Engaging in and engaging with research: teacher inquiry and development - Hall, Elaine (Teachers and Teaching, 2009)
Extra URL: https://www.tandfonline.com/doi/full/10.1080/13540600903356985 KerkoCite.ItemAlsoKnownAs: 10.1080/13540600903356985 2405685:X5KU2IDB 2534378:LPFXMVTM

Using improvement science to better support beginning teachers: The case of the building a teaching effectiveness network - Hannan, Maggie; Russell, Jennifer Lin; Takahashi, Sola; Park, Sandra (Journal of Teacher Education, 2015)
Publisher: SAGE Publications Sage CA: Los Angeles, CA

Using value-added measures of teacher quality - Hanushek, E.A.; Rivkin, S.G. (CALDER Brief, 2010)

Reforming teacher education in Tanzania - Hardman, F; Abd-Kadir, J; Tibuhinda, A (International Journal of Educational Development, 2012)
It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.01.002 10/f37fn5 2129771:GK5LZYEH 2317526:AD2UXXH5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; F:pedagogy; F:teaching method; P:services; P:teacher education; P:teacher training; P:teachers; Q:college education; Q:primary education; T:Training; T:training needs; Z:African languages; Z:College education; Z:English language; Z:Mathematics education; Z:Primary education; Z:Teacher education; Z:Teaching methods; publicImportV1

A review of teacher education in Tanzania and the potential for closer links between PRESET and INSET - Hardman, Frank (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:N2CZQPDQ 261495:VPMHQDHP
Keywords: ⛔ No DOI found

Making pedagogical practices visible in discussions of educational quality - Hardman, Frank (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:C7NNAKRU 261495:VMTVEKDF

Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training - Hardman, Frank; Abd‐Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay (Comparative Education, 2009)
This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.
00083 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802661402 10/d4pwg6 2129771:QUUGMC69 2129771:TUTLCRRE 2405685:YDTY3JCV 261495:A32BNMRX
Keywords: C:Kenya; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Nigeria NGA; _C:South Africa ZAF; _C:Tanzania TZA; __C:filed:1; __C:scheme:1

Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools - Hardman, Frank; Abd-Kadir, Jan; Smith, Fay (International Journal of Educational Development, 2008)
This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.
00109 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2007.02.008 10/cq6k4z 2129771:4Y992QRW 261495:A886PDXT

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda - Hardman, Frank; Ackers, Jim; Abrishamian, Niki; O’Sullivan, Margo (Compare: A Journal of Comparative and International Education, 2011)
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.
00073 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2129771:HFSLX6UE 2129771:NCXUKWK4 2129771:Q5IYQCTD 2317526:JIARV2LH 2339240:7KFNHLPK 2405685:J57J3RGT 2405685:QWHDI7ZH 2534378:L9VFMLYK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; C:Kenya / Uganda / Tanzania; C:Tanzania; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:ministry; F:pedagogy; F:policy; F:teaching; P:teacher education; P:teachers; Q:distance education; Q:open learning; R:survey; T:TVET; T:Training; T:work-based learning; Z:Cost Effectiveness; Z:Educational Change; Z:Educational Development; Z:Educational Improvement; Z:Educational Policy; Z:Educational Quality; Z:Equal Education; Z:Foreign Countries; Z:Systems Approach; Z:Teacher Education; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Ireland IRL; _C:Kenya KEN; _C:Myanmar MMR; _C:Nigeria NGA; _C:Peru PER; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; publicImportV1

Implementing school-based teacher development in Tanzania - Hardman, Frank; Hardman, Jan; Dachi, Hillary; Elliott, Louise; Ihebuzor, Noel; Ntekim, Maniza; Tibuhinda, Audax (Professional Development in Education, 2015)
This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.
00005 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2015.1026453 10/gfv5xx 2129771:2ABESKPA 2129771:FRBHMWXY 261495:8HHRFTW2
Keywords: __C:filed:1

School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania - Hardman, Jan (International Handbook of Teacher Quality and Policy, 2017)
This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda.
KerkoCite.ItemAlsoKnownAs: 10.4324/9781315710068-34 2129771:7SKAMBEG 2129771:N74HV2IR
Keywords: _C:Canada CAN; _C:Cuba CUB; _C:Finland FIN; _C:Japan JPN; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Senegal SEN; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms - Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R. (Journal of Science Teacher Education, 2012)
Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-011-9237-0 2129771:GR2NV5L4

