Collective action and the deployment of teachers in Niger: a political economy analysis (ODI: Think change)
This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.
KerkoCite.ItemAlsoKnownAs: 2129771:9AZYCCK2 4556019:GLCTA6ZM

Cost efficiency: teacher professional development (International Rescue Committee (IRC), 2016)
This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.
KerkoCite.ItemAlsoKnownAs: 2129771:NMERQGRC

Education Technology for Effective Teachers (Center For Global Development)
Education systems around the world are investing in technology to help teachers be more effective. In some cases, the results are exciting. In others, the impact of technology falls short of expectations or remains unevaluated. This note lays out four principles for investing in technology for effective teachers and six aspects of teaching where technology can boost teacher performance, together with examples of tested, promising, and cautionary experiences with teacher technologies.

Effects Of A Thinking Conceptual Training Programme On Primary Five Teachers, Un-productive Questioning Behaviours And Pupils’ Basic Science Achievement In Plateau State, Nigeria (2019)
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Keywords: openalex:import

Embedding Professional Development in Schools for Teacher Success (2015)
Series: Teaching in Focus Volume: 10 KerkoCite.ItemAlsoKnownAs: 10.1787/5js4rv7s7snt-en 2129771:B2H4U4W9 2129771:HKFSJAZ3

Five foundational considerations when using technology for teacher professional development in low-resource countries

Guidelines for Class Teachers (v3)
KerkoCite.ItemAlsoKnownAs: 2129771:C29RLEDA

HLR3 - SL Teacher Allocation / GIS [GDrive]
KerkoCite.ItemAlsoKnownAs: 2129771:B4STCFEW 4556019:5VLY47K6

HLR3 - SL Teacher Allocation/GIS Technical Proposal - working copy (Google Doc)
KerkoCite.ItemAlsoKnownAs: 2129771:939AU96Y 4556019:4TVKF6D2

INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery (Resource Centre, 2017)
This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being.
KerkoCite.ItemAlsoKnownAs: 2129771:UK2B7NIC

OER4Schools
KerkoCite.ItemAlsoKnownAs: 2129771:2I8HATS8 2317526:M92WYMA6

Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers | Mediterranean Journal of Social Sciences
Keywords: Lebanon_event_2021

School clusters and teacher resource centres (IIEP-UNESCO, 2019)
In the context of Education for All, teacher resource centres and school cluster strategies are increasingly incorporated into programmes to improve the quality of education. But what are they meant to achieve at the school level? School clusters and resource centres aim to channel education resources more effectively by making them available to groups of schools rather than individual schools.

Teacher absenteeism | Education | IIEP Policy Toolbox (2019)
The reasons for teacher absenteeism can be encompassed in three main categories: authorized leaves, absences due to official duties, and those without reason.
KerkoCite.ItemAlsoKnownAs: 2129771:YGAQ9GK9 4556019:VS8KU4I7

Teacher Management: Emerging Issues in Kenya (European Journal of Educational Sciences, 2017)
Publisher: European Scientific Institute
Keywords: ⛔ No DOI found

Teacher Monitoring Pilot (Teacher Service Commission (Sierra Leone), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M4TVVUBH 2486141:758M8KFE

teacher_educator_framework_final_webv1_0.pdf

Teachers in Crisis Contexts: Promising Practices in Teacher Management, Professional Development, and Well-being | INEE
KerkoCite.ItemAlsoKnownAs: 2129771:GEQNUWCG

Teachers in Crisis Contexts Training for Primary School Teachers | INEE
KerkoCite.ItemAlsoKnownAs: 2129771:5Z2T3CH5

Teachers of Mathematics (NCTM) (Principles to actions: Ensuring mathematical success for all, 2014)

Teachers_Preferences_for_Proximity_and_the_Implications_for_Staffing_Schools_Evidence_from_Peru_en (1).pdf
KerkoCite.ItemAlsoKnownAs: 2129771:QT5QZ76B 4556019:4LUXSXHZ

Teaching amidst conflict and displacement: persistent challenges and promising practices for refugee, internally displaced and national teachers - UNESCO Digital Library
KerkoCite.ItemAlsoKnownAs: 2129771:DCHTX69B

Teaching and teachers | RISE Programme
KerkoCite.ItemAlsoKnownAs: 2129771:IPJEDUTW

The-Market-Design-Approach-to-Teacher-Assignment-Evidence-from-Ecuador.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:N4WHTSYQ 4556019:T7EJFZIC

Theme 6 National Teachers_ Standards (NTS) and National Teacher Education Curriculum Framework (NTECF) Handbook - Professional Development Coordinators.pdf

Theme 6 National Teachers_ Standards (NTS) and National Teacher Education Curriculum Framework (NTECF) - Professional Development for Tutors.pdf

Theme 7 Assessing Student Teachers - Professional Development Coordinators.pdf

Theme 7 Assessing Trainee Teachers - Professional Development for Tutors.pdf

Where It’s Needed Most: Quality Professional Development for All Teachers | INEE
KerkoCite.ItemAlsoKnownAs: 2129771:YNQY5N34

Analysis of the Problems and Prospect of the Technical College Teachers in Nigeria - Abassah, Miller (2011)
This paper is centered on the problems and prospects of the technical college teacher in Nigeria it explicates the relevance of technical education programme The paper recognizes the implications of the National Policy on Education (NPE) for technical (technological) education, the new curriculum development by the National Board for Technical Education (NBTE), the changing business and technology environment, the personal, professional and public image of the technical teachers. the teachers of technology have certain peculiarities which must be taken care of. before they can effectively carry out their professional roles. the paper craves the indulgence of federal and state governments as well as private organizations to support the technical programmes at all levels of educational system, that is, the aspect of funding, provision of infrastructure, training materials, motivation, in-service training and knowledge update among other things.
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Keywords: openalex:import; ⛔ No DOI found

Technical College Teachers in Nigeria: Issues, Problems and Challenges - Abassah, Miller (Mediterranean Journal of Social Sciences, 2011)
This paper is centered on the problems and prospects of the technical college teacher in Nigeria it explicates therelevance of technical education programme The paper recognizes the implications of the National Policy on Education (NPE)for technical (technological) education, the new curriculum development by the National Board for Technical Education (NBTE),the changing business and technology environment, the personal, professional and public image of the technical teachers. theteachers of technology have certain peculiarities which must be taken care of. before they can effectively carry out theirprofessional roles. the paper craves the indulgence of federal and state governments as well as private organizations to supportthe technical programmes at all levels of educational system, that is, the aspect of funding, provision of infrastructure, trainingmaterials, motivation, in-service training and knowledge update among other things.
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Keywords: openalex:import; ⛔ No DOI found

From counting women to ensuring women count: A qualitative study of university and early career experiences of women secondary school teachers in Addis Ababa, Ethiopia from a capabilities perspective - Abay, Negar Ashtari (2016)
At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching, in urban areas where most teachers are concentrated, do not stay in the profession. Drawing on a capabilities perspective, the study goes further to examine the cumulative disadvantage—in terms of well-being and agency—that women experience during the process of their university (undergraduate and teacher) training and in their early years of working in urban secondary schools, as well as the ways in which women contend with disadvantage. This study shows that such disadvantage and the responses to it have implications not only for whether women enter and stay in teaching but also for how they engage in their work. Utilizing the rich qualitative data collected and the analysis afforded by using the capability approach, the study concludes by recommending how different actors, including government, universities and schools, can foster institutional conditions of possibility (Walker, 2006a) and educational arrangements that enhance rather than limit full and equal participation in the teaching profession. Foregrounded throughout this study are the voices and experiences of young women, offering a perspective which disrupts the presumed norm of the single male teacher and highlights some of the limits of gender-neutral teacher policies.
KerkoCite.ItemAlsoKnownAs: 2129771:Z4ISYM3H 2317526:5S7STSEQ LOCAL-PQ-1873007472
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:gender; F:policy; F:teaching; F:women; P:measurement; P:school teacher; P:teacher education; P:teachers; Q:higher education; R:interview; R:observation; R:qualitative; R:quantitative; T:Ausbildung; T:career; Z:Higher education; Z:Teacher education; publicImportV1; ⛔ No DOI found

The Discourse of Whole Class Teaching: A Comparative Study of Kenyan and Nigerian Primary English Lessons - Abd-Kadir, Jan; Hardman, Frank (Language and Education, 2007)
This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on their thinking, justify or clarify their opinions, or make connections to their own experiences. The findings suggest that teacher questions were mainly closed requiring recall of information and teacher follow-up, where it occurred, often consisting of a low level evaluation of a pupil response, thereby severely constraining opportunities for pupil participation in the classroom discourse and higher order thinking. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of Kenyan and Nigerian primary teachers.
KerkoCite.ItemAlsoKnownAs: 10.2167/le684.0 10/fj4ndk 2129771:S2L8BL4U 261495:4TNZ3UXU

Leadership, Task Load And Job Satisfaction: A Review Of Special Education Teachers Perspective - Abdullah, Ahmad Shakani bin; Rahim, Iklima Husna Binti Abdul; Jeinie, Mohammad Halim bin; Zulkafli, Muhammad Shakir Bin; Nordin, Mohd Norazmi bin (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely discussed within the scope of a school. Previous studies have shown that the influence of leadership is very large in determining the climate of a school. There are also studies that lead to a more focused part of the school that is special education. This survey was conducted to examine the influence between the leadership of head teachers, workload and job satisfaction of special education teachers. The findings of this study are expected to provide a more focused picture of special education.
Number: 11
Keywords: C:Malaysia; _C:Malaysia MYS; _genre:LR-literature_review; ⛔ No DOI found

Teacher Training and Classroom Management in Nigeria - Abdullahi, Nimota Jibola Kadir; Sheu, Adebayo Adaramaja; Umar, HafsatAbdullahi (Journal of Education in Developing Areas, 2018)
This study investigated teacher training and classroom management in Nigeria. The purpose of this study are to determine the relationship between preparation of instructional material, lesson plan and classroom management in public primary schools in north-central, Nigeria. To achieve these, two hypotheses were formulated and tested. Quantitative research design was used for the study. A self-constructed questionnaire titled “Teacher Training and Classroom Management Questionnaire” (TTCMQ) was used to collect information for the study. This study focus on public primary schools in north-central, Nigeria. The population of this study comprised all 12,775 head teachers in public primary schools in north-central, Nigeria. Sample of 375 head teachers selected with the use of Research advisor (2006) table of determine sample size of a known population, stratified random sampling technique was used to select public primary school head teachers from the sample school schools. This was to ensure that all categories of head teachers were given equal chance of being selected. The data collected were analyzed using Pearson Product Moment correlation coefficient Statistic. All hypotheses were tested at 0.05 level of significance. The findings revealed that there was a positive and significant relationship between preparation of instructional material, lesson plan and classroom management in public primary schools in Nigeria. It was recommended among others that teachers should continue to provide appropriate instructional materials in order to give learners the opportunity to share experiences and make learning more permanent, arouse and sustain learner’s interest in learning, improve learners in their assimilation of information and clarification of important concepts, as well as contribute to learners overall development and upbringing.
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Keywords: openalex:import

Teachers’ and Students’ Perception on Functionality and Frequency of Equipment Utilization for Practical Agriculture in Colleges of Education in North-East, Nigeria - Abdulmumini, Umar; Umar, Abubakar Shehu; Usman, Abdullahi Ya’u; Mohd, Muazu (ATBU Journal of Science, Technology & Education, 2021)
The decline in academic performance, and lack of necessary skills and farming techniques among agricultural education graduates, may be attributed to the inability of the students to frequently utilized functional equipment in teaching and learning agriculture in schools, functionality and utilization of equipment for teaching practical agriculture has not been determined in the study area This study was carried out to determine the functionality and frequency of utilization of equipment for teaching practical Agriculture in federal colleges of education in the north east zone of Nigeria. The survey research design was adopted for the study, two research hypotheses were formulated to guide the study, the population of the study comprised of 1, 038 NCE I and NCE II agricultural education students and their teachers in three federal colleges of education in the north east zone of Nigeria. A sample size of 363 respondents (72 teachers and 291 students) was used for the study. The instrument used for data collection was a structured questionnaire which was designed by the researchers based on the list of equipment provided in the minimum standard curriculum, the instrument was subjected to face and content validity by three experts and the reliability of the instrument was established by trial testing, a reliability coefficient of 0.81 was obtained using Spearman Brown Step up (Prophecy) formula. Data collected were analyzed using the Z test. The finding of the study revealed that 52 % of the equipment for teaching practical agriculture were not utilized by teachers and also 35 % were not functional, the findings also reveal a significant difference between the mean rating of Agricultural education teachers and students on the functionality of the equipment for teaching practical Agriculture. Meanwhile, there is also a significant difference between the mean rating of Agricultural education teachers and students on the frequency of utilization of equipment for teaching practical Agriculture. The study recommended that colleges should start viable Agricultural projects which can generate funds that can be re-invested in the maintenance of the existing practical equipment for effective Agricultural practical
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

PER1. Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) [English, Arabic] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The Toolkit itself is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. It is also available as a Google Document.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3374429 2129771:QKTH39RC 2292090:J4YXVZND
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

Preservice teachers’ attitude towards the use of electronic portfolio in colleges of education in Oyo state, Nigeria - Abidoye, James Aalabi (Kampala International University Journal of Education, 2023)
This study examines preservice teachers’ attitude towards the use of e-portfolio in colleges of education in Oyo State. The sample population consisted of 320 preservice teachers randomly selected from the only two public colleges of education in Oyo State. The instrument used was the researcher’s self-developed questionnaire titled ‘Preservice Teachers’ Attitude Towards the Use of E-portfolio Questionnaire (PTATUEQ). Face and content validity of the research instrument were carried out by two experts in tests and measurement from the Department of Educational Foundation and Counseling Adeyemi Federal University of Education Ondo. The reliability coefficient of 0.84 using Cronbach Alpha technique was obtained and the value was considered substantially high enough to justify the use of the instrument. The data obtained was analyzed using mean score and standard deviation for answering the research questions while Pearson’s product moment correlation was used for testing the hypotheses respectively. The findings revealed amongst others that; preservice teachers in colleges of education have positive attitude towards e-portfolio mean rating of 2.76, using 2.45 as the decision rule. It was also revealed in the study that preservice teachers have high level of utilization of e-portfolio with the mean rating of 2.85, using 2.45 as the decision rule. The study also revealed that there was a strong or positive relationship between attitude and utilization of e-portfolio among preservice teachers in colleges of education The study therefore recommends that preservice teachers in colleges of education should be more encouraged to developed positive attitude and use of e-portfolio through appropriate training and worships
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Relationship Between Teachers’ Recruitment Procedure and Students’ Achievement in Commerce in Federal Government Girls’ Colleges, in North West Zone, Nigeria - Abimaje, Jonathan (2017)
A THESIS SUBMITTED TO SCHOOL OF POSTGRADUATE STUDIES AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF EDUCATION (M.ED) IN BUSINESS EDUCATION DEPARTMENT OF VOCATIONAL AND TECHNICAL EDUCATION AHMADU BELLO UNIVERSITY ZARIA-NIGERIA
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Keywords: openalex:import

SFL praxis in U.S. teacher education: a critical literature review - Accurso, Kathryn; Gebhard, Meg (Language and Education, 2021)
This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main vehicles for introducing U.S. teachers to SFL theory and practice are grant-funded university-school partnerships, courses in colleges of education, and self-contained professional development workshops; (2) most interventions focused on introducing teachers to functional metalanguage and text analysis, with fewer focusing on multimodality; (3) SFL interventions positively influenced teachers’ level of semiotic awareness and ability to design focused disciplinary literacy instruction. Teachers’ critical awareness and confidence for literacy instruction were influenced to a lesser extent; and (4) more sustained investments in teacher professional development led to greater gains in teacher learning as well as a critical awareness of the relationship between disciplinary literacy practices and ideologies at work in K-12 schools. Based on these findings, we conclude with three recommendations for the future of critical SFL praxis in teacher education.
Publisher: Routledge _eprint: https://doi.org/10.1080/09500782.2020.1781880
Keywords: Systemic functional linguistics; critical language awareness; disciplinary literacies; pedagogical knowledge; teacher professional development

Vicarious Resilience: An Exploration of Teachers and Children’s Resilience in Highly Challenging Social Contexts - Acevedo, Victoria Eugenia; Hernandez-Wolfe, Pilar (Journal of Aggression, Maltreatment & Trauma, 2014)
This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning programs in Cali, Colombia, were interviewed about their perceptions of their learners’ overcoming of adversity. Data were analyzed through the Consensual Qualitative Research (CQR) methodology to describe the themes that speak about the effects of witnessing how learners coped constructively with adversity. These themes are discussed to advance the concept of vicarious resilience and how it can contribute to sustaining and empowering teachers dealing with challenging children and trauma.
KerkoCite.ItemAlsoKnownAs: 10.1080/10926771.2014.904468 2129771:CF3574C6 2129771:GYDURFRG 2339240:CIB444IM 2486141:845MMD2G 2486141:J569R6HS
Keywords: HQ; LMIC; Latin America; Qual; Support; _AcademicRecoveryOECS; __C:filed:1; adult; article; children; consciousness; coping behavior; data analysis; education; equity and access; female; gender identity; human; human experiment; human relation; injury; interview; lowest income group; male; middle school; personal experience; primary school; recognition; resilience; small sample=21; social environment; teacher; trauma; vicarious resilience

Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana - Acheampong, Phinihas; Gyasi, Juliana Fosua (Asian Journal of Education and Training, 2019)
The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.
Publisher: Asian Online Journal Publishing Group
Keywords: Administrator Attitudes; Disadvantaged; Educational Facilities; Faculty Development; Faculty Mobility; Foreign Countries; Housing; Incentives; Rural Schools; School Districts; Student Recruitment; Teacher Education; Teacher Motivation; Teacher Persistence; Teacher Salaries; Transportation; Water Quality; _C:Botswana BWA; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Lesotho LSO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Training Needs of Basic Science Teachers in Benue State, Nigeria - Achor, Emmanuel Edoja; Ejeh, Esther; Odaudu, Ruth E (SSRN Electronic Journal, 2018)
The study investigated the training needs of basic science teachers in Makurdi Local Government Area of Benue State, Nigeria. Three research questions guided the study. The survey design was adopted for the study. The population adopted for the study was 531 basic science teachers in Makurdi Local Government Area with 230 as the sample of the study. A 15-item structured questionnaire constructed by the researcher entitled Training Needs of Basic Science Teachers Questionnaire (TNBSC) was used for data collection. The descriptive statistics of mean and standard deviation were used to answer the research questions. Data collected revealed that teachers need training in the areas such as the use of instructional materials, practical skills acquisition, information and communication technology (ICT), upgrading of teachers qualifications and training on conducting research. Similarly it was revealed that factors such as time constraint, negligence on the part of the school administrators and the government, lack of interest for training on the part of teachers, inadequate training facilities and lack of political will were the challenges confronting the training of basic science teachers in Benue State. It was further revealed that the challenges confronting the training needs of basic science teachers are the provision of adequate funds, encouraging teachers in ways of payment of training allowances, provision of adequate facilities, including training periods in school calendars, provision of training centers in regions and senatorial districts.
openalex: W3107295010 mag: 3107295010 id: openalex:W3107295010 keywords: KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3241821 2129771:5FH5YJ54 2486141:XX4HCF9G
Keywords: openalex:import

