedagogy, Curriculum, Teaching Practices and Teacher Education - Westbrook, J.; Durrani, N; Brown, R (2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:XM6FY2CY 257089:IX7S752V

Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report. - Westbrook, J.; Durrani, N.; Brown, R.; Orr, D.; Pryor, J.; Boddy, J.; Salvi, F. (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2CLIHNGB 261495:KA7JI6XK

Pedagogy, curriculum, teaching practices and teacher education in developing countries - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development and Centre for International Education, University of Sussex, 2013)
Publisher: EPPI-Centre, Social Science Research Unit, Institute of Education …
Keywords: Read; ⛔ No DOI found

Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:859VBG8Z 2129771:9AZDKKAA 2129771:HIBUHJUU 2129771:WWDS7WLV 2339240:86HQML65 2405685:C85ZIVDI 2486141:7UV2FD7Y 2486141:BL88RTMF
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia - Widodo, Ari; Riandi (Teacher Development, 2013)
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Place: United Kingdom Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=BEI.221367&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2013.813757 2405685:M5WDVH5K 2534378:9P4LRFZC 2534378:BR8DXZB4 2534378:UHSPASDV 2534378:Z8BCLDYY
Keywords: CONTINUING education; EDUCATION & state; EDUCATION – Forecasting; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Change; Educational Strategies; Elementary Secondary Education; FORECASTING; Faculty Development; Foreign Countries; HIGHER education; Higher Education; INDONESIA; Indonesia; Information Skills; Instructional Design; Interviews; Models; Needs Assessment; Online instruction; PROFESSIONAL education; Pedagogical Content Knowledge; Postsecondary Education; Professional development; Public policy; Questionnaires; Science Teachers; TEACHER certification; TEACHER development; TEACHER education; Teacher Education; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2097039; ___working_potential_duplicate; __finaldtb

Teacher reports of opportunity to learn: Analyses of the - Wiley, D.; Yoon, B. (Educational Evaluation and Policy Analysis, 1995)

Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda - Wilke, Anna M.; Green, Donald P.; Tan, Benjamin (The Journal of Development Studies, 2021)
Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220388.2021.2008367 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2021.2008367 2129771:MEAS58AG 4556019:Z9A72XEC
Keywords: Africa; access to education; education quality

Educational reform, enquiry‐based learning and the re‐professionalisation of teachers - Williamson, Ben; Morgan, John (The Curriculum Journal, 2009)
Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170903195894 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170903195894 2405685:3J8IQVHB 2534378:ZGC3LGMX

A Historic Shock to Parental Engagement in Education: Parent Perspectives in Botswana during COVID-19. Policy Brief - Winthrop, Rebecca; Ershadi, Mahsa; Angrist, Noam; Bortsie, Efua; Matsheng, Moitshepi (Center for Universal Education at The Brookings Institution, 2020)
When schools closed in Botswana on March 23, 2020 due to the COVID-19 pandemic, education administrators, teachers, and ultimately parents were faced with difficult decisions about how to help children continue learning without setting foot inside a classroom. In-person classes returned on June 17, 2020, though a second school closure occurred for two weeks beginning July 30 in greater Gaborone. The COVID-19 pandemic has provided a historic shock to education systems worldwide, necessitating parents to join the frontlines of the teaching-learning process. In this report, the authors share data from recent research on parents in Botswana, seeking to shed light on a range of questions, including: (1) What have been parents' experiences in relation to their children's education? (2) What are parents' beliefs about what makes for a quality education for their child? (3) What informs parents' beliefs about education at this time? and (4) What can the education community learn from the different parent engagement approaches used during COVID-19 that could be relevant long term? While there is much to learn from parents' responses, the report presents three main findings that have implications for education policymakers, administrators, educators, and civil society partners: (1) parents have high but declining levels of satisfaction with their children's education; (2) parents want schools to teach a breadth of academic and non-academic competencies and skills but believe their children's teachers primarily value academic skills; and (3) despite prioritizing non-academic skills, parents rely heavily on academic exams to indicate a good quality education. [This report was co-produced by Young 1ove.]
Publication Title: Center for Universal Education at The Brookings Institution
Keywords: Blended Learning; COVID-19; Course Content; Distance Education; Educational Quality; Electronic Learning; Experience; Foreign Countries; Pandemics; Parent Attitudes; Parent Influence; Parent Role; Parents as Teachers; Satisfaction; School Closing; Skill Development