The Availability of Electronic Courses Using ICT Infrastructure in Teaching and Learning among Teachers in Nigeria's TVET Institutions. - Hashim, MHM; Abubakar, B (2017)
Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity.
KerkoCite.ItemAlsoKnownAs: 2129771:DLZZV2QH 2317526:W742575Q UTI-659E7698-0E52-3D96-B24B-CB8235ECD882
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; P:electro; P:teachers; Q:ICT; Q:educational technology; T:TVET; publicImportV1; ⛔ No DOI found

Introduction to Professional Development (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:7R5Z43MD
Keywords: Author:Haßler; Author:OpenDevEd

Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology - Haßler, Björn (EdTech Hub, 2020)
EdTechHub.Source: 2405685:H9W2X3KM KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631747 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:DQWJLRN5 2405685:H9W2X3KM
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:n

Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. - Haßler, Björn (EdTech Hub, 2020)
EdTechHub.Source: 2405685:VM6NXYF3 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631749 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:VM6NXYF3
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Bangladesh BGD; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:Pakistan PAK; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:o

Teacher Professional Development: Insights, Programmes & Resources - Haßler, Björn (2016)
EdTechHub.ItemAlsoKnownAs: 2129771:IL6X2KSW
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version - Haßler, Björn (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:99Q3XYMC 2129771:FULY4AFY
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; ___duplicate_item

Theme 1: Creative Approaches (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:DKIAT34X
Keywords: Author:Haßler; Author:OpenDevEd

Theme 2: Questioning (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:JD68FQPT
Keywords: Author:Haßler; Author:OpenDevEd

Theme 3: Talk for Learning (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:2AUGSL3Q
Keywords: Author:Haßler; Author:OpenDevEd

Theme 4: Group Work (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:APA9XKCI
Keywords: Author:Haßler; Author:OpenDevEd

Theme 5: Teaching and Learning Materials (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:YYWCB88I
Keywords: Author:Haßler; Author:OpenDevEd

Theme 6: Leadership for Learning (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:LPDQYNQZ
Keywords: Author:Haßler; Author:OpenDevEd

Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) - Haßler, Björn (2019)
Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) The document 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.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626545 2129771:UB73CNWB 2292090:ULMJICL8
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:b

What are the elements that need to go into the design of OER that enable them to have the potential for teacher professional development? - Haßler, Björn (2017)
EdTechHub.ItemAlsoKnownAs: 2129771:74FNB8TI
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

PER2. Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? [English/Arabic] - Haßler, Björn; Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4518856 2129771:HTCRZNIB
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:d

Teacher professional development in sub-Saharan Africa: Equity and scale - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (Embedding Social Justice in Teacher Education and Development in Africa, 2021)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
KerkoCite.ItemAlsoKnownAs: 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; STC-TLC; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a; docs.opendeved.net

Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (2020)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
EdTechHub.Source: <this> EdTechHub.Source: <this> EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3924551 2129771:2N28M8EI 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TRRZUHFS 2486141:HFLTMIZV
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:sub-Saharan Africa; STC-TLC; _C:Cameroon CMR; _C:Congo XCO; _C:Ethiopia ETH; _C:Ghana GHA; _C:Jordan JOR; _C:Kenya KEN; _C:New Zealand NZL; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:t; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa - Haßler, Björn; D’Angelo, Sophia; Walker, Hannah; Marsden, Melissa (Open Development & Education, 2019)
EdTechHub.Source: 2405685:T7DTBWJB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3497271 1867969:9DJZ34TL 2129771:5928ESGZ 2129771:5ZKPNFCC 2129771:SC8FTPC4 2339240:GJ83JMQA 2405685:T7DTBWJB 2486141:I239KQTI 503888:PI2HHQWG
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:i

TVET Research in SSA: Recommendations for Thematic Priorities - Haßler, Björn; Haseloff, Gesine (Africa Journal of Technical and Vocational Education and Training, 2022)
This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0268 2129771:9W8CBQSQ
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; Education; Internationalisation; Research; TVET; Teacher; Work Based; _bjoern_cv; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence; _yl:a