A comparative study of teachers’ continuing professional development (CPD) in Nigeria and England: a study of primary schools in Abuja and Portsmouth. - Adagiri, Stella O. (2014)
This thesis provides a comparative theoretical analysis and empirical description of teachers' Continuing Professional Development (CPD) in Abuja and Portsmouth. The theoretical sections comprise a comprehensive review of literature that examines teaching as a profession and key developments and the contribution of CPD towards teacher professionalization in both countries. The empirical aspect investigates and discusses the findings relating to teacher professional development, providing a comparative analysis of teacher profile and CPD in both countries. The aim of this research is to identify, compare and evaluate teachers' CPD in English and Nigerian primary schools, in order to explore any transferable best practices that can enhance the quality of teachers in an urban district of Abuja. It draws upon literature on comparative education research as an underpinning concept, and examines the peculiarities between the public and private primary schools foregrounding the unique context of urban Abuja. The study uses qualitative research design and a combination of mixed methods including interviews, questionnaires and a comprehensive review of literature and documents over the last two decades. Field work was carried out between September 2009 and June 2010, and the survey sample consisted of 205 teachers in Abuja, 48 in Portsmouth, and interviews with headteachers and CPD coordinators. Data analysis involved descriptive statistics and cross tabulations using PASW 18 which are presented in tables, figures and charts. Findings suggest that teaching conditions and opportunities for CPD in both countries may differ based on contextual factors; however, there is a common drive towards professionalism and teacher quality. Better opportunity for teacher professional development exists in private schools in Abuja, which is attributable to more autonomy, competitive market and high demand for quality education. The study highlights some transferable practices which include a planning and implementation model, and a SPARC framework for teachers' CPD which constitutes skills, professional training, attitude, and research and collaborative activities. It suggests implications for further research and recommendations for school leaders, researchers and policy makers.
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Keywords: openalex:import

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 - Adama, Modibbo (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
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Keywords: openalex:import

Teachers’ Pedagogical Competence as a Determinant of Students’ Motivation Towards Business Education in Federal College of Education (Technical) Gombe in North-East Nigeria - Adamu, I. Alhaji; Mohammed, H. Amin (Kashere Journal of Education, 2022)
The aim of this study was to determine teachers’ pedagogical competence as a determinant of students’ motivation towards business education, the study adopted qualitative research and the design used for the study was instrumental case study. The participants were final year undergraduate business education students. The sampling technique used was purposeful sampling in selecting six (6) participants, three from the students and three from the academic staff. The researcher with the help of one (1) research assistant conducted face to face interview using semi structured interview protocol, with few open-ended questions. Data collected were analyzed using thematic analysis for interview. The results revealed that teacher’ pedagogical competences as a determinant of students’ motivation towards business education required possession of knowledge of the subject matter, use of appropriate teaching methods and using of instructional materials in teaching and learning process. The results also revealed that teachers’ pedagogical competence as a determinant of students’ motivation towards business education required teacher-student positive relationship, use of positive reinforcement and incentives, and teacher personality to motivate students towards business education. Based on the findings, it was recommended that Government, National Commission for Colleges of education, and other stakeholders should consider professional teaching qualification as pre-requisite for the recruitment of teachers and to provide in-service training, seminars, and conferences, workshops for the teachers, to improve in student-teacher relationship, and use of positive reinforcement/incentives in order to motivate students toward business education.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teachers' Training and Involvement in School Health Programme in Oyo State, Southwest Nigeria. - Adebayo, Ayodeji Matthew; Makinde, Gabriel Ifeoluwa; Omode, Pauline Kunle (PubMed, 2018)
School Health Programme (SHP) currently lacks effective implementation in Nigeria. Lack of training/orientation of teachers in the programme may have contributed to this. Developing an appropriate training intervention may require prior situation analysis to know teachers' current level of training and involvement in the programme, as there is paucity of information on such study in Oyo State. Thus, this study was carried out to assess primary school teachers' training and involvement in the SHP in Oyo state, Nigeria. A descriptive cross-sectional study was conducted using a 2-stage cluster sampling method to select 2 out of the 33 Local Government Areas (LGAs) in Oyo State. A semi-structured self-administered questionnaire was used to obtain information on respondents' characteristics and previous training and involvement in the SHP. The major variable for assessing teachers' involvement in the SHP was "ever been involved in health inspection of pupils". Level of involvement was categorized into "never, "once", "occasionally", "frequently", and "very regularly". These options were further re-categorized into "never", "infrequently" (once and occasionally) and "frequently" (frequently and very regularly) for the purpose of inferential statistics. Data were analyzed using descriptive statistics and Chi-square test at p=0.05. A total of 811 respondents participated in the study. Twenty-eight percent of the respondents reported previous training in the SHP out of whom 44.7% received the training on-the-job. Forty-seven percent were regularly involved in health inspection of pupils. Teachers who taught health education (92.3%) were involved in health inspection of pupils compared with counterparts who did not (74.4%) (p<0.001). Similarly, 85.3% of teachers trained on-the-job were frequently involved in the SHP compared with 73.6% of those trained during undergraduate years (p=0.026). Training and involvement of public primary school teachers in the SHP in Oyo State were suboptimal. Efforts at building the capacity of teachers through on-the-job training in SHP may be necessary to improving the current level of implementation in the State.
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Keywords: openalex:import

Gender and Internet Use Pattern of Pre-Service Teachers in a Nigerian College of Education - Adediran, Elizabeth Morenikeji Titilayo; Kehinde, Albert Oluyomi (Mediterranean Journal of Social Sciences, 2013)
The gender gap is a critical challenge that threatens to leave millions of women and girls behind in an increasingly globally connected world. This study sets out to investigate Internet Use Patterns among Student Teachers in a Nigeria College of Education with a view to determine the type of use made of the Internet by the student teachers and investigate the effect of gender on the use of the Internet by the student teachers. The questionnaire known as Internet Use questionnaire was administered to final year students of Federal College of Education, Abeokuta. The results indicate that getting information for school work, communication, chatting and social networking are the major use to which the participants put the internet. It also indicates that gender affects both use and feeling of pre-service teachers about the internet. This implies that gender is a major factor to be considered in use of as well as feeling about the internet. DOI: 10.5901/mjss.2013.v4n15p151
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Keywords: openalex:import

Gender and Internet Use Pattern of Pre-Service Teachers in Nigerian College of Education - Adediran, Elizabeth Morenikeji Titilayo; Kehinde, Albert Oluyomi (International Letters of Social and Humanistic Sciences, 2013)
The gender gap is a critical challenge that threatens to leave millions of women and girls behind in an increasingly globally connected world. This study sets out to investigate Internet Use Patterns among Student Teachers in a Nigeria College of Education with a view to determine the type of use made of the Internet by the student teachers and investigate the effect of gender on the use of the Internet by the student teachers. The questionnaire known as Internet Use questionnaire was administered to final year students of Federal College of Education, Abeokuta. The results indicate that getting information for school work, communication, chatting and social networking are the major use to which the participants put the internet. It also indicates that gender affects both use and feeling of pre-service teachers about the internet. This implies that gender is a major factor to be considered in use of as well as feeling about the internet.
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Keywords: openalex:import

Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies - Adedoja, Gloria; Oluwadara, Abimbade (Journal of Education and Practice, 2016)
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
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Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; Age Differences; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; ERIC; Current Index to Journals in Education (CIJE); Electronic Learning; F:attitude; F:learning; F:pedagogy; Foreign Countries; Higher Education; Instructional Effectiveness; Likert Scales; Nigeria; P:electro; P:services; P:social; P:teachers; P:technology; Postsecondary Education; Predictor Variables; Preservice Teachers; Pretests Posttests; Q:mobile learning; Questionnaires; R:questionnaire; Self Efficacy; Social Studies; Student Teacher Attitudes; T:Training; Technological Literacy; Technology Education; Z:Age Differences; Z:Electronic Learning; Z:Foreign Countries; Z:Instructional Effectiveness; Z:Likert Scales; Z:Predictor Variables; Z:Preservice Teachers; Z:Pretests Posttests; Z:Questionnaires; Z:Self Efficacy; Z:Social Studies; Z:Student Teacher Attitudes; Z:Technological Literacy; Z:Technology Education; __:import:01; __:match:final; __:matched; __:study_id:2096188; __C:filed:1; ___working_potential_duplicate; __finaldtb; publicImportV1; ⛔ No DOI found

PS-010a Effect Of Training Programme On High School Teachers’ Knowledge And Attitude Towards Adolescent Reproductive Health Education In Rural Schools In Ile-ife, Sw Nigeria - Adegbenro, Caleb A.; Adeniyi, Joshua D.; Ajuwon, AJ (Archives of Disease in Childhood, 2014)
Aims Adolescents in Nigeria as in other Countries of the world are facing many reproductive Health problems nowadays which includes high rate of risky sexual activities, unintended pregnancy, abortion and STIs/HIV/AIDS. To address these problems, constant suggestions and recommendations have been made for the introduction of compulsory adolescent reproductive health education (ARHE) at all levels of educational institutions in Nigeria. Previous studies in Nigeria showed that teachers themselves had poor knowledge of and negative attitude towards ARHE. This study assessed the effect of training programme on teachers’ knowledge and attitude towards ARHE in five randomly selected rural schools in Ife- North local government area (IFLGA), SW Nigeria. Methods All the 84 teachers in the selected schools in the LGA were voluntarily recruited for the study. They (84 Teachers) were all given training in ARHE for one month. Their knowledge and attitude towards ARHE was assessed pre- and post- training programme. Results The results showed a significant increase in percentage of those who had good knowledge in general areas of ARHE at post- training assessment compared with pre- training assessment (from 14.3% to 53.6%, p = 0.0001). Also, pre-post attitudinal disposition assessments showed that there was an increase in percentage of those who were favourably disposed to the teaching of ARHE in Nigeria Schools at post- training assessment (from 17.9% to 45.2%, p = 0011). Conclusions The study suggests that teachers should be equipped in handling the teaching of ARHE in Nigeria schools.
openalex: W2070202763 mag: 2070202763 id: openalex:W2070202763 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.1136/archdischild-2014-307384.306 2129771:9GMMJSS8 2486141:9DFWZAJ4
Keywords: openalex:import

Language, literacy, and learning in primary schools: Implications for teacher development programs in Nigeria - Adekola, O. A. (The World Bank, 2007)
96 KerkoCite.ItemAlsoKnownAs: 2129771:J2AU79PJ 261495:HTIT4MCB

An Investigating of the challenges of pre-service basic science and mathematics teachers in colleges of education in Southwestern Nigeria - Adeleke, Foluwake Adenike (2020)
openalex: W3201646891 mag: 3201646891 id: openalex:W3201646891 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:VTM4Z75C 2486141:V478RK2M
Keywords: openalex:import

The Impact of Intrinsic and Extrinsic Motivation on Teachers’ Performance: Evidence from Selected Tvet Colleges in Lagos, Nigeria - Adeniyi, Adeshina Olushola; Adewumi, Samson Adeoluwa (Eurasian Journal of Social Sciences, 2021)
Teachers play an important role in the development of human capital by nurturing and building the intellectual capacity of learners. Academic research revealed that teachers, particularly in Technical Vocational Education and Training (TVET) colleges are faced with array of challenges constricting the drive towards equipping students with the appropriate practical skills as a result of dwindling motivation. Previous studies in the canon of motivation and performance studies have largely focused on industrial organizations and financial institutions with a sparse attention on teachers of TVET colleges of education in Nigeria. The paper seeks to stimulate the important discourse of motivation as a pathway to the realization of effective teachers’ performance in Nigeria’s TVET colleges of education. The Multiple Case research design was employed with a total of 120 teachers recruited from three selected TVET colleges. Findings revealed that intrinsic motivation has no significant association with teachers’ performance. A positive and significant association exists between extrinsic motivation and teachers’ performance. Amongst all other factors of motivation, total basic salary package appears to be the most impactful motivating factor for teachers. The study makes a case that for a proactive and robust teachers’ performance, TVET must appreciate and harness effective extrinsic motivational strategies for viable teachers’ performance.
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Keywords: openalex:import

Reconceptualizing the Music Teacher Education Curriculum for the Colleges of Education in Nigeria - Adeogun, Adebowale Oluranti (SAGE Open, 2015)
The Federal Government of Nigeria has realized that low educational quality has negative implications for sustainable national development, hence her commitment to develop national policies and national curriculum for teacher education to improve the quality of education (including music education). This article observes improvement in the preparation of musician-teachers as absolutely imperative to move modern music education as a field in the direction for continued growth. It traces out a historical past and explores present-day circumstances by analyzing and critiquing the National Commission for Colleges of Education’s document—Approved Minimum Academic Standards for Music. As the document is based on exogenous paradigms, it is argued that it cannot produce the change agent in the Nigerian musician-teacher. A reconceptualization of music teacher curriculum that is socioculturally sensitive is suggested for colleges of education in Nigeria as a way of moving it toward developing sound, effective, and creative musician-teachers.
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Keywords: openalex:import

Ethnographic Study of the Applied Scholastic Training for School Teachers in Ekiti State, South West of Nigeria - Adeosun-Familoni, Olajumoke (Journal of Business and Economics, 2015)
The research was conducted in the western part of Nigeria. The schools were selected from the local governments areas and some of them tagged the experimental group, those schools where the teachers were selected for training. The control group, were made up of those schools which were not exposed to the training. 377 teachers were exposed to the training intervention which was to teach them how to break the barriers to learning, how to encourage students to grasp subject matter in any subject. The results of students in the experimental group were later compared to those whose teachers were not exposed to the training and significant result was noted. Also considerably impact was felt among the students whose teachers were exposed to the training. The result showed a remarkable improved performance in the grades of the students whose teachers were exposed to the training intervention than those whose teachers were not exposed to the training intervention.
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Keywords: openalex:import

Pre-Service Teachers' Perceived Technological Pedagogical Content Knowledge at Selected Colleges of Education in Lagos State, Nigeria. - Adeoye, Blessing F.; Ojo, Babatunde Y. (2014)
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Keywords: openalex:import

Training Music Teachers in Nigerian Colleges of Education - Adeoye, Julius; Daramola, Yomi (2011)
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Keywords: openalex:import

Impact of Information Technology Skills on Old and New Generation Secretarial Teachers in Nigeria Colleges of Education to Utilize Internet for Classroom Delivery - Adeshina, Tunde Joel; Udoh, Abasido; Ndomi, Benjamin; Aliyu, Muhibeedeen (European Journal of Sustainable Development, 2013)
This study established the difference between the old generation and new generation secretarial Teachers in Nigerian Colleges of Education and their ability to utilize Information Technology skills to access information from the internet for classroom delivery.250 Secretarial Teachers drawn from 58 Accredited Nigerian Colleges of Education responded to the questionnaire that was divided into 4 parts.The questionnaire was used to obtained information on the respondents' Bio-data and computer use background, Teacher Information Technology Skill Acquisition Competence (TITSC), Teacher Information Technology Skills Usage (TITSU), Teacher Information Technology Internet Knowledge (TITIK), and The extent of usage of Internet information to teach the Secretarial courses.Data were analyzed using descriptive statistics and Student t-test at 0.05 level of significance.Results showed that there was no significant difference between the Old and New generation Secretarial Teachers in the utilization of their IT skills to access information from the Internet for classroom delivery.The result also revealed that there was a gap between the old and the new generation Secretarial teachers.The new were more proficient in the use of IT than the old because they were products of the revised Nigerian Certificate of Education ( 2002) which was enriched with Information Technology learning materials.Although there were some basic IT skills needed that were lacking in both the old and new generation Secretarial Teachers, hence were handicapped in their ability to download and upload quality information and teach students how to do that.Owing to the lack of these IT skills therefore, the teachers were not capable in accessing Internet by using some Information Technology facilities to get vital information for effective classroom delivery.it was therefore recommended that, Secretarial Teachers in Colleges of Education should avail themselves with the opportunity of staff development programme of their respective institutions or through self sponsorship to learn and acquire those IT skills they are lacking, because the more the Information Technology skills they possess, the greater their ability to use Internet for effective classroom delivery.
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Keywords: openalex:import

Relationship between the utilization of internet based information by secretarial teachers in the Nigerian Colleges of Education and the effectiveness of their lesson delivery - Adeshina, Tunde Joel; Udoh, Abasido; Ndomi, Benjamin; Aliyu, Muhibeedeen (Vocational and Technical Education, 2013)
This study assessed the relationship between the utilization of internet based information by secretarial teachers in the Nigerian Colleges of Education and the effectiveness of their lesson delivery. 250 secretarial teachers drawn from 58 accredited Nigerian Colleges of Education responded to the questionnaire that was divided into 4 parts. The questionnaire was used to obtain information on the respondents’ bio-data and computer use background, Teacher Information Technology Skill Acquisition Competence (TITSC), Teacher Information Technology Skills Usage (TITSU), Teacher Information Technology Internet Knowledge (TITIK), and the extent of usage of internet information to teach the secretarial courses. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation Coefficient. The null hypothesis tested significant at 0.01 level of significance. The result of the study showed lack of some basic learning experiences that are needed to adequately equip these teachers with ability to download and upload quality information. Owing to the lack of these IT skills therefore, the teachers were not able to access internet and use some IT facilities to move the frontiers of classroom lesson delivery to an enviable greater height. There was, although, a significant relationship between the IT skills of Secretarial Teachers and their awareness to use internet for lesson delivery, and their ability to use the internet to access information for lesson delivery, though the strength of these relationships were not strong enough. It was discovered that Secretarial teachers in the Nigerian Colleges of Education do not access Internet to obtain information to teach the courses available under the programme except office practice. The reason is because the requisite IT skills that will enable the secretarial teachers to search extensively for learning materials to teach effectively other courses with internet based information, outside office practice were lacking. It was therefore recommended that, the Ministries of Education should seek more collaboration with Education Trust Fund (ETF) to enable them develop integrated broad based model or strategy for applied Information Technology to secretarial education with a definite timeline for completion. Key words: Information Technology (IT) skills, internet utilization, lecture delivery
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Keywords: openalex:import

The Relationship between the Information Technology Skills Acquired by Secretarial Teachers in Nigeria Colleges of Education and Their Utilization of Internet for Effective Teaching - Adeshina, Tunde Joel; Udoh, Abasido; Ndomi, Benjamin; Aliyu, Muhibeedeen (World Journal of Education, 2013)
This study established the relationship between the Information Technology skills acquired by Secretarial Teachersin Nigerian Colleges of Education and their utilization of Internet for effective teaching. 250 Secretarial Teachersdrawn from 58 Accredited Nigerian Colleges of Education responded to the questionnaire that was divided into 4parts. The questionnaire was used to obtained information on the respondents’ Bio-data and computer usebackground, Teacher Information Technology Skill Acquisition Competence (TITSC), Teacher InformationTechnology Skills Usage (TITSU), Teacher Information Technology Internet Knowledge (TITIK), and The extent ofusage of Internet information to teach the Secretarial courses. Data were analyzed using descriptive statistics andPearson Product Moment Correlation Coefficientat 0.01 level of significance. Using Choudhury’s Range, there was amoderate positive correlation or relationship between the IT skills of Secretarial Teachers and the ability to useinternet to access information for effective teaching. The implication of this result is that, if the secretarial teachers aremore competent in their IT skills, then the more will they be enabled to access information from the Internet foreffective teaching. In this study it was found that the secretarial teachers were not knowledgeable in the use of somevital and important Internet instructional delivery tools. Secretarial Teachers in the Nigeria Colleges of Educationlacked some vital Information Technology skills such as, ability to operate data base, ability to extract relevantinformation using integrated software packages, ability to extract information using electronic mails and applicationsoftware, ability to use voice recognition system and ability to operate other different technologies and appreciatetheir benefits. It was therefore recommended that, National Commission of Colleges of Education should bringtogether all the secretarial education stakeholders: curriculum experts, the teachers, representatives of ministries andindustries; to revisit the existing curriculum. The integration of latest Information Technology practices and therequisite Internet skills which the Secretarial Teachers lack, will reposition Secretarial Studies programme to meetthe challenges of an IT driven classroom.
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Keywords: openalex:import