Primary Teacher Education in Rural Cameroon: Can Informal Learning Compensate for the Deficiencies in Formal Training? - Wohlfahrt, Melanie U (Africa Education Review, 2018)
The objective of the research on which this article reports was to evaluate the training conditions of primary school teachers in rural Cameroon, so as to identify alternative paths towards their qualification through informal learning in the workplace and outside. Following Denzin's (2009) between-methods triangulation approach, quantitative techniques, including statistical analyses and standardised questionnaires, were applied in addition to qualitative techniques, such as face-to-face interviews and observations of practising teachers and experts. The article presents the most common learning strategies of teachers in rural areas of Cameroon and recommends seminal solutions for teacher education. It can be concluded that informal learning in the workplace corresponds to traditional ways of learning in collectivist-oriented, oral societies in rural areas. Therefore, the combination of informal methods with formal structures of teacher education could improve the current educational system of many African countries, and provide a solution to meet the high demand for qualified staff within restricted budgets.
KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2016.1224586 10/gfv9vv 2129771:EYKMC27A 2317526:NXXB9H78
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:attitude; F:learning; F:qualification; F:standards; F:teaching; F:teaching method; P:media; P:school teacher; P:teacher education; P:teachers; Q:informal learning; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; R:trial; T:Ausbildung; T:Training; T:workplace education; Z:Elementary school teachers; Z:Learning; Z:Rural areas; Z:Rural schools; Z:Teacher education; publicImportV1

Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana - Wolf, Sharon (Studies in Educational Evaluation, 2018)
Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.stueduc.2018.05.001 10/gf62pq 2129771:SM5UVAZ4 2317526:ISEA45I5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:learning; F:motivation; F:outcomes; F:policy; F:teaching; P:measurement; P:services; P:teacher education; P:teacher training; P:teachers; R:impact; R:trial; T:Training; Z:early childhood education; Z:kindergarten; Z:pre-service training; Z:sub-Saharan Africa; Z:teacher training; _C:Ghana GHA; publicImportV1

Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS) - Wolf, Sharon; Raza, Mahjabeen; Kim, Sharon; Aber, J. Lawrence; Behrman, Jere; Seidman, Edward (Early Childhood Research Quarterly, 2018)
© 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2018.05.003 10/gfjkng 2129771:RR2UQS7G 2317526:AH9T7QFQ
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:middle-income country; F:access; F:learning; F:outcomes; F:policy; P:culture; P:measurement; P:nature; P:social; P:teacher education; P:teachers; R:observation; T:Training; Z:Pre-primary school; Z:Process quality; Z:School readiness; Z:Sub-Saharan Africa; Z:Teacher education; Z:Teacher-child interactions; _C:Ghana GHA; publicImportV1

Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; McCoy, Marissa; Rasheed, Damira; Aber, J. Lawrence (Comparative Education Review, 2015)
shortDOI: 10/gftr57 KerkoCite.ItemAlsoKnownAs: 10.1086/682902 10/gftr57 2129771:KA9KB64Q 2405685:CW48D6C7
Keywords: C:DRC; __C:filed:1

TPD@Scale: Designing teacher professional development with ICTs to support system-wide improvement in teaching - Wolfenden, F (Foundation for Information Technology Education and Development., 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:KE7JPMN7

An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1628046 Extra URL: https://doi.org/10.1080/17439884.2019.1628046 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1628046 2405685:D4SI9BWU 2534378:ALXXMXLY 2534378:ZPP9MH8V
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) - Wolfenden, Freda; Buckler, Alison Sarah Hemmings; Keraro, Fred (Journal of Interactive Media in Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2129771:A9MTZRKK 2339240:JII3H25Z 2405685:4AGBND6C 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y
Keywords: Access to Computers; Access to Education; Attitude Measures; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Equal Education; Foreign Countries; Higher Education; India; International Programs; Large Group Instruction; Online Courses; Partnerships in Education; Postsecondary Education; Pretests Posttests; Program Implementation; Questionnaires; Surveys; Teacher Education Programs; Teacher Educators; Technology Uses in Education; United Kingdom; __:import:01; __:match:final; __:matched; __:study_id:2096064; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

The Impacts of Teacher Training and Parental Engagement on Kindergarten Quality in Ghana - Woolf, Sharon; Aber, J.Lawrence; Berhman, Jere R. (Abdul Latif Jameel Poverty Action Lab (JPAL), 2021)
Keywords: ⛔ No DOI found