The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa - Haßler, Björn; Hennessy, S.; Hofmann, R (Frontiers in Education, 2020)
Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.
HHH3A KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.00146 10/ghgn5x 2129771:3LI3KD7M 2129771:6KN48Q7A 2129771:9MYSJMUJ 2129771:MKKYSSHG 2129771:YRM4QXHR 2339240:A5GQ37WB 2405685:KLUBUEJY 2405685:V7S2E5AQ 2405685:VHZVRENG 2534378:M3FT5RN4
Keywords: Active Learning; Africa; Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:Zambia; Culturally responsive pedagogy (CRP); Design-based implementation research; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; Inservice Teacher Education; Interactive Pedagogy; Learner-centred pedagogy; Low Income Groups; Motivation; Open Educational Resources; Peer Teaching; Resource Allocation; Rural Schools; STC-TLC; Scaffolding (Teaching Technique); Scheduling; School leadership; Shared Resources and Services; Sustainable Development; Sustainable Development Goal (SDG) 4; Sustainable Development Goal 4; Teacher Profesisonal Development; Teacher Professional Development; Technology Uses in Education; Telecommunications; Zambia; __C:filed:1; ___working_potential_duplicate; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:b; peer-facilitation; school improvement; school-based active learning; sub-Saharan Africa

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.
00000 EdTechHub.Source: <this> EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:65GDUID3 2129771:AAT7FR3H 2129771:AS7MJJEC 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2129771:NITLC7K7 2129771:ULKWW8ZY 2249382:CS9PALG8 2292090:LR6L7S7U 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI
Keywords: AWP2; Active Learning; Africa; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; CitedIn:DFID_SRF; CitedIn:OER4S-TPE-Anon; CitedIn:OER4Schools-2012-HHH1-anon; CitedIn:PhD_Thesis; DIAL-RDO; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; IMPORT_FROM_DFID_RITE; InPrep; Inservice Teacher Education; Low Income Groups; Monday; Motivation; OER4Schools; Open Educational Resources; Peer Teaching; RPF-May-2016; Resource Allocation; Rural Schools; STC-TLC; Scaffolding (Teaching Technique); Scheduling; Shared Resources and Services; Sustainable Development; Sustainable Development Goal 4; TL:Arabic; TL:English; TL:Translated; Teacher Professional Development; Technology Uses in Education; Telecommunications; TranslationGoingAhead; _C:Bangladesh BGD; _C:Brazil BRA; _C:Cambodia KHM; _C:Cameroon CMR; _C:China CHN; _C:Ethiopia ETH; _C:Ghana GHA; _C:India IND; _C:Japan JPN; _C:Kenya KEN; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _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; _r:ImportedToMyEducationEvidence; _yl:a; missingHU; peer-facilitation; school-based active learning; sub-Saharan Africa; ⛔ No DOI found

ORBIT and OER4Schools: supporting effective primary and secondary school practice through OER - Haßler, Björn; Hennessy, Sara; Jestaz, Caroline (Proceedings of Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:6JDPUE7P 2129771:QFW8NS5E
Keywords: Author:Haßler; Author:OpenDevEd; _C:Australia AUS; _C:Belgium BEL; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Czech Republic CZE; _C:Denmark DNK; _C:Ecuador ECU; _C:Estonia EST; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Ivory Coast CIV; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mauritius MUS; _C:Mexico MEX; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:Slovenia SVN; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Developing an Open Resource Bank for Interactive Teaching of STEM: Perspectives of school teachers and teacher educators - Haßler, Björn; Hennessy, Sara; Knight, Simon; Connolly, Teresa (Journal of Interactive Media in Education, 2014)
EdTechHub.ItemAlsoKnownAs: 2129771:LSRHIKC8
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:b; ⛔ No DOI found

Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development - Haßler, Björn; Major, L; Warwick, P; Watson, Steve; Hennessy, S; Nichol, B (Faculty of Education, University of Cambridge, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:5KLTZ5JR 2129771:5RPDWPCN 2129771:8JRAXJ7D 2129771:WVJNXZDH 2129771:XWX767NR 2339240:LXSZ3BDY 2405685:KP542JTW 2486141:WW7D6VCH 261495:HTPBIJ3S
Keywords: AWP2; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; CitedIn:BIBBTVET; CitedIn:OER4Schools-HHH3-B; CitedIn:OER4Schools-HHH3-B-AUTHORS; CitedIn:eCubed; DIAL-RDO; Done:ReferenceFixed; IMPORT_FROM_DFID_RITE; InPrep; TPD@Scale-cited; _bjoern_cv; _r:ImportedToMyEducationEvidence; eCubed; ⛔ No DOI found

Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) (forthcoming) - Haßler, Björn; McBurnie, Chris; Allier-Gagneur, Zoe (2020)
EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: 2405685:HFKVA2IQ KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873458 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _EdTechHub_Output; __C:filed:1; _cover:v1; _forthcoming; _r:ImportedToMyEducationEvidence; _yl:g; _zenodoETH; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Outputs Register for HLR 3: The Impact of GIS-Supported Teacher Allocation in Sierra Leone - Haßler, Björn; McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2023)

Outputs register for HLR3 - Teacher Allocation Sierra Leone - Haßler, Björn; McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6472492 10.53832/edtechhub.0089 2129771:3J4TNGDZ 2405685:9XJGEX5Z
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _r:AddedByZotZen

Implementation Guidance: Slide Deck for Teacher Professional Development - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:7URGGP44
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o4b

Implementation Guidance: Slide Deck for Teacher Professional Development - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4603116 2129771:3TJE6CMI Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:j

Implementation Guidance: Teacher Professional Development [Facilitators Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3MRBXTPD
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o4a

Implementation Guidance: Teacher Professional Development [Facilitators Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555958 2129771:M9WXRHE7 2129771:TR2PTQAY
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:h

Implementation Guidance: Teacher Professional Development [Teachers Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555960 2129771:P2D5IJBC Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:i

Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
EdTechHub.Source: 2405685:SC5NHA65 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631745 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:m

Study of Teacher Training Need on ICT-based Pedagogy for Teachers of Technical Colleges in Yobe State, Nigeria - Hassan, Yusuf Dauda (2019)
openalex: W3181485367 mag: 3181485367 id: openalex:W3181485367 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:BKCP74ZG 2486141:4KJSMWC5
Keywords: openalex:import

Visible learning for teachers: Maximizing impact on learning - Hattie, John (Routledge, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:T5TZSC8S 261495:7NDAQ2CS

Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores - Haverinen-Shaughnessy, Ulla; Shaughnessy, Richard J. (PLOS ONE, 2015)
Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students’ mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9–7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12–13 points per each 1°C decrease in temperature within the observed range of 20–25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0136165 2129771:MYDZPF2T 4682641:Y83ZNGQZ 4874017:HFX7RQ5Z
Keywords: African American people; BE:RELEVANT; Carbon dioxide; Hispanic people; Human learning; Mathematics; Schools; Standardized tests; Teachers

Cascade training and teachers' professional development - Hayes, David (ELT journal, 2000)
KerkoCite.ItemAlsoKnownAs: 10.1093/elt/54.2.135 10/fwhj57 2129771:MN25SPQG 261495:4WJZGR6V

The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana - Hedges, John (International Journal of Educational Development, 2002)
This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(01)00057-8 2129771:TGZLHPBR 4556019:LGT3LZ52
Keywords: Basic education; C:Ghana; Deployment; Ghana; Induction; NQTs; Teacher education

Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers - Henaku, Christina Bampo; Pobbi, Michael Asamani (Journal of Education and Practice, 2017)
Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers–and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.
Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2534378:BN4CL6MA 2534378:V3NGM6FT 2534378:WHV54Y47
Keywords: Behavior Change; Classroom Techniques; Comparative Analysis; Conventional Instruction; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Teachers; Foreign Countries; Ghana; Intermode Differences; Multidimensional Scaling; Questionnaires; Statistical Analysis; Teacher Surveys; Teaching Skills; Training Methods; __:import:01; __:match:final; __:matched; __:study_id:2096069; __finaldtb; ⛔ No DOI found

A new approach and open resources for school-based teacher professional development in sub-Saharan Africa - Hennessy, S.; Haßler, Björn (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:JWR2SFFI
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa. - Hennessy, S.; Haßler, Björn (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:FULY4AFY
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Additional Materials - Hennessy, S.; Haßler, Björn (2014)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295152 2129771:FULY4AFY 2129771:RRWQ32J6
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; _zenodo:submitted