Teachers' attitude, years of teaching experience and self-efficacy as determinants of teachers' productivity in teachers' professional development programme in Ibadan Metropolis, Oyo State, Nigeria - Adesina, Olusola Joseph; Raimi, Sunmaila Oyetunji; Bolaji, Olufemi Akinloye; Adesina, Abiodun Ezekiel (Journal of Emerging Trends in Educational Research and Policy Studies, 2016)
Teaching as a process of education is congruent to individual and national development thus necessitating its continuous professionalism. The teachers' professional Development Programme (TPDP) is a step in the direction of enhancing and empowering teachers. The output of such TPDP impinges on several factors thus this study aimed at determining the effects of selected teachers' variables on primary school teachers' productivity in TPDP cluster meetings in Oyo State, Nigeria. A descriptive type of survey design was adopted for the study. 350 (M = 39; F = 311) primary school teachers in Ibadan metropolis were purposively sampled for the study, using three instruments: Teachers' Attitude to Teaching (r = .83); Teachers' Self-efficacy (r = .68) Scales and Teachers' Productivity Checklist (r = .91). Pearson Product Moment Correlation and Multiple regression were used for data analysis. The results indicated strong relationship between teachers' attitude (r = .86; p < .05) years of teaching experience (r = .69; p < .05); teaching self-efficacy (r = .79; p < .05) and teachers' productivity in PTDP cluster meetings. The predictor variables jointly contributed 43% (F(2,349) = 17.508; R = .66; R2 = .43; p < .05) to teachers' productivity. Therefore, it was recommended among others that teachers of different years of teaching experiences should be selected for TPDP and prompt incentives as token economy given to stimulate the participants' positive attitude and self-efficacy towards the programme productivity.
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Keywords: openalex:import

School Administrators' and Teachers' Perceptions on Policy Change Implementation Strategies Adoption in Technical Colleges in South-west Nigeria - Adewale, Sulaimon (e-Kafkas Eğitim Araştırmaları Dergisi, 2022)
Abstract Education policy change is intended to improve the education system. The Technical and Vocational Education and Training (TVET) policy as adopted by the federal ministry of education in Nigeria is structured on three major goals believed to ameliorate economic challenges. The accomplishment of these however, depends on the effectiveness of its policy implementation strategies. This study therefore investigated administrative and instructional teachers’ perception on policy change implementation strategies adoption in technical colleges in south- west, Nigeria. The research was a descriptive study of the cross-sectional survey design type. It adopted a multi-stage sampling technique. Simple random sampling technique was then used to select four out of the six states in South-west, Nigeria. Respondents in the technical colleges were classified as administrative (principals and vice-principals) and instructional (teachers). Adopting census method, all the 21 principals, 47 vice-principals and 626 instructional teachers were sampled. Two questionnaires were used for data collection. It was found that there was a significant relationship between policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria (F (6,564) =25.947 p < .005, .217). In conclusion, inability to fully adopt TVET policy implementation strategies was due to poor funding to acquire adequate training resources which was the major reason why TVET goals have not been fully achieved in technical colleges. It was recommended based on the findings that colleges should make efforts to reach
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Developing the capacity of Nigerian teachers in training through constructive alignment principles - Adirika, Bakky Ngozi (Mgbakoigba Journal of Africa Studies, 2019)
Constructive alignment is an outcome-based approach to teaching in which the learning outcomes that students intend to achieve are defined before teaching takes place. The principles behind the concept of constructive alignment had been with experts in the field of curriculum studies since the time of classical theory when Ralph Tyler posed the four very important questions that have influenced teaching to date. However, the effective negotiation of intended learning outcomes and the alignment of leaning activities and assessment methods have remained serious missing links generally, making it difficult for Nigerian teachers to effectively nurture in their students the capacity for competitive professionalism and employability skills that should constitute the hallmark of the educated. Teachers cannot give what they do not have. Thanks to globalisation efforts and the sharing of successful efforts for the good of humanity. Participating in Tuning Africa II program exposed me to insights that would assist the Nigerian teacher to prove his mettle and develop in his students, the ability and respect that would shape them into individuals of confidence, skill and honour. This paper shares these insights. Keywords: constructive alignment, ILOs, learning tasks, competences, quality enhancement
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Keywords: openalex:import

The Influence of Gender, Age, Training and Experience on Teachers’ Motivation in Ado and Efon Local Government Areas, Ekiti State, Nigeria - Afolabi, Comfort Yemisi (Greener Journal of Educational Research, 2013)
The study examined the influence of gender, age, training and experience of secondary school teachers on their motivation.The descriptive research design of the survey type was used for study.The population consisted of all the teachers in Ado and Efon Local Government Areas in Ekiti State.The sample comprises 500 teachers from 18 secondary schools in the two local government areas.Stratified proportional random sampling was used to select the sample for the study.A self-designed questionnaire tagged "Questionnaire on Teachers' Gender, Age, Training and Experience and Conditions of Service" (QTGATECS) was used to collect the data for the study.The instrument was validated by research experts in Educational Management and Tests and Measurement Departments of Ekiti State University.The data were analysed using frequency counts, percentage scores, t-test.The hypotheses were tested at 0.05 level of significance.The result shows that there was no significant difference in the motivation of male and female, untrained and trained, experienced and inexperienced teachers.However, there was a significant difference between young and old teachers in their motivation.It was concluded that teachers in Ado and Efon Local Government Areas had poor motivation and was recommended that teachers' motivation on the job should be improved by principals and government who should ensure that teachers' welfare, training, salary, loans and teaching aid requirements and other needs are adequately met.
openalex: W2185125409 mag: 2185125409 id: openalex:W2185125409 keywords: , , , , , , , , KerkoCite.ItemAlsoKnownAs: 10.15580/gjer.2013.3.013113419 2129771:L4ZTDN5L 2486141:VFFR58MQ
Keywords: openalex:import

Assessment of In-Service Training Programme Attended by Secondary School Agricultural Science Teachers in Kwara Central Senatorial District, Nigeria - Afolabi, Kayode (Deleted Journal, 2019)
The paper examined the in-service training programmes attended by Agricultural Science Teachers in Secondary School in Kwara Central Senatorial District, Nigeria. Specifically, the study determined the demographic characteristics of the respondents, the in-service training programmes attended by the respondents, the organisers or sponsors of the in-service programme, areas where agricultural science teachers obtained training, constraints to agricultural science teachers ’ in-service training programmes and strategies for improving in-service training programmes. The study adopted a descriptive survey research design. One hundred and twenty (120) agricultural science teachers were randomly selected from a population of 200 Agricultural Science teachers in 94 senior secondary schools in the study area. The data collected were analysed using descriptive statistics namely: frequency, percentage and mean. The findings showed that the majority of the respondents were male aged between 29-35 years, had B.Ed. degree and teaching experience between 1—5 years. The in-service programmes attended by agricultural science teachers include seminars and workshops. Ministry of Education, Teaching Service Commission, Ministry of Agriculture and Natural Resources and Universities were major organisers of in-service training programmes. Based on the findings, the study recommended that school administrators and relevant government agencies should provide adequate funding or set aside special fund for periodical training and retraining of agricultural science teachers.
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Keywords: openalex:import

Assessment of in-service training programme attended by secondary school agricultural science teachers in Kwara Central Senatorial District, Nigeria - Afolabi, Kayode Ojo; Adesanya, E.O.; Shuaib, S.B.; Jimoh, S. Bolakale (Deleted Journal, 2019)
The paper training programmes attended by Agricultural Science Teachers in Secondary School in Kwara Central Senatorial District, Nigeria. Specifically, the study determined the demographic characteristics of the respondents, the in-service training programmes attended by the respondents, the organisers or sponsors of the in-service programme, areas where agricultural science teachers obtained training, constraints to agricultural science teachers’ in-service training programmes and strategies for improving in-service training programmes. The study adopted a descriptive survey research design. One hundred and twenty (120) agricultural science teachers were randomly selected from a population of 200 Agricultural Science teachers in 94 senior secondary schools in the study area. The data collected were analysed using descriptive statistics namely: frequency, percentage and mean. The findings showed that the majority of the respondents were male aged between 29-35 years, had B.Ed. degree and teaching experience between 1—5 years. The in-service programmes attended by agricultural science teachers include seminars and workshops. Ministry of Education, Teaching Service Commission, Ministry of Agriculture and Natural Resources and Universities were major organisers of in-service training programmes. Based on the findings, the study recommended that school administrators and relevant government agencies should provide adequate funding or set aside special fund for periodical training and retraining of agricultural science teachers.
openalex: W4385469650 id: openalex:W4385469650 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 10.47963/jem.v10i.1202 2129771:D3X78CCQ 2486141:9UDAGU3X
Keywords: openalex:import

Relationship between Universal Basic Education Training and Teachers' Quality in Public Primary Schools in Nigeria - Afolabi, Stephen Olufemi; Olorisade, Olayiwola Gafar; Oguntunde, David Adebola (2012)
The study is a correlation study that unveiled the relationship between UBE training and teachers’ quality in , Nigerian Public primary schools using Kwara State as a case study. It was the State that championed education reform in the country. All the 24 members of State School Improvement Team (SSIT) and 50 members of Quality Assurance Bureau (QAB) constituted by the Kwara State Government were used as samples..The Questionnaire tagged UBE Training and Teachers Quality Questionnaire (UTTQ) was used. Three (3) research hypotheses raised were analyzed using Pearson Product Moment Correlation and chi-square statistics. The findings of the study were: that there was a significant relationship between SUBEB training workshop and teachers’ quality; a significant relationship between training resources and quality of workshop training organized by State Universal Education Board (SUBEB), but there was no significant difference between the perceptions of SSIT and QAB on teachers’ quality in Kwara State. However, the programme was not without its attendant challenges which include: delayed and inadequate supply of the training materials and poor remuneration of the trainers and trainees. It was suggested that more funds should be committed to the training programme, training materials supplied promptly and adequately. Indeed, training and re-training of teachers is a sine qua non for quality teaching in schools.
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Keywords: openalex:import

Teachers opinion on availability of e-learning opportunities for effective technical and vocational education and training (TVET) programme in tertiary institutions in South east Nigeria - Agbo, Benjamin C. D.; Okwudili, Onaga Paul; Hyginus, O Omeje (Vocational and Technical Education, 2018)
Modernity and technological developments have necessitated the need to expose opportunities in e-learning for effective technical and vocational education and training (TVET) programme. The opinion of the teachers regarding availability of these e-learning opportunities raises concern in teaching circles. It could be that teachers appear not worried about the availability of these opportunities. Against this background, it becomes necessary to determine the opinion of teachers on the availability of e-learning opportunities for effective TVET programme in tertiary institutions in South east Nigeria. To achieve this, three research questions and one null hypothesis were raised. The study adopted a descriptive research survey using a sample of 98 TVET lecturers from Enugu State South. Instrument for data collection was validated by three experts and reliability established using Cronbach alpha statistics which yielded a coefficient index value of 0.71 and was adjudged as high enough. It was found out that in the teachers’ opinion, e-learning opportunities for effective TVET programme were not available, and that this opinion was not dependent on experience. It was further recommended that teachers be sent on capacity building programmes to get acquainted with the skills to exploit the availability of e-learning opportunities in higher institutions. Key words: E-learning, availability, opportunities.
openalex: W2949971965 mag: 2949971965 id: openalex:W2949971965 keywords: , , , , , , , KerkoCite.ItemAlsoKnownAs: 10.5897/ijvte2015.0176 2129771:N837C3HM 2486141:4Z82TT4U
Keywords: openalex:import

Instructional Strategies, Mathematical Ability, Mode of Entry, and Gender as Correlates of Pre-Service Teachers' Performance in Integrated Science in Nigerian Colleges of Education. - Agoro, Aminat Aderonke (Journal of the International Society for Teacher Education, 2015)
openalex: W2883572003 mag: 2883572003 id: openalex:W2883572003 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:QMXIBYYX 2486141:55U4SG8X
Keywords: openalex:import

Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in Kenya - Agufana, PB (Moi University, 2015)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction.
KerkoCite.ItemAlsoKnownAs: 2129771:XJCD389Q 2317526:SSQE8UDY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:assessment; P:media; P:school teacher; P:technology; Q:ICT; R:survey; T:TVET; publicImportV1

Assessment of Perceived Ease of Use and Instructional Use of ICT by Lecturers in Technical Training Institutions in Kenya - Agufana, PB; Too, JK; Mukwa, CW (African Journal of Education, Science and Technology, 2018)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers’ is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction.
KerkoCite.ItemAlsoKnownAs: 2129771:89J6L33G 2317526:ZRG8DS9N
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:assessment; F:attitude; P:culture; P:school teacher; Q:ICT; Q:lifelong learning; Q:open learning; T:TVET; __C:filed:1; publicImportV1; ⛔ No DOI found

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice - Agyei, Douglas D.; Voogt, Joke (Australasian Journal of Educational Technology, 2014)
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2405685:EBNRF3XR 2534378:L2FKFKGZ 2534378:SI3VKRQI
Keywords: __:import:02; __:match:final; __:matched; __:study_id:2425905; __finaldtb

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana - Agyei, Douglas D.; Voogt, Joke (Education and Information Technologies, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-010-9141-9 2129771:EHN5LYKU

Building capacity of teachers and trainers in technical and vocational education and training (TVET) in Sudan (Case of Khartoum State University). - Ahmed, Hashim (Technische Universität Dresden, 2011)
The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking ii clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers
KerkoCite.ItemAlsoKnownAs: 2129771:6N36KIAQ 2317526:6UYEDH2C 2317526:JCRCRCL6 UTI-242D92CD-6820-377B-90B3-574781F893D6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Sudan; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:social; P:teachers; Q:educational technology; T:TVET; T:trainee; publicImportV1

Approaches to providing psycho-social support for teachers and other school staff in protracted conflict situations - Ahmed, Hassan (2017)
This report summarises available literature and evidence relating to the above two specific questions. The geographical focus of this research is Syria and neighbouring countries. However, examples of evidence from different contexts are also drawn to inform this review. Education and psychosocial support are purported to have a dynamic and mutually reinforcing relationship. The Education For All (EFA) Global Monitoring Report for 2011 (UNESCO 2011) focused on education in conflict settings and recognised the importance of psychosocial interventions in addressing the negative effects of conflict, including depression, trauma, shame and withdrawal, which can have significant consequences for individual learning. According to UNICEF (2009) effective child-centred learning is important in promoting the psychosocial well-being of both learners and teachers. Evidence shows that students’ relationships with teachers are important predictors for academic performance and positive health and social behaviours. Several meta-studies identified perceptions of teacher fairness and teacher respect for students as important contributors to resilience and psychosocial wellbeing.
Accepted: 2017-07-14T14:57:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:CVPZ4YAT 4869029:QZBGXPAU
Keywords: ⛔ No DOI found

Exploring the Teacher Professional Development Activities: Perspectives of Nigerian High School Teachers - Ajani, Oluwatoyin Ayodele (International Journal of Learning Teaching and Educational Research, 2022)
The quality of education is central to the Sustainable National Development that can be attained by any country. Hence, the professional development of teachers is critical to classroom practices in the education system. Teachers attend various professional development activities every year to improve their classroom practices. The aim of the study was to establish teachers’ perspectives on professional development activities. The study adopted an interpretive qualitative approach to explore teachers' views on the phenomenon. The study engaged three heads of departments in semi-structured interviews and five teachers in a focus group interview to explore teachers’ lived experiences of professional development. The study employed andragogy as the theoretical framework to understand teachers' views on workshops, subject association meetings, conferences and other professional development activities they attended. Thematic analysis of the data was carried out systematically to generate themes from the findings. Teachers did not regularly attend annual professional development activities. The contents of the professional development activities did not adequately address teachers’ needs for dynamics in the classroom. It is therefore recommended that teachers’ classroom practices be assessed by their heads of departments, vice principals/principals or subject specialists to determine how their classroom practices could be enhanced. The frequency of professional development activities for teachers should be increased every year, to improve their classroom practices.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Exploring the Teacher Professional Development Activities: Perspectives of Nigerian High School Teachers - Ajani, Oluwatoyin Ayodele (International Journal of Learning, Teaching and Educational Research, 2022)
The quality of education is central to the Sustainable National Development that can be attained by any country. Hence, the professional development of teachers is critical to classroom practices in the education system. Teachers attend various professional development activities every year to improve their classroom practices. The aim of the study was to establish teachers’ perspectives on professional development activities. The study adopted an interpretive qualitative approach to explore teachers' views on the phenomenon. The study engaged three heads of departments in semi-structured interviews and five teachers in a focus group interview to explore teachers’ lived experiences of professional development. The study employed andragogy as the theoretical framework to understand teachers' views on workshops, subject association meetings, conferences and other professional development activities they attended. Thematic analysis of the data was carried out systematically to generate themes from the findings. Teachers did not regularly attend annual professional development activities. The contents of the professional development activities did not adequately address teachers’ needs for dynamics in the classroom. It is therefore recommended that teachers’ classroom practices be assessed by their heads of departments, vice principals/principals or subject specialists to determine how their classroom practices could be enhanced. The frequency of professional development activities for teachers should be increased every year, to improve their classroom practices.
KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.21.6.3 2129771:FBUCHQWY 2486141:PW4QTM77
Keywords: _UNICEF-SBTPD-Nigeria-CITED-IN-TOR; _UNICEF-SBTPD-Nigeria-selected

Investigating the quality and nature of teachers’ professional development in South Africa and Nigeria - Ajani, Oluwatoyin Ayodele (Gender and Behaviour, 2020)
Regular professional development of teachers has not only been seen as traditions but also an effective way to ensure quality education. The quality of education in any country is facilitated by the quality of teachers in the system. This interpretive study explored teachers’ views on the quality and nature of in –service professional development activities they access every year in South African and Nigerian high schools. Andragogy theory was used as theoretical framework to underpin this qualitative research study in both countries. Semi-structured interviews with 6 Heads of department from both South African and Nigerian high schools were used for data collection. The purpose of teachers’ in-service professional development (IPD) is to enhance classroom instructional delivery, which ultimately will improve learners’ academic performance. Findings of this study revealed that teachers in both countries do not access regular in-service professional development every year. The study also established that there was no regular monitoring and support for teachers towards in-service professional development; so also, the use of “one-size-fits all” type of professional development workshops for teachers in these countries are not effective. This study therefore, recommended regular interval of professional development activities for teachers, well-designed and well-structured subject-based IPD activities to enhance teachers’ classroom practices every school term to ensure continuity of IPD. Keywords: Teachers’ professional development, nature, quality, classroom practice, regular, continuity.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teachers’ Perspectives on Professional Development in South Africa and Nigeria: Towards an Andragogical Approach - Ajani, Oluwatoyin Ayodele (Journal of Educational and Social Research, 2021)
This study explored the perspectives of teachers in both South Africa and Nigeria on professional development using andragogical approach. The quality of teachers translates to the quality of the education system; this is why many African countries have been making a significant impact on the professional development of their teachers. A qualitative method approach was employed to explore the views of South African and Nigerian teachers on the professional development activities available to them. Adult learning theory was used as the theoretical framework to underpin this interpretive study. Data collection was through semi-structured face to face interviews with 6 Heads of Departments and semi-structured focus group interviews with 10 teachers from 16 high schools in both countries. The interviews were audio-recorded with permissions from the participants, further transcribed, coded and analysed through content thematic analysis. Findings from both countries revealed that though there were professional development programmes for teachers. However, they were inadequate and irregular for the teachers every year. The study, therefore, recommends appropriate professional development activities for teachers at least once a term. The study also recommends that these professional development activities should focus on the teachers’ diverse classroom needs.