Allô École! Using mobile technologies to connect government, teachers, and parents - World Bank (World Bank, 2017)
A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.
KerkoCite.ItemAlsoKnownAs: 2129771:8NLR2ECY 2405685:AALGLPHJ
Keywords: C: Democratic Republic of Congo

Teacher Management 2.0: Improving Teacher Deployment in Malawi - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:F2I5PI5L
Keywords: _C:Malawi MWI; __C:filed:1; __C:scheme:1

Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 4556019:BHQLRIPR
Keywords: _C:Sierra Leone

Technical Guidance Note: Monitoring and Evaluation for in-Service Teacher Professional Development Programs (COACH) - World Bank
KerkoCite.ItemAlsoKnownAs: 2129771:K52ICW2L 2129771:PRCDVMEK

Audio-described educational materials: Ugandan teachers' experiences - Wormnaes, Siri; Sellaeg, Nina (British Journal of Visual Impairment, 2013)
This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)
Publisher: SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320 Extra URL: https://journals.sagepub.com/doi/10.1177/0264619613485029 KerkoCite.ItemAlsoKnownAs: 10.1177/0264619613485029 2405685:IR6UNF66 2405685:W293NXX6 2534378:JDCGUHUG 2534378:YXS3JJVS
Keywords: Access to Education; Cultural Relevance; Culturally Relevant Education; ERIC; Current Index to Journals in Education (CIJE); Educational Objectives; Foreign Countries; Higher Education; Inclusion; Instructional Materials; Interviews; Learning Processes; Postsecondary Education; Qualitative Research; Reflection; Student Teachers; Teacher Attitudes; Teacher Education; Teachers; Uganda; Video Technology; Visual Impairments; __:import:01; __:match:final; __:matched; __:study_id:2098573; __finaldtb

Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis - Wright, Cream (TSC, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:7TAK5P96 2129771:L5SHN8BJ 2339240:BPP6QJJT 2405685:K3L9HBBP 2601447:KDYSFZB9 4556019:GI25ICPJ
Keywords: _C:Sierra Leone SLE

Continuing Professional Development (CPD) Framework for teachers - Wright, Mat
Keywords: ⛔ No DOI found

In-Service Education and Professional Development as Tools for Enhancing Geography Teachers' Job Performance in Nigerian Secondary Schools - Wuam, Pius Williams; Bulus, Musa Azi (Zenodo (CERN European Organization for Nuclear Research), 2022)
openalex: W4285046792 id: openalex:W4285046792 keywords: KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6821700 2129771:G482NCFF 2486141:AEGQX8BB
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Talent leadership strategies enhance teacher’s professional competencies in 21st century education for sustainable development - Xu, Ping; Yue, Xiaoyao (IOP Conference Series: Earth and Environmental Science, 2019)
Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1755-1315/373/1/012003 2129771:BNSNYXS8
Keywords: _C:Canada CAN; _C:Norway NOR; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Acceptance on open and distance learning method amongst special education needs teachers during movement control order - Yahaya, Nasiha Hanis (Journal of Media and Information Warfare (JMIW), 2020)
Publisher: Centre For Media And Information Warfare Studies
Keywords: ⛔ No DOI found

The Obstacles of Geographical Information System (GIS) Development: A Study of Teachers' Distribution in Sukabumi, Indonesia - Yani, Ahmad; Rosita, Rosita (Atlantis Press, 2016)
Geographical Information System (GIS) is an application used to process data in form of thematic maps which is arranged overlapping to produce informations needed by the user. Employing descriptive method, this study indicated that basically the GIS deve
ISSN: 2352-5428
Keywords: Lebanon_event_2021; _C:Indonesia IDN; _C:Kenya KEN; __C:filed:1; __C:scheme:1

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L (Smart Learning Environments, 2020)
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
Place: Heidelberg Publisher: Springer Nature B.V. KerkoCite.ItemAlsoKnownAs: 2534378:8UNKTUGE 2534378:QAQ7MRJ3 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851
Keywords: Blended learning; Data analysis; Education; Education–Teaching Methods And Curriculum; Elementary preservice teachers; Higher education; Learning; Learning environment; Science education; Science instruction; Science methods courses; Students; Teachers; Teaching methods; __:import:01; __:match:final; __:matched; __:study_id:2095728; __finaldtb