Received: 12 August 2020 / Accepted: 3 November 2020 / Published: 10 May 2021
openalex: W3160574398 mag: 3160574398 id: openalex:W3160574398 keywords: , , , , , , , KerkoCite.ItemAlsoKnownAs: 10.36941/jesr-2021-0070 2129771:HVAKKZ5E 2486141:X8EJ4U9I
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teachers’ Perspectives on Professional Development in South Africa and Nigeria: Towards an Andragogical Approach - Ajani, Oluwatoyin Ayodele (Journal of Educational and Social Research, 2021)
This study explored the perspectives of teachers in both South Africa and Nigeria on professional development using andragogical approach. The quality of teachers translates to the quality of the education system; this is why many African countries have been making a significant impact on the professional development of their teachers. A qualitative method approach was employed to explore the views of South African and Nigerian teachers on the professional development activities available to them. Adult learning theory was used as the theoretical framework to underpin this interpretive study. Data collection was through semi-structured face to face interviews with 6 Heads of Departments and semi-structured focus group interviews with 10 teachers from 16 high schools in both countries. The interviews were audio-recorded with permissions from the participants, further transcribed, coded and analysed through content thematic analysis. Findings from both countries revealed that though there were professional development programmes for teachers. However, they were inadequate and irregular for the teachers every year. The study, therefore, recommends appropriate professional development activities for teachers at least once a term. The study also recommends that these professional development activities should focus on the teachers’ diverse classroom needs.

Teachers' Perspectives on In-Service Professional Development in South African and Nigerian High Schools - Ajani, Oluwatoyin Ayodele; Govender, Samantha (Gender and Behaviour, 2019)
The development of any country is intricately driven by the available education system in such country where teachers are the prominent drivers. This study was conducted to explore teachers’ Perspectives on in-service professional development activities in both South Africa and Nigeria. In-service professional development refers to all activities to improve classroom practices for better learners’ academic performance. Data collection instruments were questionnaire with eighty teachers while six Heads of Departments were engaged in semi-structured interviews and ten teachers participated in focus group interviews. Experiential theory was used to underpin teachers’ views on the IPD. Findings revealed that teachers in both countries were not provided with frequent in-service professional activities on yearly basis, and the contents of these IPD activities were not satisfactory to the teachers. The study therefore recommended frequent IPD activities for the teachers and the IPD activities should focus on teachers’ pedagogical content knowledge for enhanced classroom practices.Keywords: classroom practices, perspectives, in-service professional development, continuity, appropriateness, regularity
openalex: W3012075504 mag: 3012075504 id: openalex:W3012075504 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:BVRA335J 2486141:KT8SNVWJ
Keywords: openalex:import

Teachers’ in-service professional development : gateway to improved classroom practices in Nigerian schools - Ajani, Oluwatoyin Ayodele; Govender, Samantha; Maluleke, Nkhensani (Journal of Gender Information and Development in Africa, 2018)
openalex: W2914464241 mag: 2914464241 id: openalex:W2914464241 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.31920/2050-4284/2018/v7n3a2 2129771:3TVUNBPM 2486141:8GWHM5SQ
Keywords: openalex:import

Challenges Experienced in Implementing School-based Continuing Professional Teacher Development in Fort Beaufort Education District in South Africa - Ajibade, Benedicta A.; Rembe, Symphorosa (Anthropologist, 2018)
KerkoCite.ItemAlsoKnownAs: 10.31901/24566802.2018/33.1-3.1887 2129771:SNGC8MTK
Keywords: __C:filed:1

Professional Development of Teachers, Action Planning and Utilizing 21st Century Skills in Nigerian Schools - Ajoku, L.I. (Journal of Education and Practice, 2013)
Professional development is essential for every individual irrespective of the profession. It should be noted that knowledge is not immutable in a world of change. The dynamic nature of the society demands that every human being will continue to improve and adjust himself or herself to the changing times in order to remain relevant. Teacher’s professional and personal development becomes a necessary proposition. Undoubtedly, teachers straight from training are clumsy and do not perform well on the job. They have simply learnt the elements of a very complex skill that with time, helped by professional and personal development, will make them experts. This paper, therefore, focuses on the need for continuous professional development of Nigerian teachers to enable them plan and utilize 21 st Century skills in teaching children at different levels of education. The renewed concern for the quality rather than the quantity of teachers stems from the fact that the training college/university programmes do not completely make one an effective teacher. A teacher who, therefore, does not strive to improve himself is falling behind... Key words: Professional development, Teachers, Action planning, Utilizing skills
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Keywords: openalex:import

The effects of teacher constructed furnace on students' performance in heat treatment in technical colleges in rivers state, nigeria - Ajuru, Ignatius; Jasper, Isaac (2015)
The purpose of this research was to determine the effect of an improvised furnace on students’ performance in heat treatment in technical colleges in Rivers State. The study adopted research and development incorporating quasi-experimental design. It involved the use of control group, pre-test – post test design. The population of 194 students from four technical colleges in Rivers State was used for the study. The instrument for data collection was made up of Heat Treatment Achievement Test (HTAT) developed by the researchers. The achievement test consists of 50-multiple choice items with four options of A-D. The test items were identified and selected from the content of (NABTEB) syllabus on metal work technology. Test re-test method was used to establish the reliability of the instrument; the tests yielded 0.70, 073 and 0.72, 0.74 for the first and second tests respectively. Four experts in metal work technology were involved in both face and content validity of the instrument. The results obtained from the test scores were compiled and analyzed using statistical tools such as; percentage, mean, and analysis of covariance (ANCOVA) in answering the research question and testing the hypothesis at 0.05 level of significance. Improvised furnace had positive effects on students’ performance in heat treatment with a mean gain of 4.61. The difference in performance between those taught using improvised furnace and those taught using conventional teaching aids was found to be significant at 0.05 levels of significance. Based on the findings of the study, the researcher recommended that government, technical college principals and the different agencies should provide fund to procure the materials and component for designing and constructing furnace
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Keywords: openalex:import

Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers - Akayuure, Peter; Apawu, Jones (International Journal of Research in Education and Science, 2015)
The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.69649 2405685:V4AZF6WX 2534378:EXMDSLHE 2534378:VPVZ2W39
Keywords: ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; Foreign Countries; Ghana; Higher Education; Instructional Material Evaluation; Learning Modules; Mathematics Activities; Postsecondary Education; Preservice Teachers; Rating Scales; Scoring Rubrics; Statistical Analysis; Student Developed Materials; Usability; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2098955; __finaldtb

Interactive Effect of Gender and Two Teaching Strategies On Pre-Service Teachers' Performance in Basic Science in Nigerian Colleges of Education - AKINDELE, Dare Lawrence; OMODARA, Oladele Dennis (Zenodo (CERN European Organization for Nuclear Research), 2022)
openalex: W4303467903 id: openalex:W4303467903 keywords: , KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7157225 2129771:VVSFS97I 2486141:QS2SM8P8
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Strategies for Effective Management and Organization of Business Teacher Education Programme in Nigerian Colleges of Education - Akinyele, T.A.; Akinlabi, David (2021)
This paper examined the strategies for effective management and organization of business teacher education programme in Nigerian Colleges of education. The descriptive survey research design was adopted for the study while the population consisted of 200 business education lecturers teaching in government – owned colleges of education in South-west Nigeria. The simple random sampling technique was used to select a sample of 132 business educators as respondents for the study. A well-structured questionnaire on a 4point-scale was used as instrument for data collection while the reliability test for the instrument yielded co-efficient 0.75 using Cronbach Alpha. The data collected were analysed using frequency tables, mean and standard deviation. Four research questions guided the study. Findings revealed that, poor funding, infrastructural deficit and poor working conditions are the major challenges to the effective management and organization of business teacher education programme while adequate funding, engagement of competent personnel and transparency are some of the strategies for effective management and organization of business teacher education programme. Finally, it was recommended that adequate funding, collaboration between institutions and industries as well as public enlightenment campaign and others should be strategies adopted for effective management and organization of business teacher education programme. Keywords: Challenges, Facilities, Funding, Efficiency and Effectiveness
openalex: W3209584441 mag: 3209584441 id: openalex:W3209584441 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:A6KPWG9G 2486141:MP2JNI5C
Keywords: openalex:import

The Effect of School-Based Teacher Development Training Programme on Teachers’ Competencies in Bayelsa State of Niger Delta, Nigeria - Akporehwe, Nateinyin Joy; Offor, T. Ibebietei; Akporehwe, Nosa A. (International Journal of Sciences: Basic and Applied Research, 2015)
The researchers investigated the effect of a two-week training programme on teachers’ acquisition of School-based Teachers Development (SbTD) concepts. The concepts considered were active learning, reflective teaching, activity-based learning and individual differences. The one shot pretest-posttest control group design was adopted. The sample consisted of eighty four (84) Universal Basic Education (UBE) teachers drawn from a population of one hundred and fifty (150) teachers from three Local Government Areas in Bayelsa State. A 15-item test tagged Teachers’ Competency Test (TCT) prepared by the Department for International Development (DFID) and United Nations International Children Education Fund (UNICEF) serves as the instrument for data collection and was therefore considered valid and reliable. The four research questions raised were analyzed using means and standard deviations while the corresponding hypotheses were tested using t-test at P<.05 level of significance. Result showed that training impacted positively on teachers’ acquisition of SbTD concepts, the effect of teachers’ qualification on acquisition of SbTD concepts was significant while there was a non-significant effect of gender on teachers’ acquisition of the concepts. It was recommended that teachers should be exposed to regular professional development training programmes to enhance their professional competencies, both male and female teachers should be encouraged to participate in the SbTD programme eliminating gender disparity and the extension of the programme to other local government areas to have an even spread.
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Keywords: openalex:import

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:ULIUH28X 261495:Z66ANBBU

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics – Executive summary of Project, July 2011 version - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:XRJ9VFFL 261495:DZPUXTXF

The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences - Al-Ghatrifi, Yaqoob (University of Reading, 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:58BS4RY3
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Benin BEN; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Kuwait KWT; _C:Malaysia MYS; _C:Malta MLT; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Oman OMN; _C:Pakistan PAK; _C:Portugal PRT; _C:Qatar QAT; _C:Saudi Arabia SAU; _C:Somalia SOM; _C:Sweden SWE; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Influence Of Professional Development Programmes On Basic School Teachers’ Classroom Practices In North-Central Nigeria - Alabi, Abdul G. F. (INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW, 2020)
This paper evaluated the influence of PDP on Basic School Teachers’ Classroom Practices in North-Central, Nigeria. The study adopted a descriptive survey design. In selecting samples for this study, 746 basic school teachers were purposively selected from 84 sampled Basic Schools across three sampled states using stratified sampling technique out of the six states and Federal Capital Territory, Abuja. The Questionnaire “Influence of Professional Development Programmes ”(IPDP) with reliability index of 0.74 was used. One - Way Analysis of Variance was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed no significance influence of teachers’ participation in PDPs on psychomotor and affective classroom practices based on experience (F (2,724) = .018, p = 982); and F(2,724) =.628, p = .534) were observed .Consequently, teachers’ participation in PDPs had no significant influence in psychomotor and affective classroom practices based on years of experience. There is need to make the programme more effective in term of organization and implementation as antidotes to the hindrances confronting the PDPs in North-Central, Nigeria.
openalex: W3037545702 mag: 3037545702 id: openalex:W3037545702 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 10.33369/ijer.v3i1.11273 2129771:CS4YV64K 2486141:HUZFZUEQ
Keywords: openalex:import

Monetary and Non-Monetary Incentives as Correlates of Teacher Educators Job Performance in Colleges of Education in Oyo State of Nigeria - Alade, Ibiwumi A. Okeke (Journal of Critical Reviews, 2021)
The issue of incessant strike by academic staff of Nigerian colleges of education in recent times is alarming. This is not unconnected with their salaries and other remunerations which perhaps cannot sustain them with the present economic condition. As a result, this study examined monetary and non-monetary incentives as correlates of teacher educators job performance in colleges of education in Oyo State. The study was guided by three research questions, and descriptive survey design of the correlational type was used. 200 teacher educators purposively selected from the two-colleges of education owned by Oyo State Government constituted the sample. Incentives and Teacher Educators Job Performance Questionnaire (ITEJPQ) with a reliability coefficient of 0.88 was used for data collection. Descriptive statistics of frequency count, percentages and inferential statistics of multiple regression analysis were used for data analysis. The study found out that salary package and promotion with a percentage of 52.5 and 55.0 respectively were rated highest as the monetary and non monetary incentives which boost teacher educators job performance. Also, the result indicated a significant joint contribution of the incentives with a percentage of 88.2 to teacher educators job performance (R = 0.945, P < 0.05).Significant relative contributions to the criterion measure were also recorded for salary package, allowances / arrears, fringe benefits, professional development support, promotion, working environmental condition and award / commendation. Based on these findings, regular welfare system and incentive schemes as well as adequate budget allocation for education were among the recommendations suggested to enhance teacher educators job performance and improve their standard of living.
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Appraisal of Student-Teacher’s Attitude Toward Teaching Profession Across Teacher Training Institutions in Lagos State, Nigeria - Alade, Oluwatomi M.; Aletan, Sola M.; Kuku, Olaotan Oladele (Lwati A Journal of Contemporary Research, 2015)
The disposition of teachers within and outside the school will in no little amount positively affect the academic achievement of students. Thus, this paper is a descriptive survey which sought to appraise the attitude of student-teacher’s relationship across teacher training institutes in Lagos State, Nigeria. This study was conducted among; two Colleges of Education in Nigeria awarding Nigerian Certificate in Education; two Faculties of Education in Universities awarding Bachelor of Education; and two Post Graduate Schools in Universities offering Post Graduate Diplomas and Masters in Education, all in Lagos State. Simple Random Sampling was used in selecting six teacher training institutions across the three categories identified. Two research hypotheses guided the study. Student-Teacher Attitude Questionnaire (STAQ) was developed by the researchers and used for data collection. The instrument developed by the researcher has a reliability coefficient of 0.79. Data were analyzed using Analysis of Variance (ANOVA). The two hypotheses raised were accepted. The findings revealed that (i) there is no significant difference in the attitude of teachers in training in the three categories of teacher training institutes; (ii) there exist no significant gender difference in the attitude of student teachers towards teaching in the three categories of teacher training institutes towards teaching profession. It was recommended that emphasis should be placed on positive training attitude of student teachers while in training in their respective teacher training institutions among other.Keywords: Attitude, Training, Teaching, Educational Institution.
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Keywords: openalex:import

A Professional Competence for Technical and Vocational Education Training Teachers at Technical Colleges in Niger State, Nigeria - Alhassan, Usman Ndagi; Aede, Hatib Musta’amal (Asia Proceedings of Social Sciences, 2020)
A significant amount of concern has been expressed about all the way in which technical vocational Education training (TVET) is taught in Nigeria and particularly in technical collegesin Niger State. This concern stems partly from the fact that the nation cannot grow its human and material resources effectively without sufficient and well-trained manpower at all educationallevels. The study therefore investigates the professional skills training needs of technical vocational teachers in technical colleges in Niger State. The sample method used for the survey.The study population comprised of all technical college teachers in Niger state; the sample included all the sixty (60) technical teachers that made up the population. For data collection,professional training competencies Needs of Technical Vocational Teachers Questionnaire were used. The test-retest method was also used to determine the coefficient of reliability of which0.72 was obtained. The data collected were analyzes using the statistical method Mean and Standard deviation. The findings from this study showed that the teachers of technical colleges inNiger state of Nigeria are not exposed to workshops, seminars, conferences and other means of acquiring basic technical knowledge, skills and attitudes and that innumerable teachers oftechnical colleges are not competent. It was therefore recommended that all technical teacher training institutions function in performance as a matter of necessity and produce anappropriate curriculum which will take on the necessary skills for our new technical teachers in training and those already in the field through in-service training.
openalex: W3023279405 mag: 3023279405 id: openalex:W3023279405 keywords: , KerkoCite.ItemAlsoKnownAs: 10.31580/apss.v6i1.1230 2129771:PBX3PXF2 2486141:2CR7FIS9
Keywords: openalex:import

The Role of Islamic Studies Teachers in Building Students' Moral Values in Umar Suleiman College of Education, Gashua, Yobe State, Nigeria - Ali, Ibrahim; Abdulwahab, Latifat; Gashinge, Hassan Adamu (The International Journal of Humanities & Social Studies, 2021)
The moral building in Islam means following moral values.The difference between right and wrong can be justified through the moral system of Islam.True faith and morale help to form the prosperity of any society.Education and internalization of moral values can't be separated (Kasa et al., 2008; Kasa et al., 2010).Morale and values help to shape how individuals behave think and act (Ismail et al., 2011).It can be easily summarized that education is very important factor behind the formation of human personality.Social problems are being exposed every day through the electronic media.To solve this issue various steps also have been taken.Many studies have focused on circulation of moral values through teachers in the classroom environment (Ismail et al., 2011).Suhid et al. (2001) specified that teachers are the most important factors influencing the perception and understanding of morality in the students.According to Othman et al. ( 2013) there exist many symptoms of anti-social, delinquency, crime and gangsterism in schools today.It is a matter of huge unfortunate that our country is still fighting with social problems affecting adolescents and youth.Hence, appropriate steps should be taken by all the school teachers with appropriate researcher plans to review the appropriate techniques in developing moral values among school students. Aims of the StudyThe aims of study are as follows:  To inspect Islamic Studies teachers' beliefs about their roles in inculcating moral values. To discovery out the level of teaching Muslim youths' Islamic manners and etiquette in relation to themselves and others. To highlight the role of Islamic Studies teachers in building good moral values among youths. The Making of Ideal TeachersBilesanmi-Awoderu ( 2012) is of the view that, a teacher is simply somebody who imparts knowledge on the learners and being paid a certain amount for a living'.He goes further to state that the success of any educational system or programme depends, to a large extent, on the quality and availability of qualified teachers.This is true because the teacher formulates designs, assembles controls, supervises, selects, explores, facilitates, manipulates, assesses the teaching-learning materials, and evaluates all other factors in the teaching-learning process (Adetayo, 2011).Stressing the importance of teachers to curriculum implementation, Bilesanmi-Awoderu (2012) opined that no matter how well defined an educational system may be, the implementers will be responsible for its successes in the final analysis.He further
openalex: W3186732979 mag: 3186732979 id: openalex:W3186732979 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.24940/theijhss/2021/v9/i2/hs2102-020 2129771:VH8INYRI 2486141:XBQ2C6IP
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Availability and Utilization of Mobile Smartphones among Teachers and Students' in Colleges of Education in Yobe State, Nigeria - Aliyu, Abubakar Mallam; Abdullahi, Yahaya (ATBU Journal of Science, Technology & Education, 2020)
The study investigates the â€œAvailability and Utilization of Mobile smartphone among Teachers and students in Colleges of Education in Yobe state, Nigeriaâ€. The study was guided by two research objectives, two research questions and two null hypotheses which were tested at (0.05) level of significance. The population of the study was 614 teachers and 15103 students from three Colleges of Education in Yobe State. The design adopted for the study was descriptive survey research. Â A random sampling technique was used to determine the sample from the population. The sample has a population of 202 teachers and 4826 students. The sample size of 132 teachers and 357 students were obtained using Krejcie and Morgan Table for determining sample size. The instruments used for data collection was researcher self-constructed questionnaire titled Teachers Smartphone Availability Questionnaire and Students Smartphone Availability Questionnaires and was validated by three experts and pilot tested. The result of the pilot testing was analysed using Cronbach Alpha and yielded a reliability coefficient of 0.76 for teachers and 0.82 for students. Frequency count and percentage were used to analyze the descriptive statistics, mean and standard deviation were used to answer the research questions and paired sample test was also used to tested the null hypotheses at (0.05) level of significance. From the result, all twonull hypotheses were rejected. The summary of findings indicates that, smartphones are availability among students than among teachers in colleges of education in Yobe State. Educational utilization of smartphone is higher among students than among teachers in colleges of education in Yobe state. It was recommend that, Schools should send teachers for short term course in order to learn how to integrate smartphone in to teaching and learning.
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Keywords: openalex:import

Effectiveness of Multimodal Microlearning for In-service Teacher Training - Allela, Melisa Achoko; Ogange, Betty Obura; Junaid, Muhammad Ibn; Charles, Prince Brainard (Journal of Learning for Development, 2020)
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:VC36IXXY
Keywords: _C:Sierra Leone SLE; micro-learning; multi-modal; teacher training; ⛔ No DOI found

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Haßler, Björn; Chuang, Rachel (EdTech Hub, 2020)
EdTechHub.Source: 2405685:R9VVKUH5 EdTechHub.Source: 2405685:R9VVKUH5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 10.5281/zenodo.4762301 2129771:237CSM4W 2129771:IGN2QCEN 2129771:RMWSKUI5 2129771:TAFSP89V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:K3RVT7JU 2339240:WP59YJ57 2405685:3TKLS2TH 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:R9VVKUH5 2486141:IX4B74H9
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burundi BDI; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Malawi MWI; _C:Myanmar MMR; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Paraguay PRY; _C:Portugal PRT; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _forthcoming; _r:ImportedToMyEducationEvidence; _yl:h; _zenodoODE; docs.opendeved.net

Developing Learning and Teaching: Training Teachers in Rural Nigeria Using Mobile Technology - Amadi, Martha Nkechinyere (UNIZIK Journal of Educational Research and Policy Studies, 2021)
The study investigated developing learning and teaching, training teachers in rural Nigeria using mobile technology. The sample comprised of 1,200 in-service training teachers purposively drawn from the National Teacher Institute (NTI) Kaduna offering teacher education programme in Kaduna state respectively. Data were collected using a questionnaire whereas mean and t-test statistics were used to analyse the data. The result of the study showed that the mobile technology can be an effective mode for teacher training as it has great impact on the classroom improvement and enhances the self-image, confidence, motivation, and professionalism of teachers. Based on the findings, it was recommended among others that government should procure ICT facilities to aid teaching and government should improve the orientation programme by providing more effective training on the use of phone features.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education. - Amadi, Martha Nkechinyere (Bulgarian Comparative Education Society, 2013)
openalex: W2579277567 mag: 2579277567 id: openalex:W2579277567 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:HLC9XAH4 2486141:UMBE7NE5
Keywords: openalex:import

Appraising Work-Based Learning Experiences of Technical and Vocational (Teacher) Educationand Training (TVTET) Programmes In Nigeria - Amadi, Ugochukwu P.N. (Mediterranean Journal of Social Sciences, 2013)
The skill emphasis in the implementation of technical and vocational education and training (TVET) programmes demands that conscious and concerted effort are made to put in place strategies that would guarantee hand – on learning experiences. Basically, a sure way of realizing these critical objectives is by the instrument of work – based learning (WBL) which implies the establishment of a synergistic relationship between TVET institution, business and industry as well as community – based resources inventory. This study has attempted to appraise the extent to which this synergy has worked in the Nigeria TVET system, using the seven (7) Federal Colleges of Education (Technical) in the South-Eastern geo-political zone of the country as study area. A total of 200 TVET instructors served as study sample while a structured questionnaire was used in generating data relevant to the study. Data analysis was based on the statistical tools of frequency, mean and percentage. Findings indicated among other things that, all emphasis so far is on the Student Industrial Work Experience Scheme (SIWES) leaving other avenues or strategies almost unexploited. Such other strategies identified by the study included: cooperative work experience Programme, job shadowing, clinical work experience, youth apprenticeship programme, school-based enterprises, internships, to list a few. Factors responsible for this anomalous situation were indicated to include poor policy frame-work, curricular defects, and inexperience on the part of administrators of TVET programmes. Recommended important strategies emphasized awareness creation through government-industry forum, curriculum restructuring and regular retraining of TVET instructors and teacher -trainers. DOI: 10.5901/mjss.2013.v4n5p137
openalex: W2087832506 mag: 2087832506 id: openalex:W2087832506 keywords: , , , , , , , , , KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2013.v4n5p137 2129771:4QJ572E6 2486141:AQ4M8GGF
Keywords: openalex:import

Impact of Human Resource Management on Teachers’ Productivity in Colleges of Education in North Central Geopolitical Zone of Nigeria - Amaechi, Appolus Azunwanne; Obiweluozor, Nkechi (ÜNİVERSİTEPARK Bülten, 2020)
Colleges of education are established to train teachers for the education sector.The poor quality of teacher education in North Central zone of Nigeria is a source of concern to the general public.This paper assesses the impact of human resource management on teachers' productivity in colleges of education in the North Central geopolitical zone of Nigeria.The researchers adopted the descriptive survey research design.The population of the study comprises all 11 colleges of education in North Central, with a combined staff of 4,914.The stratified and purposive random sampling technique was used to select a sample of 495 staff, stratified as academic and nonacademic as participants in the research.A 15-item researcher-developed questionnaire titled "Impact of Human Resource Management on Teachers Productivity Questionnaire (IHRMTPQ)" was used as the instrument for data collection.Three research questions and one null-hypothesis guided the study.The data collected were analyzed using mean, standard deviation, and percentage scores.The Chi-Square statistic was used to test the null-hypothesis at the .05level of probability.The findings revealed that the recruitment processes, training and development, and staff welfare significantly impact on teachers' productivity in colleges of education.A conclusion was drawn and one area of recommendation of the study was that administrators of colleges of education in the zone should follow stipulated due process in their recruitment processes, increase staff training and development, and improve on staff welfare so as to motivate teachers to achieve greater levels of professional performance, which will in turn increase their productivity.This study is hinged on the Barnard-Simon theory of organizational equilibrium which can be explicitly related to performance.
openalex: W3087529790 mag: 3087529790 id: openalex:W3087529790 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.22521/unibulletin.2020.91.6 2129771:2GXDNLQH 2486141:C9JBVFTI
Keywords: openalex:import

Information Communication Technology (ICT), In-Service Training And Job Performance Of Public Secondary School Teachers In Calabar Municipality Of Cross River State, Nigeria. - Amalu, Melvina N.; Oyo-Ita, Margaret E. (EDUSTUDENT Jurnal Ilmiah Pendidikan dan Pembelajaran, 2023)
The study investigated the contribution of Information Communication technology (ICT), in- service training to job performance public secondary schools teachers in Calabar Municipality of Cross River State, Nigeria. The survey research design was adopted and two hypotheses were formulated to direct the study. The population consisted of 876 teachers from sixteen secondary schools in Calabar Municipality. A simple random sampling technique was used to draw out of a hat to obtain a sample of 219 teachers who constitute 25% of the total population of the study. The instrument used for data collection was a structured questionnaire titled “Educational Support Services and Teachers’ Job Performance Questionnaire” (ESSTJPQ). The instrument's reliability was determined using the Cronbach Alpha method, and the reliability coefficient estimate obtained ranged from 0.77 to 0.88. Data generated were analysed using simple regression analysis. The results revealed that there is a significant relationship between Information and Communication Technology (ICT) and in-service training and job performance of public secondary schools teachers in Calabar Municipality of Cross River State. It was recommended among others that there should be adequate provision of ICT facilities in all schools to boost teachers’ skills in teaching and learning.
openalex: W4319264056 id: openalex:W4319264056 keywords: KerkoCite.ItemAlsoKnownAs: 10.26858/edustudent.v2i2.35379 2129771:LS54YAVV 2486141:KZSGSI2I
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:63MSS39D 2405685:K8W49AUJ
Keywords: _C:Sierra Leone SLE

THE SIERRA LEONE TEACHERS UNION: LABOR IN A POST-CONFLICT SOCIETY: AMMAN AND O'DONNELL: THE SIERRA LEONE TEACHERS UNION - Amman, John; O'Donnell, James (WorkingUSA, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:CAMP2L5T
Keywords: _C:Sierra Leone SLE

ClassBeacons: Designing Distributed Visualization of Teachers' Physical Proximity in the Classroom - An, Pengcheng; Bakker, Saskia; Ordanovski, Sara; Taconis, Ruurd; Eggen, Berry (Proceedings of the Twelfth International Conference on Tangible, Embedded, and Embodied Interaction, 2018)
As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after classroom observation. In this paper we present the design and evaluation of ClassBeacons, a novel ambient information system that visualizes teachers' physical proximity through tangible devices distributed over the classroom. An expert review and a field evaluation with eight secondary school teachers were conducted to explore potential values of such a system and gather user experiences. Results revealed rich insights into how the system could influence teaching and learning, as well as how a distributed display can be seamlessly integrated into teachers' routines.
Keywords: ambient information system; classroom; distributed display; learner-centered education; teacher proximity

New modes of teacher pre-service training and professional support - Anamuah-Mensah, Jophus; Banks, Frank; Moon, Bob; Wolfenden, Freda (Teacher education and the challenge of development: a global analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:QKECWWAV 2534378:3FC4SJYU
Keywords: Economic development – Effect of education on – Developing countries.; Teachers – Training of – Developing countries.; Teaching – Developing countries.

Self-assessment of Information and Communication Technology (ICT) Competence Needs Among Student-Teachers Using UNESCO ICT-CFT in Colleges of Education in North Central, Nigeria - Anaza, Abdulmumuni Onuyi (Journal of Education and Practice, 2021)
Purpose: The objective for the study was using the fourth level of UNESCO ICT-CFT on the technology literacy approach to determine student-teachers’ self-assessment of ICT competency needs in colleges of education.
Methodology: The study adopted the descriptive research of cross-sectional survey type.
Three research questions and two hypotheses were drawn. A total of 1,211 student-teachers were randomly selected from 11 colleges of education in North-central, Nigeria. Data were collected through administration of validated questionnaire adapted from UNESCO ICT-CFT. Mean was used to answer the research questions 1-3 while t-test and Kruskal Wallis were used to test hypotheses one and two respectively.
Findings: The result revealed that based on the fourth level of the Technology Literacy approaches of UNESCO ICT-CFT, student-teachers in the colleges of education have high ICT competence needs; there was a significant difference among male and female student-teachers ICT competence needs in ICT integration; also, there was significant differences in area of specialization of student-teachers ICT competence needs in ICT integration.
Unique contribution to theory, practice and policy: The study therefore recommended that government in collaboration with private sector should provide student-teachers with the required ICT needs to be at par with their counterpart from other parts of the world; government and authorities of colleges of education should take into consideration female student-teachers while planning to integrate ICT in colleges of education and in procurement of ICT facilities; and student-teachers area of specialization should be taken into consideration during the purchase of ICT facilities for student-teachers use in colleges of education.
Key Words: Self-assessment, ICT, ICT Competence Needs, UNESCO ICT-CFT, Colleges of education.
openalex: W3163383780 mag: 3163383780 id: openalex:W3163383780 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.47941/jep.561 2129771:7S2LFA3M 2486141:ZI8KE5A7
Keywords: openalex:import

The Influence of The Transformational Leadership and Work Motivation on Teachers Performance - Andriani, Septi; Kesumawati, Nila; Kristiawan, Muhammad (International Journal of Scientific & Technology Research, 2018)
This study aimed at determing the effect of transformational leadership and work motivation on teachers performance. This research used quantitative method with correlational research type. The research population were 790 teachers of SMK Negeri in Palembang. The sample of research were 193 teachers. Sampling technique in this research was cluster sampling (area sampling). Data collection technique was questionnaires. Data were analyzed using correlation and multiple regression analysis technique. The results showed that (1) transformational leadership has a positive and significant effect on the teachers performance SMK Negeri in Palembang; (2) work motivation has a positive and significant effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational leadership and work motivation have a positive and significant influence on the teachers performance of SMK Negeri in Palembang.
Keywords: ⛔ No DOI found

Student Version of the Teacher–Student Relationship Inventory (S-TSRI): Development, Validation and Invariance - Ang, Rebecca P.; Ong, Soo Lin; Li, Xiang (Frontiers in Psychology, 2020)
There is limited knowledge concerning children’s relationships with their teachers, and specifically, we lack a suitable, culturally appropriate measurement instrument for assessing the teacher-student relationship from the student’s perspective in Asia. This study used attachment theory as a theoretical framework to understand teacher-student relationships. Using a dataset from the Ministry of Education (MOE) of Singapore, the authors developed and validated a student version of the Teacher-Student Relationship Inventory (S-TSRI), with good psychometric properties for Singaporean children. The three-factor S-TSRI model comprising the factors satisfaction, instrumental help, and conflict was first established by exploratory factor analysis (EFA) and confirmed by confirmatory factor analysis (CFA). Through subsequent multigroup CFAs, we found that the factorial invariance was supported across gender, grade levels, and students of different academic levels, represented by the pass and fail groups. The structural model was tested in the total, pass, and fail groups. For the total and pass groups, the factors satisfaction and instrumental help showed significant positive relationships with a sense of school belonging, and negative or non-significant relationships with aggression. The conflict factor showed a weaker negative or non-significant relationship with a sense of school belonging, and a positive relationship with aggression. For the fail group, identical results were obtained with one exception; this was discussed in light of the fail group having a different needs profile. Findings from this study show that the 14-item S-TSRI measure has robust psychometric properties and yields scores that are reliable and valid in this large sample of primary school students from Singapore.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.01724 2129771:DQ6IZRLV 2486141:GVR48WB2

Does teacher training affect pupil learning? Evidence from matched comparisons in Jerusalem public schools - Angrist, J.; Lavy, V. (Journal of Labor Economics, 2001)
KerkoCite.ItemAlsoKnownAs: 2129771:H7LFTKD4 2129771:SFIG35CC

The Challenges of Pre-Service Training of Teachers in Colleges of Education in Nigeria: A Case Study of Federal College of Education Eha - Amufu - Anih, H. (ICERI2013 Proceedings, 2013)
openalex: W69846600 mag: 69846600 id: openalex:W69846600 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:DDFJLTE9 2486141:UGH5BG5T
Keywords: openalex:import

Continuing Professional Development (CPD) of Teacher Educators (TEs) within the ecological environment of the island territories of the Organisation of Eastern Caribbean States (OECS) - Antonio, Desiree (University of Liverpool, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EJX99TXJ

In-Service Training as Correlates of Teachers’ Job Performance in Public Secondary Schools in Enugu State, Nigeria - Anulika, Abazie Genevive (European Journal of Education Studies, 2020)
The study on the correlation of in-service training and teachers’ job performance in public secondary schools in Enugu State, Nigeria has been conducted. Research design adopted was a correlational research design and a sample of 619 public secondary school teachers was drawn through stratified random sampling techniques from a population of 6,185 teachers who made up the respondents. Three research objectives guided the study. Investigation was based on the data collected through the administration of copies of researchers’ adapted instrument titled, “In-Service Training Questionnaire (ITQ) and Teachers’ Job Performance Questionnaire (TJPQ)”. The research instrument was validated by three experts pulled from measurement and evaluation using content validity. The reliability coefficient of 0.866 was obtained in test-retest method using Pearson Product Moment Correlation. The three null hypotheses were tested at 0.05 alpha level using Regression Analysis. The major findings of the study showed that teachers mean rating on their participation in in-service training programmes was above average, teacher mean rating of their job performance was above average, and there were strong positive and significant relationships between teacher professional in-service training, teacher workshop training, teacher orientation and conference attendance and job performance in public secondary schools in Enugu State, Nigeria. From the study it was concluded that in-service training has strong correlation on teacher job performance in public secondary schools. Based on the findings, the following some recommendations were made- opportunities for in-service training programme should be made available to all categories of teachers, all stakeholders should revitalize the organization of regular seminars, workshops and conferences for old and newly employed practicing teachers and government should bear the financial burden for teachers’ in-service training programmes by making budgeting allocation for that purpose among others. Also, distance supported e-learning at school level should be encouraged. Article visualizations:
openalex: W3092485069 mag: 3092485069 id: openalex:W3092485069 keywords: , , , , , , , KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v7i11.3363 2129771:6ZA995BM 2486141:QRPDBBQF
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Design-based online teacher professional development to introduce integration of STEM in Pakistan - Anwar, Tasneem (University of Minnesota, 2017)
In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:DBDFJKBJ 2405685:FR3HXWGG 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH
Keywords: 0530:Teacher education; 0714:Science education; Attitude Measures; Community of practice; Design; Design-based research; ERIC; Resources in Education (RIE); Education; Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Interdisciplinary Approach; Interviews; Models; Online Courses; Online teacher professional development; Pakistan; Reflective practices; STEM Education; Science education; Stem integration; Student Centered Learning; Teacher Attitudes; Teacher education; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096054; __finaldtb

Teacher Training Implications of Gender and Computer Self Efficacy for Technology Integration in Nigerian Schools. - Aremu, Ayotola; Fasan, Olaide (2011)
This paper argues for planned, research based and systematic training of teachers for technology use in Nigerian schools to ensure effective training that would translate into appropriate use. Systematic and research based planning involves investigating factors that could affect technology use and by teachers. This study investigated two of such factorsgender and self efficacy. Five hundred and eighty nine teachers were asked to indicate their belief in their capability in the use of computers. T –test statistics analysis showed that the computer self efficacy was average for most of the teachers though female teachers have higher Computer self efficacy than male teachers.
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Keywords: openalex:import; ⛔ No DOI found

Training Teachers on Vision Screening for School Children in Low-Resource Setting in Southwest, Nigeria - Aribaba, O T; Alabi, Adegboyega Sunday; Alabi, Adewumi; Adenekan, Adetunji; Onakoya, Adeola; Akinsola, F B (Nigerian Journal of Ophthalmology, 2019)
Background: There is a growing recognition that school teachers can be trained to deliver simple health and screening services and refer children for treatment if they have health problems. Although it is recognized that teachers are not replacement for qualified health personnel, they can be trained to provide simple vision screening for school children. Aim: This article aims to determine the ability of trained school teachers to participate in the school eye screening program by testing visual acuity (VA) of the primary and secondary school children aged 5 to 15 years using the Snellen’s chart in Ifo, Ifo Local Government Area of Ogun State. Materials and Methods: This study was a population-based descriptive cross-sectional study conducted among school children aged 5 to 15 years from 20 primary and secondary schools in Ifo, Ifo Local Government Area of Ogun State. Forty teachers (two per school) were trained to use the Snellen’s chart to measure VA and categorize vision into normal or impaired using the VA of 6/9 in the better eye as cutoff. After enumeration, the visual acuities of the school children were measured using the Snellen’s chart by the teachers and compared with visual acuities measured by the research team. Results: A total of 1308 school children (574 boys and 734 girls) had their VA tested using Snellen’s chart by 40 teachers and verified by the research team. The sensitivity of the teachers’ VA testing was 73.6%, with a high specificity of 93.8% and positive and negative predictive values of 45.7% and 98%, respectively. The teachers’ VA measurements showed a moderate agreement with that of the researchers with a Kappa score of 0.525. Conclusion: This study shows that school teachers can be trained to participate in school eye health program. Their involvement can make the program cheaper to establish, ensuring sustainable and better coverage among the targeted student population.
openalex: W2953675919 mag: 2953675919 id: openalex:W2953675919 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 10.4103/njo.njo_15_18 2129771:PILLXRD4 2486141:EBD729BK
Keywords: openalex:import