The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review - Yin, Hongbiao; Huang, Shenghua; Chen, Gaowei (Educational Research Review, 2019)
Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development.
Keywords: Burnout; Emotional labor; Lebanon_event_2021; Meta-analysis; Satisfaction; Teacher; _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:Finland FIN; _C:Germany DEU; _C:Greece GRC; _C:Iran IRN; _C:Italy ITA; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Netherlands NLD; _C:Oman OMN; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Do We Abuse Drugs? Reports of Social Studies and Early Childhood Education Student-Teachers in two Nigerian Colleges of Education - Yomi, Oladimeji Kolawole; Adewale, Amosun Peter; Kayode, Olowe Peter (International Journal of Social Learning (IJSL), 2022)
The study investigated the incidence of drug abuse among student-teachers in two Nigerian colleges of education. The study’s population comprised all NCE II and III Social Studies and Early Childhood Education student-teachers in two colleges located in Oyo State, Nigeria. Data was analysed using frequency counts, percentage, mean and standard deviation. Of the 400 student-teachers, 213(53.3%) were male while 187(46.8%) were female. Only 148(37%) were from Early Childhood Education while 252(63%) were from Social Studies. The student-teachers may exert negative influence on young children when they eventually take up appointment as teachers in pre-primary and primary schools. Departments of Social Studies and Early Childhood Education together with the colleges counseling centers should organize regular counseling activities and services to educate the pre-service teachers about the danger and implications that could result from their involvement in abuse of drugs.
openalex: W4313358747 id: openalex:W4313358747 keywords: , KerkoCite.ItemAlsoKnownAs: 10.47134/ijsl.v3i1.163 2129771:PN5M7QTV 2486141:7ASI9RWU
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Reviewing the evidence on how teacher professional development affects student achievement - Yoon, K.S.; Duncan, T.; Lee, S.W.-Y.; Scarloss, B.; Shapley, K. (U.S. Department of Education, Institute of Education Sciences, National Centre for Educational Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, 2007)
The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the question, What is the impact of teacher participation in professional development on student achievement? Nine studies emerged as meeting What Works Clearinghouse (WWC) evidence standards, from more than 1,300 manuscripts identified as potentially relevant. Although the number of studies that met evidence standards was small, the average overall effect size of 0.54 was observed when examined within the three content areas included in the review. The consistency of this effect size indicates that across all forms and content of PD, providing training to elementary school teachers does have a moderate effect on their students' achievement. However, because the average number of contact hours averaged almost 49 hours across the nine studies, the total contact hours must be substantial to get such an effect size. Because of the limited number of studies and the variability in the PD that was represented among the nine studies we examined, we were unable to make any conclusions about the effectiveness of specific PD programs or about the effectiveness of PD by form, content, or intensity. The following are appended: (1) Methodology; (2) Protocol for the review of research-based evidence on the effects of professional development on student achievement; (3) Key terms and definitions related to professional development; (4) List of keywords used in electronic searches; and (5) Relevant studies, listed by coding results. (Contains 3 boxes, 2 figures, 9 tables, and 3 notes.) [This report was produced for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional EducationalLaboratory Southwest administered by Edvance Research.]
033 KerkoCite.ItemAlsoKnownAs: 2129771:CTLDICFZ 261495:3GSQU63M

Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. - Yoshikawa, Hirokazu; Leyva, Diana; Snow, Catherine E.; Ernesto Treviño, M.Barata; Weiland, Christina; J, Celia (Gomez et al, 2015)
Keywords: ⛔ No DOI found

Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach - Zee, Marjolein; de Bree, Elise; Hakvoort, Britt; Koomen, Helma M. Y. (Journal of Applied Developmental Psychology, 2020)
This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students with ADHD themselves, reported higher levels of conflict in relationships. Additionally, teachers experienced less closeness and more conflict in relationships with children with ASD. The lower levels of closeness were also reported by classmates, but not by students with ASD themselves. Last, students with dyslexia experienced less closeness and conflict with their teacher, whereas their classmates and teachers reported more closeness and less conflict in relationships.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101101 2129771:975FSIMS
Keywords: ADHD; ASD; Dyslexia; Multi-informant approach; Student–teacher relationship

Teacher turnover in Rwanda - Zeitlin, Andrew (Journal of African Economies, 2021)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2129771:WF686ZTQ

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course - Zengin, Yilmaz (International Journal of Mathematical Education in Science and Technology, 2018)
The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.
Place: London Publisher: Taylor & Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851
Keywords: Colleges & universities; Computer Software; Content analysis; Data acquisition; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; GeoGebra; Geometry; Higher Education; History; History of mathematics; Mathematical Concepts; Mathematical Logic; Mathematical analysis; Mathematics; Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Qualitative analysis; Qualitative research; Software; Student Attitudes; Teachers; Turkey; Validity; __:import:01; __:match:final; __:matched; __:study_id:2098800; __finaldtb; dynamic mathematics software; pre-service teachers' views

Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety - Zhou, Da; Du, Xiaofeng; Hau, Kit-Tai; Luo, Haifeng; Feng, Pingting; Liu, Jian (Educational Psychology, 2020)
This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed.
Publisher: Routledge _eprint: https://doi.org/10.1080/01443410.2019.1696947 KerkoCite.ItemAlsoKnownAs: 10.1080/01443410.2019.1696947 2129771:42N6F9B6 2486141:JD84EFTA
Keywords: Mathematical problem-solving ability; mathematical anxiety; self-efficacy; teacher–student relationship

Analysing training needs of TVET teachers in South Africa. An empirical study - Zinn, Bernd; Raisch, Kevin; Reimann, Jennifer (International Journal for Research in Vocational Education and Training, 2019)
Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.
KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.6.2.4 2129771:JW7R2TV6 2129771:TFSAE8MD

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlements approach - Zubairi, Asma (University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:CSX7CQWJ
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Cambodia KHM; _C:Chile CHL; _C:China CHN; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Japan JPN; _C:Kenya KEN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlement approach - Zubairi, Asma Tahseen (University of Cambridge, 2021)

Instructional coaching in Kenya: Supporting teachers to improve literacy outcomes - Zuilkowski, S.S.; Piper, B. (The Routledge international handbook on teacher quality and policy, 2017)

Teachers’ pedagogical content knowledge, curriculum designing, and student’s comprehension of secondary school ordinary level physics in Lusaka, Zambia. - Zulu, Jacqueline; Mulenga, Innocent Mutale (2019)
Publisher: UNESWA Journal of Education
Keywords: ⛔ No DOI found

Experienced teacher learning within the context of reciprocal peer coaching - Zwart, R.C.; Wubbels, T.; Bergen, T.C.M.; Bolhuis, S. (Teachers and Teaching: Theory and Practice, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1080/13540600601152520 10/c22ctv 2129771:2SJH9DV8 261495:HZKPTAR9

A Study on Cambodia Pre-service Secondary School Teacher Education with the Perspective of Teacher Professionalism - 이신애 (서울대학교 대학원, 2021)
The purpose of this study is to propose implications for improving Cambodia secondary pre-service teacher education in the view of teacher professionalism. To do so, this study attempts to review the current system and implementation of Cambodia secondary pre-service teacher education and reveal perception of current Cambodia teachers. The survey data in this analysis are from the secondary school teachers in Kampong Chhnang province. Survey, conducted in 2020, provides detailed information on to realistic perception and understanding on effectiveness of pre-service teacher education and teacher professionalism. For analyzing data, descriptive statistics, independent samples t-test, one way ANOVA are performed using SPSS Window 27.0. The research reveals that firstly, teachers have same degree of extrinsic motivation (monetary reward) and intrinsic motivation (interest in subject and teaching). As previous research reveals, in developing nations, extrinsic motivation can promote intrinsic motivation of teachers who are facing poverty. It provides evidence to make ‘motivational synergy’ for increasing motivation of Cambodia teachers. Secondly, respondent teachers perceived level of effectiveness to professional identity is the lowest score. Lastly, teachers who perceive professional teacher as ‘highly respected with social status’ have the highest training need for continuous learning. Thus, policy implications for making teachers feel that they are socially respected and valued with high prestige is positively influencing to teachers’ will of pursuing continuous learning and professional development. Finding suggests three policy implications. First, there needs to be greater need for improving curriculum for teachers’ professional identity. In other words, a focus on technical, competence and knowledge-based teacher professionalism need to be shifted to inner and moral aspect of teacher by developing curriculum and space to allow preservice teachers to shape and reflect on the meaning of teaching, learning and ultimately professional teacher. Secondly, additional one-year (named ‘professional year) is recommended for enhance Cambodia teacher education credibility and extend career choices that preservice teachers have. Lastly guideline reports on teacher education in developing countries need to be published by professional Korean research institutions. It is because, despite of enhanced global standing and expectation of Korean international development, global education cooperation is not professional yet.
Accepted: 2022-03-25T05:55:55Z Journal Abbreviation: 교원전문성 관점으로 본 캄보디아 중 예비교사교육 연구 : 캄퐁츠낭 중등 학교를 중심으로