Maintaining academic quality assurance for teacher preparation in the Nigerian Colleges of Education - Arikawei, AR; Torubeli, VA (Journal of Research in National Development, 2015)
The essence of academic quality is to bring about totality of an improved classroom teacher for effective service delivery in the school system. Colleges of Education whose mandate is concerned with teacher preparation for basic education must consider students admission policy, funding, facilities and the entire curricula programme as major factors to put in place to ensure the administration of academic quality. This paper examined the imperatives of maintaining academic quality assurance as a minimum bench mark in the overall aim of teacher preparation. The paper advocated the institutionalization of quality assurance units (QAU) in Colleges and compliance with minimum guidelines in the accreditation of programmes to attain quality in teacher preparation in Colleges of Education in Nigeria. Keywords: Quality, teacher, education, maintenance, students
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Keywords: openalex:import

Teacher Training and Teacher Labour Sustainability in Nigeria - Arikpo, Rose-Arikpo Abam; Inaja, Anthonia E.; Arikpo, Ikpi Abam (IOSR Journal of Humanities and Social Science, 2014)
This paper discusses teacher education programme in Nigeria with emphasis on the fact that teachers are the life wires of any educational system, and as such they are indispensible factors in the development and advancement of any country.It has also been stressed that teachers have great influence in the life of the learning child and that a successful learning at all levels depends on the classroom teacher.It is against such background that it calls for assessing of the state of teacher education in Nigeria.That is what it has been, what it is now and where it will be tomorrow.To this end, this paper analyses the historical background, the necessity of teacher preparation, the content programme, the quality of teacher and trainers/educators, problems militating teacher education, infrastructural facilities and conclusion with some suggestions on how to improve on teacher education programme in line with the present technological advancement in Nigeria.
openalex: W2322163476 mag: 2322163476 id: openalex:W2322163476 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.9790/0837-19310107 2129771:INFWTIA2 2486141:DSH4B6QC
Keywords: openalex:import

Relationship between Use of Instructional Technology in Teaching Student-Teachers and their Performance in Teaching Practice in Colleges of Education in Kogi State, Nigeria - Ariyo, O. C.; Orunmbe, Temidayo (International Research Journal of Modernization in Engineering Technology and Science, 2023)
This research investigated the availability of instructional technologies for the teaching of students during micro-teaching in preparation for teaching practice activities, it also examined the relationship between the use of instructional technologies and students' performance in teaching practice activities, and the paper examined the performance of individual students from the colleges of education in Kogi State.Three research questions and four hypotheses were formulated to guide the research and were evaluated at an importance level of 0. 05..Both survey and semi-experimental research were used to carry out the research, and a two-set pretest and post-test partial-experimental plan was implemented for the investigation.Separate group and chance-based manner was utilized to pick sample.Three hundred (300) NCE II student teachers qualified to participate in the teaching practice in two out of three colleges of education were randomly assigned to two equal groups of one hundred and fifty ( 150) each (Experimental and Control groups).The instruments for data collection were a self-designed questionnaire and an NCCE assessment format which was adopted.Descriptive statistics, Multiple Classification analysis, and ANCOVA numerical tools were adopted to analyze the information gathered.The research revealed a noticeable distinction in the pretest and follow-up assessment of learners in both the research-based groups and control groups.The research furthermore discovered that the college effect was not numerically important in teaching practice the investigation finalized that students who were taught with instructional technologies achieved improved results in the teaching practice activity than those taught with traditional approach.The research, therefore proposed that lecturers in colleges of education should engage in the use of pedagogical technologies for training would-be teachers and also encourage improvisation when the aids are not accessible.It's essential to have coordinated exertion among guardians, schools, and the authority to provide adequate and essential pedagogical technologies for schools and colleges of education for enhanced teaching and a consequent advancement of student-teachers in the teaching activity.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Digital Literacy Initiative as a Transformational Tool for the Delivery of Teacher Education Programs for Professional Development in Nigeria - Asebiomo, Ayodele M. (Information and Knowledge Management, 2014)
To make teaching creative and effective in the 21 st century, the role of teacher as an organizer cannot be overemphasized. Digital literacy has blossomed in the nation with its popularity among the youth. However, sweeping and abrupt the changes are, most teachers have absorbed them with dispatch. The information tsunamis have made the teachers to have hard time monitoring the student to use the technology to promote teaching and learning. Without digital literacy, our teachers will be at a major disadvantage, both economically. The population of the study consisted of Basic and Post Basic School Teachers in Ekiti State of Nigeria. Data was collected with the aid of a Digital Literacy and Web Based Instruction Analysis (DLWBIA). Instrument was analyzed with Correlation and Regression Statistics. It was found that digital literacy is a necessity for all stakeholders in education and teachers in particular should be giving adequate computer training to facilitate teaching in schools. Therefore, it was recommended that government, and education stakeholders should empower teachers, for effective delivery of education programmes in schools. Key w ords: Digital Literacy, Basic and Post Basic Education, Web Based Instruction, stakeholders.
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Keywords: openalex:import

Teacher Trainers' Demographic Factors as Determinants of Instructional Quality in Public Colleges of Education in Southwest, Nigeria - ASELEBE, Kamorudeen; POPOOLA, Bolaji (African Journal of Education and Practice, 2022)
Purpose: The issue of low instructional quality could be responsible for the incompetence of graduates from public colleges of education in Nigeria. This study investigated teacher trainers' demographic factors as determinants of instructional quality in public colleges of education in the Southwest region of Nigeria.
Methodology: The population of the study consisted of 3402 teacher trainers in the eleven public colleges of education in Southwest Nigeria. A multi-stage sampling procedure was used to select 1358 respondents for the study. Two research questions were raised to guide the study. The instruments titled “teacher trainers' demographic variables questionnaire (TTDVQ) and instructional quality questionnaire (IQQ)” were used to gather relevant data for the study.
Findings: The findings revealed that there was a significant contribution of teacher trainers' variables (teachers’ experience, gender, and academic qualification) to the instructional quality in colleges of education (F(3,1354) = 270064.277, p<0.05). It also revealed that females (β = 0.326; t = 5.456, p<0.05) contributed the most to instructional quality in colleges of education.
Unique contribution to theory, practice and policy: Teacher trainers should endeavour and be encouraged to advance their academic qualifications and put in their best to gather the requisite experience on the job for the improvement of instructional quality. There should be a policy from the regulatory agency (National Commission for Colleges of Education) instructing the management of teacher training institutions to take cognizance of teachers’ experience and academic qualifications when assigning responsibilities as regards courses to be taught. This study was premised on the systems theory and it establishes that the interrelationship between teachers’ experience, their gender, and academic qualification results in the requisite instructional quality in public colleges of education. This implies that the systems theory could be applied to similar studies in the future.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Training the theatre arts teacher in Nigerian colleges of education: problems and prospects - Asen, Marcellinus Aondohemba (EJOTMAS Ekpoma Journal of Theatre and Media Arts, 2016)
This article seeks to identify and proffer solutions to the problems confronting the theatre arts teacher training in Nigerian colleges of education. It also advances the prospects of effective theatre arts teacher training in the educational sector and the society at large. In doing these, the researcher adopts the interview, focus group discussion (FGD) and observation methods to collect data. Given that many colleges of education in Nigeria offer theatre arts as a course, the researcher narrows down the scope of the research to Katsina-Ala and Oju Colleges of Education in Benue State. The major finding of the study is that, the theatre arts teacher training programme is confronted with numerous problems which militate against its effective execution, thereby making the aim of the programme to be almost defeated. It argues that the theatre arts teacher occupies a central place in equipping school children with creative and imaginative skills, which are capable of building their lives through the teaching of drama, creative arts and music in primary and post primary school levels. It is in view of this that the study recommends that the government, college management and lecturers of theatre arts in colleges of education should show a high sense of commitment in improving the quality of theatre arts teachers trained at that level of tertiary education.Keywords: Theatre arts teacher, Nigerian colleges of education, Learning, NCCE, NUC, Theatre arts
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Keywords: openalex:import

Training on eBook Publishing among University Teachers In Nigeria: A Covid-19 Era Intervention - Asim, Alice; Asim, Wilfred; Forje, Gima (Tenth Pan-Commonwealth Forum on Open Learning, 2022)
One of the mandates of University teaching in Nigeria is publication of research findings. Promotion depends on such publications. University teachers often achieve this demand through peer-reviewed conference papers. At the onset of Covid-19 lockdown in Nigeria, restriction on gatherings affected in-person conferences and created a problem for many who needed to meet the demands for promotion. As beneficiaries of online trainings, we decided to provide an intervention in the form of a 5-day technology-enhanced workshop on eBook creation and publishing, which took place in March and June 2021. Using WhatsApp platform and an invite link, 109 lectures participated in the training through interactive sessions and video recordings using Screencast-O-Matic. The training experience was exhilarating for us as trainers and rewarding for the participants. About 50% of them successfully created their Kdp accounts and through the skills acquired, published their first eBook on Amazon. Such publications could be used for promotion purposes. A good number of the successful ones progressed to the level where they obtained certificates as Master eBook creators.
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Keywords: openalex:import

Moving Teachers to Malawi’s Remote Communities: A Data-Driven Approach to Teacher Deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder
KerkoCite.ItemAlsoKnownAs: 2129771:VSWE6JMG 4556019:ZPRX465S
Keywords: ❓ Multiple DOI

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (2017)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Keywords: Data-driven model; Deployments; Lebanon_event_2021; Malawi; Political economy; Schools; Teachers; _C:Brazil BRA; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; _C:Malawi MWI; _C:Mozambique MOZ; _C:Philippines PHL; _C:Singapore SGP; __C:filed:1; __C:scheme:1

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (International Journal of Educational Development, 2019)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Keywords: Data-driven model; Deployments; Lebanon_event_2021; Malawi; Political economy; Schools; Teachers; _C:Brazil BRA; _C:Gambia GMB; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; _C:Malawi MWI; _C:Mozambique MOZ; _C:Norway NOR; _C:Philippines PHL; _C:Singapore SGP; __C:filed:1; __C:scheme:1

Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study - Ata, Rıdvan; Cevik, Mustafa (Education and Information Technologies, 2019)
The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]
Cam URL: KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9835-y 2405685:98J9QFGS 2534378:C5QGSSCL 2534378:GYJXUNMQ 2534378:JUQIJQKF 2534378:NDFQ6HKN 2534378:PPGAVAAJ 2534378:REYB4EAQ
Keywords: COGNITIVE styles; Cognitive Style; Cognitive style; Computers–Information Science And Information Theory; Content Analysis; EDUCATIONAL programs; ERIC; Current Index to Journals in Education (CIJE); Educational Attainment; Foreign Countries; Gender Differences; Handheld Devices; Higher Education; Income; Independent Study; Independent study; Kolb's learning styles; Kolb’s learning styles; LEARNING readiness; Learning Readiness; Learning Style Inventory; MOBILE learning; Measures (Individuals); Mobile learning; Mothers; Positive Attitudes; Postsecondary Education; Pre-service teachers; Preservice Teachers; STUDENT teachers; Self Efficacy; Structural Equation Models; Structural equation modelling; Student Attitudes; Teacher Education Programs; Telecommunications; Turkey; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2095788; __finaldtb

Bridging the chasm - study of the realities of edtech use among trainee teachers - Atherton, Pete (Teacher Education Advancement Network Journal, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:MRVB3J27 4426965:V3B64NC7
Keywords: Stefanie; ⛔ No DOI found

Effects of Training and Workload of Teachers’ on Achievement of Students’ in Mathematics in Senior Schools in Jos Metropolis, Plateau State, Nigeria - Attah, Bala Galle; Adebayo, Olubukola J. (KIU Journal of Humanities, 2018)
The attainment of excellent achievement of students in Mathematics hinged on the training and workload of teachers in schools. Excellent achievement of students does not occur by chance unless some factors are looked into. Much task in terms of teaching units and assignment to Mathematics teachers, can make or mar the achievement of students in the schools. The interplay was a rallying point of this study which tried to ascertain the effect of training and workload of teachers’ on achievement of teachers’ in Jos metropolis Plateau State, Nigeria. Theoretically, the present study was on Skinner’s theory of Operant Conditioning. As a descriptive study which made use of descriptive research survey type of research design, it consisted of two research questions and two null hypotheses tested at 5% level of significance with 10 teachers and 450 students. The Mock results of teachers’ from Jos metropolis of Plateau State were used. Two sets of questionnaire were generated as basic instruments for data collection which comprised of effect of teachers’ training on students’ achievement and effect of teachers’ workload on students’ achievement in mathematics. Findings revealed that there was significant relationship between teachers’ training and students’ achievement (r=0.824, P-value=0.009). It was also revealed that there was significant relationship between teachers’ workload and students’ achievement (r=0.777; P-value= 0.008). Finally, the senior schools Mathematics teachers’ workload and training have effects on students’ achievement and therefore government should employ well trained teachers with adequate workload in teaching mathematics. The Mathematics teachers should be allowed to attend seminars and workshops as this will contribute to teachers’ understanding of the changes in education system in Nigeria and the globe. Keywords: Teachers’ Training, Workload and Students’ Achievement
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Keywords: openalex:import

Quality Assurance of Teachers in the Implementation of the Curriculum of Technical and Vocational Education in Colleges of Education (Technical) in North Cental Nigeria - Attaochu, Egbita Ugbalu (International Journal of Adult Vocational Education and Technology, 2013)
This study was carried out to ascertain the quality assurance of teachers (lecturers) in the implementation of the curriculum of Technical and Vocational Education (TVE) in Colleges of Education (Technical) in North Central Nigeria. Two research questions were formulated and answered in this study. Survey research and evaluation designs were involved. The sample for the study was 60. A 18 cluster item questionnaire and 35 psycho-productive multiple choice test items were developed and utilized to collect data. The data collected were analysed using percentages, means and performance gap analysis to answer the research questions. Based on the result of the study, it was recommended that improvement programs such as reviewing of TVE curriculum, supervisory committee for TVE be set up, qualified TVE teachers, Pruning down of curriculum of TVE to relevant content areas, small scale business management and entrepreneurial training should constitute TVE curriculum, accreditation of TVE courses should be based on well equipped workshop for skills development, short courses, seminars and workshops be organised to improve the quality of the teachers.
openalex: W2068350917 mag: 2068350917 id: openalex:W2068350917 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.4018/javet.2013040103 2129771:QPJS2PQ5 2486141:PKG84XF2
Keywords: openalex:import

Teachers’ professional development: a panacea to quality education in nigeria - Awodjii, Omotayo Adewale (Open access jounrals, 2020)
Teachers’ professional development: a panacea to quality education in nigeria - Teachers are important factor in educational
openalex: W3111789441 mag: 3111789441 id: openalex:W3111789441 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:B436457P 2486141:2393Q6QA
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teachers’ Professional Development and Quality Assurance in Nigerian Secondary Schools - Ayeni, Adeolu Joshua (World Journal of Education, 2011)
This study examined the relationship between teachers’ instructional tasks and their qualifications and teaching experience. The descriptive survey design was used in the study. Respondents included 60 principals and 540 teachers randomly selected from 60 secondary schools. Selection of the secondary schools was based on stratified random sampling method. Data were collected using Teachers’ Instructional Task Performance Rating Scale (TITPRS), Interview Guide for Principals (IGP) and Teachers’ Focus Group Discussion Guide (TFGDG). Data collcted were analysed using Pearson product moment correlation statistics. There were significant relationships between teachers’ qualifications and instructional task performance (r = 0.681 at p < 0.05), and between teachers’ teaching experience and instructional task performance (r = 0.742 at p <0.05). The study concluded that teachers’ instructional task performance can be enhanced with a good qualification and experience in teaching, while the challenges that teachers face in the tasks of instructional inputs and curriculum delivery require effective capacity development during service, so as to improve the quality of teaching in secondary schools and the overall quality of the education system.
openalex: W2161106647 mag: 2161106647 id: openalex:W2161106647 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.5430/wje.v1n2p143 2129771:XI5I4IXQ 2486141:BZKW7FBR
Keywords: openalex:import

Needs for In-service Professional Development of Teachers to Improve Students’ Academic Performance in Sub-Saharan Africa - Ayodele Ajani, Oluwatoyin (Arts and Social Sciences Journal, 2018)

Continuing professional development of accounting teachers in Nigeria: Implications for democratic citizenship education - Ayoola-Adeniyi, Ruth (2017)
openalex: W2610228387 mag: 2610228387 id: openalex:W2610228387 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:G4XU6P5J 2486141:3D5ZVZGK
Keywords: openalex:import

Continuing Professional Development of Teachers and Democratic Citizenship Education in Nigeria: A Hopeful Pursuit? - Ayoola-Adeniyi, Ruth; Davids, Nuraan (2017)
openalex: W2770124707 mag: 2770124707 id: openalex:W2770124707 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67861-0_9 2129771:3P4HBC5M 2486141:KE9T24N9
Keywords: openalex:import

An Appraisal of a Computer-Based Continuing Professional Development (CPD) Course for Nigerian English Teachers and Teacher-trainers - Ayoola, Kehinde A. (2011)
This chapter is a presentation of a continuing professional development (CPD) programme for English teachers and teacher-trainers in Nigeria using one of the states in Nigeria as a case study. It evaluates the effectiveness of the computer assisted programme, which was part sponsored by the British Council, and concludes that it did not achieve its desired objectives due to a number of reasons. For instance, it was observed that the course content was too loaded for a part-time course. Other reasons for the failure of the programme include absence of internet connectivity, low level of computer literacy, poor power supply and lack of commitment on the parts of both the trainees and the institutions they worked for. The chapter ends with suggestions on how the anomalies observed could be corrected so that computer resources could be used more effectively in the design and implementation of continuing professional development (CPD) programmes for English Language teachers and teacher-trainers in developing countries.
openalex: W2490287310 mag: 2490287310 id: openalex:W2490287310 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-61520-773-2.ch041 2129771:32R9ZLUN 2486141:H8ASRR2X
Keywords: openalex:import

Influence of Social Studies Teachers’ Professional Training on Junior Secondary School Students’ Performance in Kaduna State, Nigeria - Ayuba, Shuaibu (2018)
openalex: W2945869181 mag: 2945869181 id: openalex:W2945869181 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:2GIM8LFR 2486141:44I5M78V
Keywords: openalex:import

Impact of training on teachers competencies at higher education level - Aziz, Fakhra (Researchers World – Journal of Arts Science & Commerce, 2014)
The present survey study aimed to diagnose the impact of training on teachers competencies. The study was of descriptive nature. The Competencies of teachers having no training and trained teachers were compared. Teachers Competencies Measurement Scale (TCMS) was used to compare competencies of both cohorts. To measure the impact of FPDP (a training program) on teacher competencies three categories of competencies: pedagogical, assessment & management and research competencies were made. After applying descriptive statistics, t -test was used to find out the difference. Trained teachers showed a significant difference in pedagogical competencies, management and assessment competencies and research competencies. It depicts that in all the categories trained teachers were more competent than teachers having no training were The present study suggests that training program of this type should be continue to enhance the teachers competencies. Keywords: Competencies, Pedagogical competencies, Assessment & Management competencies, Research competencies, Professional development
Keywords: ⛔ No DOI found

Strategies for Enhancing Competence of Pre-service Teachers in Electrical/ Electronic Department in College of Education in Rivers State, Nigeria - Azonwu, Martha E.; Jones, Bennett (Asian Journal of Education and Social Studies, 2022)
The study was carried out to determine strategies for enhancing the competence of pre-service teachers in Electrical/ Electronic Department in College of Education in Rivers State. Four purpose of the study and four research questions guided this study. A survey research design was used. The population for the study was twenty-one Electrical/ Electronic department lecturers/instructors. A census sampling was employed. The instrument used for data collection was a structured questionnaire. Mean was used to analyze the data collected. The study found out that eight computers aided teaching strategies, six training activities, nine training facilities were required for enhancing the pre-service teacher’s competence in Electrical/ Electronic technology. It was also found that training and work environment can be organized in to enhance the pre-service teachers’ competence in Electrical/Electronic Department in Colleges of Education in Rives State. Based on these findings, it was recommended that teachers of Electrical/Electronic Department in Colleges of Education in Rivers State should adopt strategies for enhancing the competences of the pre-service teachers; Government should organize workshops and seminars for the Electrical/ Electronic teachers on how to enhance competence of students in Electrical/ Electronic Department and Pre-service teachers of Electrical/ Electronic Department in Colleges of Education in Rivers State should be retrained for effective teaching in schools and colleges.
openalex: W4313389526 id: openalex:W4313389526 keywords: , KerkoCite.ItemAlsoKnownAs: 10.9734/ajess/2022/v36i4789 2129771:XQRSND5N 2486141:5R99TR3W
Keywords: openalex:import

Impact of Human Resource Management on Teachers’ Productivity in Colleges of Education in North Central Geo-Political Zone of Nigeria - Azunwanne, Amaechi Appolus; Obiweluozor, Nkechi (Ghana Journal of Education Issues and Practice (GJE), 2019)
Colleges of education are established to train teachers for the education sector. This paper assesses the impact of human resource management on teachers’ productivity in colleges of education in the North-central geo-political zone of Nigeria. The researchers adopted a descriptive survey research design. The population of the study comprised of all the 11 colleges of education in North-central, with a staff strength of 4,914. The stratified and purposive random sampling techniques were used to select a sample of 495 staff, stratified along academic and non-academic, who participated in the research. A 15-item researcher-developed questionnaire titled “Impact of Human Resource Management on Teachers Productivity Questionnaire (IHRMTPQ)” was used as an instrument for data collection. Three research questions and one null hypothesis guided the study. Data collected were analysed using mean, standard deviation and percentage scores. The chi-square statistic was used to test the null hypothesis at the 0.05 level of probability. The findings revealed that recruitment processes, training and development and staff welfare have a significant impact on teachers’ productivity in colleges of education. The conclusion was drawn and it was recommended, among others that administrators of colleges of education in the zone should follow stipulated due process in recruitment, increase staff training and development, and improve on staff welfare so as to motivate teachers to greater performance, which will in turn increase productivity.
openalex: W3205357906 mag: 3205357906 id: openalex:W3205357906 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.47963/gje.v5i.261 2129771:W5S2VXWA 2486141:TTMQZ688
Keywords: openalex:import

Teachers' Adoption of Open Educational Resources in Higher Education. - Baas, Marjon; Admiraal, Wilfried; van den Berg, Ellen (Journal of Interactive Media in Education, 2019)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.5334/jime.510 2129771:36F9DWH9
Keywords: _C:Netherlands NLD; _C:Tanzania TZA; _C:Turkey TUR; __C:filed:1; __C:scheme:1

Assessment of the Level of Performance and Impact of Motivation on Teachers at Colleges of Nursing and Midwifery in Borno and Yobe States, Nigeria - Baba, Mallam Mala Alhaji; Abdullahi, Sabo; Uchenna, Emeloye Abigail (International Archives of Nursing and Health Care, 2022)
Background: Employees' satisfaction and motivation are major drivers of job productivity, especially among teachers of healthcare providers such as nurses and midwives. Objective of study:To determine factors that influence teachers' motivation in Colleges of Nursing and Midwifery in Borno and Yobe states of Nigeria.Specifically, to assess the level of teachers' motivation and their relationship with the performance of the teachers in the selected colleges.Materials and methods: This descriptive and quantitative questionnaire-based survey randomly (stratified) selected 120 participants (teachers) from the selected colleges.Multidimensional Work Motivation Scale (MWMS) was used to assess the level and employees' work motivation based on their psychological responses to different personal and organizational factors in the work situation and environment.Data were analysed using Statistical Package for Social Science Version 23.0.Results: Of all the study participants, 64 (54%) were males.Also, 77% of them were married while only 7% were single.Those between 36-40 years made the highest, 49 (41%) while those < 27 years were the least, 1 (1%).The majority of them, 85 (70%) had a bachelor's degree, but a few, 3 (2%) had obtained a doctorate.Those with 6-10 years of teaching experience made the highest (34%).Of all the analyses made, the influence of infrastructure had the highest MWMS mean ± SD (29.22 ± 3.66), followed by the effects of Monetary rewards (26.77 ± 4.33), and the least was the influence of operational facilities (17.64 ± 2.81).The result of the study revealed that the level of staff performance in the study areas was relatively high, and the level of staff motivation was low. Conclusion:Based on the findings, prompt teacher promotion, lucrative payment and job satisfaction are the principal factors guiding the mind and perception of teachers as a vehicle for transmitting, generating and enhancing teacher's job performance in selected colleges.
openalex: W4313474639 id: openalex:W4313474639 keywords: KerkoCite.ItemAlsoKnownAs: 10.23937/2469-5823/1510178 2129771:SGAJXKDR 2486141:SPTVD8DW
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Professional Standards for the Teaching Profession in Nigeria Prepared for Trcn-Subeb Cpd Workshop for Teachers on the Professional Standards for Teaching Profession in Nigeria (2020) Powerpoint Version - Babalola, Joel B. (2020)
openalex: W3216059240 mag: 3216059240 id: openalex:W3216059240 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:99Y4UTFZ 2486141:ARVE9UHM
Keywords: openalex:import

Preparing teacher education students to integrate mobile learning into elementary education - Bai, Hua (TechTrends, 2019)
The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.
Extra URL: http://link.springer.com/10.1007/s11528-019-00424-z KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00424-z 2405685:FGVRJWT3 2534378:9U8QNM9N

Improving Secondary School Teacher Quality in Sub-Saharan Africa - Bainton, Dave; Barrett, Angeline Mbogo; Tikly, Leon (University of Bristol, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:X5Z7RU4N 2405685:CLHEDE9L
Keywords: C:sub-Saharan Africa; _C:Benin BEN; _C:Botswana BWA; _C:Burundi BDI; _C:Cameroon CMR; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo; Republic COG; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Ivory Coast CIV; _C:Kenya KEN; _C:Malawi MWI; _C:Mali MLI; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Rwanda RWA; _C:South Africa ZAF; _C:South Sudan SSD; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Improving Secondary School Teacher Quality in Sub-Saharan Africa: Framing the Issues - Bainton, Dave; Barrett, Angeline Mbogo; Tikly, Leon (Bristol Working Papers in Education, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:456C4HCM 2129771:FMU4VYD8 2267029:YW5KCIGF 2292089:TA37T5J4 2292089:VWBJ9H2A
Keywords: Cited; RRQ1:High; ⛔ No DOI found

Evaluation of a ViolencePrevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial. - Baker-Henningham, Helen; Scott, Yakeisha; Bowers, Marsha; Francis, Taja (International Journal of Environmental Research and Public Health, 2019)

E-Learning for Teacher Training in Tanzania - Baker, D; Bliss, A; Chung, R (2013)
Rural Tanzania is struggling to provide an adequate number of qualified teachers to keep up with increased primary and secondary school enrollment rates. Teachers enter classrooms with minimal teaching experience and education, sometimes having never studied the subject they are teaching. As a result of this under-qualification, teachers struggle in critical topics such as math, science, and English, exacerbating the trend of low academic performance. A lack of well-qualified teachers means the country is producing students whose education is cut short, as they are not passing national exams for graduation. This result is a great disappointment and an unacceptable outcome for students who represent years of investment and hope for the future. Primary and secondary school teachers must have sufficient knowledge and skills in the classroom. Teacher training will need to employ a variety of tools, among them education of and with Information and Communications Technologies (ICTs). This project has two components. First, it provides a landscape review of national and international policies and initiatives that affect education in Tanzania, clarifying how Asante Africa’s programs can best fit into the country’s established systems. Second, it identifies best practices for using e-learning ICTs to train teachers and improve the country’s education system. The report identifies four prospective e-learning models, and recommends that Asante Africa consider aspects of two: mobile learning and massive open online courses (MOOCs). Through our model evaluation, we found that these two models ranked best for Tanzania in effectiveness, cost, rural feasibility, scalability, and sustainability. Once a delivery method is in place and Asante Africa ensures technical support for the teachers utilizing the training materials, Asante Africa can strategize a plan for content and curriculum that leverages its Khan Academy videos. By implementing the recommended ICTs for learning and teacher training, Asante Africa will deliver increased access of quality training to teachers in the rural districts of Tanzania, improving the academic environment and performance of students throughout the country.
KerkoCite.ItemAlsoKnownAs: 2129771:I53KBPC4 2317526:2QHUGPLF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:learning; F:ministry; P:teacher training; Q:e-learning; Q:mobile learning; T:TVET; publicImportV1; ⛔ No DOI found

Pre-Service Mathematics Teachers’ Self-Efficacy and Performance: A Case Study of Education Colleges in Kwara State, Nigeria - Bamidele, Akinfemi P.; Akanmu, Morenikeji Alex (Deleted Journal, 2023)
Abstract This study examined the relationship between pre-service mathematics teachers’ self-efficacy and their performance in Colleges of Education in Kwara State, Nigeria. The objectives of the study were to ascertain the connection between the respondents' beliefs, motivation, mastery experience, and performance. The research design utilized in this study was a correlational design. The population consisted of 322 pre-service mathematics teachers selected from the six Colleges of Education in Kwara State, Nigeria. A multi-stage sampling technique was employed to select 250 respondents. The instrument used for data collection was an adapted questionnaire titled "Mathematics Self-Efficacy Questionnaire," while the students' mathematics performance was assessed using the existing Cumulative Grade Points Average (CGPA). The questionnaire demonstrated a Cronbach Alpha reliability index of 0.87. Out of the 250 questionnaires distributed, 232 responses were deemed adequate and included in the data analysis. To test the formulated hypotheses at a 0.05 level of significance, Pearson's Product Moment Correlation (r) and Multiple Regression Analysis were employed. The findings of this study revealed that there is a positive and independent relationship between pre-service mathematics teachers' belief (r = 0.25; p = 0.000 < 0.05), motivation (r = 0.22; p = 0.000 < 0.05), mastery experience (r = 0.23; p = 0.000 < 0.05), and their performance. Additionally, there is no joint correlation between pre-service mathematics teachers' belief, motivation, mastery experience, and their performance (F = 5.363; p = 0.159; 0.714 & 0.461 > 0.05). Based on these findings, it can be concluded that self-efficacy is a significant determinant factor in evaluating the academic performance of pre-service mathematics teachers. In light of these conclusions, relevant recommendations were made. Abstrak Kajian ini mengkaji hubungan antara kendiri diri guru matematik pra-perkhidmatan dan prestasi mereka di Kolej Pendidikan di Daerah Kwara, Nigeria. Objektif kajian ini adalah untuk memastikan hubungan antara kepercayaan, motivasi, pengalaman masteri, dan prestasi responden. Reka bentuk penyelidikan yang digunakan dalam kajian ini adalah reka bentuk korelasi. Populasi kajian terdiri daripada 322 guru matematik pra-perkhidmatan yang dipilih dari enam Kolej Pendidikan di Daerah Kwara, Nigeria. Teknik pensampelan pelbagai peringkat telah digunakan untuk memilih 250 responden. Instrumen yang digunakan untuk pengumpulan data ialah soal selidik yang diadaptasi dari soal selidik yang bertajuk "Soal Selidik Kendiri Matematik," manakala prestasi matematik pelajar dinilai menggunakan Purata Nilai Gred Kumulatif (PNGK) sedia ada. Soal selidik menunjukkan indeks kebolehpercayaan Cronbach Alpha 0.87. Daripada 250 soal selidik yang diedarkan, 232 respons dianggap mencukupi dan dimasukkan ke dalam analisis data. Untuk menguji hipotesis yang dirumuskan pada tahap kepentingan 0.05, Korelasi Momen Produk Pearson (r) dan Analisis Regresi Pelbagai telah digunakan. Dapatan kajian ini mendedahkan bahawa terdapat hubungan positif dan bebas antara kepercayaan guru matematik pra-perkhidmatan (r = 0.25; p = 0.000 < 0.05), motivasi (r = 0.22; p = 0.000 < 0.05), pengalaman masteri (r = 0.23; p = 0.000 < 0.05), dan prestasi mereka. Selain itu, tidak ada korelasi bersama antara kepercayaan guru matematik pra-perkhidmatan, motivasi, pengalaman penguasaan, dan prestasi mereka (F = 5.363; p = 0.159; 0.714 & 0.461 > 0.05). Berdasarkan penemuan ini, dapat disimpulkan bahawa keberkesanan diri adalah faktor penentu yang signifikan dalam menilai prestasi akademik guru matematik pra-perkhidmatan. Berdasarkan kesimpulan ini, cadangan yang relevan telah dicadangkan.
openalex: W4390235558 id: openalex:W4390235558 keywords: KerkoCite.ItemAlsoKnownAs: 10.53840/attarbawiy.v7i2.158 2129771:243IVPVG 2486141:3W3XRWR6
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language - Banja, Madalitso K.; Mulenga, Innocent Mutale (Makerere Journal of Higher Education, 2019)

What matters most for teacher policies: A framework paper - Bank, World (SABER Working Paper Series, No. 4, 2013)
Publisher: World Bank Group Washington, DC
Keywords: ⛔ No DOI found

Mathematical modelling in teacher education: dealing with institutional constraints - Barquero, Berta; Bosch, Marianna; Romo, Avenilde (ZDM: The International Journal on Mathematics Education, 2018)
Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem–the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity–and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints–most of them beyond the scope of action of teachers and students and not approached by previous research–hindering the integration of mathematical modelling in current secondary schools.
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101593199?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-017-0907-z 2405685:6B4BREQ8 2534378:8BWRCH2S 2534378:RTGC7399
Keywords: Barriers; Case Studies; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Ecological Factors; Foreign Countries; Inservice Teacher Education; Instructional Design; Mathematical Models; Mathematics Teachers; Mexico; Online Courses; Prediction; Regression (Statistics); Social Media; __:import:01; __:match:final; __:matched; __:study_id:2095891; __finaldtb

Teacher Performance Pay: Experimental Evidence from Pakistan. - Barrera-Osorio, F.; Raju, D. (The World Bank, 2015)

Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education - Basal, Ahmet (Journal of Technology and Teacher Education, 2015)
With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.
Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773217832?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:6R226P29 2534378:EJCE3JYX 2534378:NZ3ANACE 2534378:RIF73PHV
Keywords: ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Educational technology; English (Second Language); English teachers; Foreign Countries; Foreign language instruction; Higher Education; Language Teachers; Language teachers; Learning management systems; Likert Scales; Management Systems; Mixed Methods Research; Positive Attitudes; Postsecondary Education; Preservice Teachers; Questionnaires; Second Language Instruction; Second Language Learning; Semi Structured Interviews; Student Attitudes; Teacher Education; Teacher education; Technology Integration; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096949; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis - Basma, Badriah; Savage, Robert (Educational Psychology Review, 2018)
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.
shortDOI: 10/ghgn5t KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-017-9416-4 10/ghgn5t 2129771:SYY4I2JS 2405685:9XT28XJI
Keywords: C: International

Earthquake and Its Impacts on Education: Aftermath Nepal Quake 2015 - Basnet, Bal Krishna (European Educational Researcher, 2020)
Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.
Publisher: The European Educational Researcher KerkoCite.ItemAlsoKnownAs: 10.31757/euer.332 2129771:Y49STNFM
Keywords: Administrator Attitudes; Content Analysis; Counseling Services; Emergency Programs; Faculty Development; Foreign Countries; Futures (of Society); Grade 10; Grade 9; Multilingualism; Natural Disasters; Nongovernmental Organizations; Prevention; Program Descriptions; Resilience (Psychology); Risk; Safety; Secondary School Curriculum; Simulation; Student Attitudes; Teacher Attitudes; Textbooks; Trauma; _C:Bangladesh BGD; _C:Cambodia KHM; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Malaysia MYS; _C:Maldives MDV; _C:Nepal NPL; _C:Norway NOR; _C:Pakistan PAK; _C:Philippines PHL; _C:Sri Lanka LKA; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Impact of Training and Retraining on Teachers' Productivity: An Empirical Analysis of Public Schools in Calabar South, Nigeria - Bassey, Umo A; Bassey, Antigha Okon; Ojua, Takim Asu; Ottong, J. G (2011)
This study was carried out to determine the effect of training and retraining on teachers’ productivity in public secondary schools in Calabar South Local Government Area in Cross River State. A survey research was conducted and questionnaire administered to 99 subjects drawn from six public secondary schools in proportion to the numbers of teachers per school. Pearson Product Moment Correlation statistical analysis was utilized to test the four hypotheses guiding the study. The findings reveal significant relationship between training and retraining and productivity of teachers in terms of punctuality to school, organizing extra-lessons for students, timely submission of examination grades and participation in extra-curricula activities. The study recommended adequate budgetary allocation for training and retraining of teachers, ensuring frequent training and retraining programmes are conducted and redesigning of existing programmes among others as catalysts for improvement of standard of education, through increased teachers’ productivity in school organization.
openalex: W2247722405 mag: 2247722405 id: openalex:W2247722405 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:TVRZL5EV 2486141:ZTCVKK8B
Keywords: openalex:import

Enablers of work-integrated learning in technical vocational education and training teacher education - Batholmeus, Petrina; Pop, Carver (International Journal of Work-Integrated Learning, 2019)
© 2019 International Journal of Work-Integrated Learning. All rights reserved. The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community.
KerkoCite.ItemAlsoKnownAs: 2129771:22N8BQQW 2129771:AM78TIMW 2129771:QPE2Y5JS 2129771:WMF333NF
Keywords: ⛔ No DOI found

Role of Educational Technology in Teacher Education in Nigeria. a Case Study of Shehu Shagari College of Education Sokoto - Bawa, Aisha Abubakar; Moyijo, Salamatu Abdullahi (2015)
openalex: W3088981803 mag: 3088981803 id: openalex:W3088981803 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:5BRVZSXP 2486141:WGG6MRKB
Keywords: openalex:import

Eye tracking methodology for studying teacher learning: A review of the research - Beach, Pamela; McConnel, Jen (International Journal of Research & Method in Education, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2129771:4689M3EM 2129771:FGTBE56M

A review of the research literature on barriers to the uptake of ICT by teachers - Becta (2004)
KerkoCite.ItemAlsoKnownAs: 2405685:I3WIHBV9 2534378:K8RQ2MGT

How Can Education Systems Structure Virtual Communities of Practice for Teachers Most Effectively? - Bedoya, Guadalupe; Belyakova, Yulia; Cilliers, Jacobus; Deeb, Antoine; Evans, David K; Jeon, Youngkwang; Kelly, Emma (2022)
Keywords: ⛔ No DOI found

How newly qualified primary teachers develop: A case study in rural Eritrea - Belay, Abraham; Ghebreab, Freweini; Ghebremichael, Tewolde; Ghebreselassie, Asmerom; Holmes, John; White, Goodith (International Journal of Educational Development, 2007)
This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed. It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.10.018 2129771:DQPX3SCS
Keywords: African education; Educational quality; Rural education; Teacher development; __C:filed:1

Educational Practices for Optimization of Pre-service Training of Quality Agricultural Teachers in Nigeria - Ben, Camilus Bassey (British Journal of Education Society & Behavioural Science, 2014)
This study was aimed at determining the trainers’ perception on the educational practices for optimization of pre-service training of quality agricultural teachers in Nigeria. Two null hypotheses were formulated to guide the study. The target population for this study was 2040 respondents comprising 1800 lecturers from universities and 260 from colleges of education. A total of 204 university lecturers and 26 college lecturers were selected for the study using simple random sampling technique. Educational Practices for optimization of pre-service Teacher Education Questionnaire (EPOPTEQ) was the structured instrument used to elicit the needed information from the respondents. The data collected were analyzed using mean, standard deviation and independent t-test statistical tools to test the hypotheses of the study. From the analyses, it was found out that educational practice that could optimize pre-service training of quality agricultural teachers in Nigeria included among others the adoption of quality content and methodology, efficient administrative and management control. These however were not effectively utilized in pre-service teacher education training programme in Nigerian Universities and Colleges of Education in Nigeria. Based on these findings, it was recommended that all these educational practices Original Research Article British Journal of Education, Society & Behavioural Science, 4(7): 1006-1020, 2014 1007 should be fully integrated into pre-service training programmes of agricultural teachers in Nigeria for optimum productivity.
openalex: W2325776481 mag: 2325776481 id: openalex:W2325776481 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.9734/bjesbs/2014/9007 2129771:LRZMI84N 2486141:4KP5AGMU
Keywords: openalex:import

Teacher Management in Refugee Settings: Ethiopia. - Bengtsson, Stephanie; Fitzpatrick, Rachael; Hinz, Katja; MacEwen, Leonora; Naylor, Ruth; Riggall, Anna; West, Helen (Education Development Trust, 2020)
ISBN: 1912610035 Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:KJE7FC2F
Keywords: _C:Burkina Faso BFA; _C:Burundi BDI; _C:Chad TCD; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Cuba CUB; _C:Djibouti DJI; _C:Eritrea ERI; _C:Ethiopia ETH; _C:France FRA; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Lebanon LBN; _C:Norway NOR; _C:Rwanda RWA; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Yemen YEM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education - Benigno, Vincenza; Caruso, Giovanni; Epifania, Marina Ottavia; Fante, Chiara; Ravicchio, Fabrizio; Trentin, Guglielmo (ICERI2017 Proceedings, 2017)
Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé & Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler & Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.
00000 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1312 10/gdm2ts 2129771:HE7QTZR8 2129771:KWSQ5QZS 2129771:LKSPGFSP 2129771:QPWDTFS8 2129771:T2MY6M9C 2129771:W9JUIT8E
Keywords: _C:Italy ITA; _C:Trinidad and Tobago TTO; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Teacher Motivation in Sub-Saharan Africa and South Asia - Bennell, Paul; Akyeampong, Kwame (DfID London, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:242EHRP6 2129771:5XS5KY3U 2129771:N5KTN9CE 2339240:4YDHY6PL 2405685:25GLFYDL 4556019:J65GX7JX
Keywords: C:sub-Saharan Africa and South Asia; _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Chad TCD; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Madagascar MDG; _C:Malawi MWI; _C:Mali MLI; _C:Mauritania MRT; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:Nicaragua NIC; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Impact of the Aids Epidemic on Primary and Secondary School Teachers and University Staff in Malawi.“ - Bennell, Paul; Kadzamira, Esme (University of Sussex, Brighton, UK, 2002)
KerkoCite.ItemAlsoKnownAs: 2129771:ELKJXNCL 4752638:PRW8AF9C
Keywords: _C:Malawi MWI; ⛔ No DOI found

Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice - Bennett, Sue; Lockyer, Lori; Agostinho, Shirley (British Journal of Educational Technology, 2018)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:BDBNETQY 2129771:TSQR3UF8

Teaching in Cambodia - Benveniste, Luis; Marshall, Jeffery; Araujo, M. Caridad (World Bank, 2008)
This report aims to address some of the Ministry of Education, Youth and Sport's (MoEYS) specific concerns in the area of teacher civil service reform as it considers alternatives for the next phase of Cambodia's educational development. This study uses the most recent empirical data to document the most salient trends around Cambodian teachers: their attributes, the characteristics of their jobs relative to those of other professionals, and their working conditions, as well as aggregate data on how the teaching profession is responding to the demands of a rapidly growing school system. This report also reviews the most important policies that affect teachers' salaries, contracts and incentives to join the profession and remain in it. It also provides observational data of teacher classroom performance and attendance, while linking student academic outcomes to teaching inputs. The objective of this study is to inform the dialogue around policy reforms that may affect the education sector, the civil service, and teachers in particular.
Accepted: 2012-06-14T19:08:18Z
Keywords: Attendance; Civil Service; Classroom Performance; Contracts; Educational Development; Incentives; Salaries; School System; Teachers; Working Conditions

Teacher Deployment in Sierra Leone: Lessons learnt and moving forward - Beoku-Betts, Iman (EdTech Hub, 2023)
This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061

Using technology to support teacher continuous professional development in Sierra Leone - Beoku-Betts, Iman; Plaut, Daniel; Tanweer, Rabia (2022)

Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria - Bernard, Ezenma Chimezie (International Journal of Trend in Scientific Research and Development, 2019)
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research.ICT has a very significant place in the education process that involves teachers and instruction.Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers.The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria.The study adopted a survey research design.The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria.The instrument was subjected to face validation by three experts.The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula.Five research questions that guided the study were answered using mean and standard deviation.Five research hypotheses were tested at 0.5 level of significance using one-way ANOVA.Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators.It was concluded, among others, that government should help.
openalex: W2951419551 mag: 2951419551 id: openalex:W2951419551 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.31142/ijtsrd21511 2129771:EC6JIWV3 2486141:TQBWMW8C
Keywords: openalex:import

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru - Bertoni, Eleonora; Elacqua, Gregory; Hincapie, Diana; Méndez, Carolina; Paredes, Diana (Inter-American Development Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 10.18235/0001977 2129771:L9UR6285 4556019:SVTALQW6
Keywords: C:Peru; _C:Peru PER

Three Principles to Support Teacher Effectiveness During COVID-19 - Beteille, Elaine Molina, Ezequiel Pushparatnam, Adelle Wilichowski, Tracy, Tara Ding (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/33775 2129771:IUPIP3FK 2129771:SYWCQ5YI
Keywords: CORONAVIRUS; COVID-19; EARLY CHILDHOOD EDUCATION; TEACHER TRAINING

The cascade model of teachers’ continuing professional development in Kenya: A time for change? - Bett, Harry Kipkemoi (Cogent Education, 2016)
Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institution-based models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.
KerkoCite.ItemAlsoKnownAs: 10.1080/2331186x.2016.1139439 10/gfw2mk 2129771:FCRTRLM8 261495:HKLWHCSJ

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya - Bett, Harry; Makewa, Lazarus (Asia-Pacific Journal of Teacher Education, 2020)
Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.
Publisher: Routledge _eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2405685:9BBCI3GD 2405685:9EFWDEUR 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY
Keywords: Content analysis; Education–Teaching Methods And Curriculum; English teachers; Facebook Groups; Kenya; Professional development; Social networks; Teacher education; Teachers; __:import:02; __:match:final; __:matched; __:study_id:2425933; __finaldtb; professional development

Relationship between Social Intelligence, Classroom Discipline and Interaction Skills among Teachers in Technical Colleges in Abuja, Nigeria - Binni, D B; Idris, Abubakar Mohameed; Arah, Abubakar Saidu; Ajiya, U M (ATBU Journal of Science, Technology & Education, 2021)
The study established the relationship between social intelligence, classroom discipline and interaction skills among teachers in technical colleges in Abuja, Nigeria. Two research questions were raised to guide the study and two hypotheses were formulated and tested at .5 level of significance.Â The study used a survey method correlational research design. A total of 226 respondents comprising of 92 teachers form Federal Science and Technical College, Orozo, 87 from Government Science and Technical College, Garki and 67 from Government Science and Technical College Kwali, Abuja were used as the targeted population for the study. Due to the manageable size of the population, Total Population Sampling Technique was employed. Three instruments were used for data collection that includes: Social Intelligence Test (SIT), Classroom Discipline Skill Scale (CDSS) and Classroom Interaction Skill Scale (CISS). Data collected were analyzed using Pearson Product Moment Correlation (PPMC) formula to answer the research questions and using a table of critical values for Pearsonâ€™s r to test the hypothesis at .05 level of significance. Findings from the study revealed that there is a positive significant relationship between social intelligence, classroom discipline and interaction skills among teachers in technical colleges in Abuja, Nigeria. The study recommended among others that, technical college administrators should develop social intelligence enhancement activities to promote teachersâ€™ classroom discipline and interaction skills.
openalex: W3129962119 mag: 3129962119 id: openalex:W3129962119 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:5YV7XR5Q 2486141:XEVXVTA2
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Teacher Education at a Distance: Impact on Development in the Community - Binns, Felicity; Wrightson, Tony (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:YC4QXI68 2405685:3IPM5K7Y
Keywords: C:Low- and middle-income countries; _C:Canada CAN; _C:Egypt EGY; _C:Ghana GHA; _C:Guyana GUY; _C:Jamaica JAM; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mexico MEX; _C:New Zealand NZL; _C:Nigeria NGA; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Distance Learning for Teacher Training in Brazil - Bof, Alvana (International Review of Research in Open and Distance Learning, 2004)
shortDOI: 10/ggx3rc KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v5i1.172 10/ggx3rc 2129771:GFRAXRCR 2405685:7N6P78H9
Keywords: C:Brazil; _C:Brazil BRA; _C:Germany DEU; __C:filed:1; __C:scheme:1

Exploring Blended Learning for Science Teacher Professional Development in an African Context - Boitshwarelo, Bopelo (The International Review of Research in Open and Distributed Learning, 2009)
This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 2129771:8BY4IISL 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ
Keywords: C:Botswana; _C:Botswana BWA; _C:Cuba CUB; _C:Senegal SEN; _C:South Africa ZAF; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ___working_potential_duplicate

Influence of Air Temperature on School Teachers’ Mood and the Perception of Students’ Behavior - Boix-Vilella, Salvador; Saiz-Clar, Elena; León-Zarceño, Eva; Serrano, Miguel Angel (Sustainability, 2021)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su13179707 2129771:4PNX97S6 4682641:95GTJTGG 4874017:HVXWBWFJ
Keywords: BE:RELEVANT

Enrollment without learning: Teacher effort, knowledge, and skill in primary schools in Africa - Bold, Tessa; Filmer, Deon; Martin, Gayle; Molina, Ezequiel; Stacy, Brian; Rockmore, Christophe; Svensson, Jakob; Wane, Waly (Journal of Economic Perspectives, 2017)

Experimental evidence on scaling up education reforms in Kenya - Bold, Tessa; Kimenyi, Mwangi; Mwabu, Germano; Ng’ang’a, Alice; Sandefur, Justin (Journal of Public Economics, 2018)
What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2018.08.007 2129771:E864862Q 2486141:IUMRYMT8
Keywords: Contract teachers; Education; External validity; Kenya; Randomized evaluation; State capacity

Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review - Bond, Melissa (Asian Journal of Distance Education, 2020)
The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.
Publisher: Asian Society of Open and Distance Education KerkoCite.ItemAlsoKnownAs: 2129771:A93NCNTC 2129771:RMI4JBYE
Keywords: Bibliometrics; COVID-19; Distance Education; Educational Change; Educational Environment; Educational Research; Educational Technology; Electronic Learning; Elementary Secondary Education; Faculty Development; Family Influence; Foreign Countries; Learner Engagement; Literature Reviews; Pandemics; Peer Influence; Research Methodology; School Closing; Teacher Influence; Technology Uses in Education; _genre:LR-literature_review; ⛔ No DOI found

Digital transformation in German higher education: student and teacher perceptions and usage of digital media - Bond, Melissa; Marín, Victoria I.; Dolch, Carina; Bedenlier, Svenja; Zawacki-Richter, Olaf (International Journal of Educational Technology in Higher Education, 2018)
Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.
KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-018-0130-1 2129771:WU3RAAUR
Keywords: Digital media usage; Digitalization; Educational technology; Germany; Higher education; Student perceptions; Teacher perceptions; University professors; University students; _C:Australia AUS; _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Israel ISR; _C:Luxembourg LUX; _C:New Zealand NZL; _C:Spain ESP; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; _genre:LR-literature_review

The challenges and prospects of ICTs in teaching and learning in Sunyani Polytechnic, Ghana - Bonsu, KA; Duodu, A; Bonsu, K; Duodu, K (Capa Scientific Journal, 2013)
Globally, the impact of Information and Communication Technology (ICT) in the past decades has been enormous. ICT plays a crucial role in socio-economic development and in bringing the world together as a global village. Indeed, in today‟s knowledge based economy, a completely new set of skills are required. Developing countries need to respond to demand for strategies to prepare the youth for the competitive opportunities driven by information and communication technology. The role of ICT tools in education should be more emphasized despite the heavy investment on ICT infrastructure, equipment and professional development for improved education. However, the adoption of ICT and its integration in teaching and learning have met challenges. This study reports the state of ICT usage in teaching and learning at Sunyani Polytechnic, Ghana. The study highlights factors that influence effective integration of ICT in teaching and learning. The findings revealed minimal adoption of ICT in teaching and learning at Sunyani Polytechnic, Ghana. The study makes recommendations that would enhance ICT uptake and adoption when implemented.
KerkoCite.ItemAlsoKnownAs: 2129771:IBZFIJST 2317526:SDK35I7X
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:teaching; P:economy; P:teacher education; Q:ICT; Q:educational technology; R:case study; T:TVET; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

Professional development and teacher learning: mapping the terrain - Borko, H. (Educational Researcher, 2004)

Contemporary Approaches to Teacher Professional Development - Borko, H.; Jacobs, J.; Koellner, K. (International Encyclopedia of Education, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:5W2ZBF55 261495:6MQZJXUC

Video as a tool for fostering productive discussions in mathematics professional development - Borko, Hilda; Jacobs, Jennifer; Eiteljorg, Eric; Pittman, Mary Ellen (Teaching and Teacher Education, 2008)
This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.11.012 2129771:A29SJWRW 2339240:HJGRG585 2405685:BWHR8RIX
Keywords: C:United States; Mathematics education; Mathematics teachers; Professional development; Teacher learning; Video

A Learning Design for Deep Learning for a Distance Teacher Education Programme - Bose, Sutapa (Journal of Learning for Development, 2021)
Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.
Number: 2
Keywords: Distance teacher education; deep learning; learning design; pedagogy; self learning material; ⛔ No DOI found

Meeting the Learning Needs of Historically Underserved Students during and after California School Closures. Crisis Response Resource - Bowman, Alicia; Jallow, Shelley (WestEd, 2020)
School closures intended to slow the spread of the new coronavirus have been forcing California's public-school leaders to apply their crisis-management skills to the enormous task of delivering instruction to some 6.2 million students across the state who, for an indefinite period, must engage in some type of distance learning. Even under normal conditions, many of California's districts and schools struggle to adequately serve the full range of their highly diverse student populations. Today's extraordinary circumstances only add to the challenge. In doing so, they serve as a call to action for rethinking how to meet the learning needs of student groups that have been on the wrong side of long-standing opportunity gaps.
Publication Title: WestEd KerkoCite.ItemAlsoKnownAs: 2129771:X2X7BPA9
Keywords: Access to Computers; Access to Education; At Risk Students; Barriers; Communicable Diseases; Crisis Management; Disease Control; Distance Education; Family Environment; Food; Internet; Online Courses; Planning; Public Schools; Readiness; School Closing; Student Needs; Teacher Competencies; Teacher Role

Analyzing the Determinants of the Matching of Public School Teachers to Jobs: Disentangling the Preferences of Teachers and Employers - Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James (Journal of Labor Economics, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1086/666725 2129771:94IKVPZU 4556019:ZM8P3DDE

Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students - Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James (American Economic Review, 2005)
Keywords: Analysis of Education; Public Sector Labor Markets; _C:Georgia GEO; _C:Norway NOR; __C:filed:1; __C:scheme:1

Evidence-based answers to questions about trigger warnings for clinically-based distress: A review for teachers - Boysen, Guy A. (Scholarship of Teaching and Learning in Psychology, 2017)
According to the popular press, students have been increasingly demanding warnings before being exposed to potentially distressing classroom material. The validity of these types of trigger warnings has been a topic of vigorous debate. Based on a review of posttraumatic stress disorder (PTSD) research and closely related topics, this article answers questions that teachers might ask about the validity of the scientific assumptions behind trigger warnings and their use in the classroom. External stimuli causing distress is a feature common to many mental disorders, and trauma-based triggers of distress are an essential feature of PTSD. However, development of PTSD after a traumatic experience is relatively rare. Environmental triggers are often difficult to predict, but warnings may reduce distress among people with PTSD by allowing exposure to be controlled. To the extent that trigger warnings allow avoidance of hyperarousal when trying to learn, they should increase students’ classroom performance. However, avoidance of trauma reminders contributes to the persistence of PTSD symptoms. Although clinical research generally supports the notion of trigger warnings as an accommodation for individual students diagnosed with PTSD, the effectiveness of trigger warnings in the classroom is unknown. In addition, trigger warnings may be a legitimate accommodation for students with psychiatric disabilities, but this does not mean that they are relevant to nonclinical issues. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Place: US Publisher: Educational Publishing Foundation
Keywords: Classroom Management; Distress; Posttraumatic Stress Disorder; Student Attitudes; Teachers; Teaching; Trauma; Warnings

Mobile literacy among Syrian refugee women teachers - Bradley, Linda; Bahous, Rima; Albasa, Ali (CALL and complexity – short papers from EUROCALL 2019, 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.]
Publisher: Research-publishing.net, La Grange des Noyes, 25110 Voillans, France KerkoCite.ItemAlsoKnownAs: 2534378:93K5R9FV 2534378:NR6VFNNC
Keywords: Career Development; Cross Cultural Studies; ERIC; Resources in Education (RIE); Faculty Development; Females; Foreign Countries; Handheld Devices; Informal Education; Information Technology; Land Settlement; Lebanon; Literacy; Occupational Aspiration; Refugees; Second Language Instruction; Second Language Learning; Sweden; Syria; Teacher Attitudes; Telecommunications; Videoconferencing; __:import:01; __:match:final; __:matched; __:study_id:2095768; ___working_potential_duplicate; __finaldtb