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Facilitators' Version - Hennessy, S.; Haßler, Björn (2014)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295150 2129771:7PAZU7KI 2129771:FULY4AFY
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; _zenodo:submitted

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version - Hennessy, S.; Haßler, Björn (The Centre for Commonwealth Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295148 2129771:FULY4AFY 2129771:TK8L954M 2129771:Z8LSIEMV 2339240:58TW376N 2405685:FBGNRJ43
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; ___duplicate_item; _zenodo:submitted; dode_eth-src-dode; dode_eth-trf2-dode

Technology use for teacher education and professional development: Insights from a systematic review [preprint] - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (2022)
Keywords: ⛔ No DOI found

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2129771:AQSTZII8 2129771:RT5YCTNI 2129771:XLTBLBZA 2339240:5GVQGQC4 2405685:E5J2KHF2 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:DZ4AXQJ2 4426965:RRTYWK3S
Keywords: ICT; Teacher professional development; _EdTechHub_Output; _MELA_knowledge_product; _MELA_seen; _genre:LR-literature_review; e-learning; low- and middle-income countries (LMICs); pedagogy; peer learning; teacher training; technology

Teacher professional development to support classroom dialogue - Hennessy, Sara; Davies, Maree (The Routledge International Handbook of Research on Dialogic Education, 2019)
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-21 2129771:FWVFI2WU
Keywords: __C:filed:1

Teacher factors influencing classroom use of ICT in sub-Saharan Africa - Hennessy, Sara; Harrison, David; Wamakote, Leonard (Itupale Online Journal of African Studies, 2010)
This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.
EdTechHub.Source: 2405685:RXIW5GY7 KerkoCite.ItemAlsoKnownAs: 2129771:J94BQM7C 2339240:957DANTW 2405685:RXIW5GY7 503888:YIGQUDX5
Keywords: Schools; Secondary; Scientific literature; ⛔ No DOI found

Challenges and opportunities for teacher professional development in interactive use of technology in African schools - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Technology, Pedagogy and Education, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10.1080/1475939x.2015.1092466 10/gfv5xz 2129771:5VQYH38X 2129771:AMZ6ZM6C 2129771:J9GHN7C4 2129771:L2HUHYLN 2129771:Z6IRJ6Y4 2129771:ZCU7ZNTG 257089:GN2B3JX9 261495:HSFJGS9C
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Bangladesh BGD; _C:France FRA; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:b

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Research Papers in Education, 2015)
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.
EdTechHub.Source: <this> EdTechHub.Source: <this> EdTechHub.Source: 2129771:QGHFB3QL KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 2129771:2RSUFZXK 2129771:4DDI7MD4 2129771:5P2TUQQC 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:TG8DGQ3P 2129771:WHB6UUT9 2339240:UTDG7DWR 2405685:CSCFPKV2 2405685:NAJLZ3FE 2405685:R5KQR27A 2405685:S9FRC57W 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:sub-Saharan Africa; CAREER development; EDUCATION – Study & teaching; GRADUATE education; PROFESSIONAL education; TEACHER training; ZAMBIA; Zambia; _C:Australia AUS; _C:India IND; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tonga TON; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __:import:01; __:match:final; __:matched; __:study_id:2099887; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; __finaldtb; _r:ImportedToMyEducationEvidence; _yl:a; digital technology; docs.opendeved.net; interactive pedagogy; open educational resources; sub-Saharan Africa; teacher professional development

Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia - Hennessy, Sara; Haßler, Björn; Mwewa, G (2016)
This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development.
KerkoCite.ItemAlsoKnownAs: 2129771:QG8ESI5B 2317526:CWBQU3Q9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Zambia; 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:teacher education; P:teachers; Q:ICT; Q:OER; Q:digital technology; Q:interactive; Q:interactive pedagogy; Q:open educational resources; Q:primary education; R:evaluation; T:Classroom teaching; Z:ICT in education; Z:Intervention evaluation; Z:Primary education; Z:Teacher education; publicImportV1

Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad - Henry-Legall, Lisa-Marcella (University of the West Indies, 2012)
This study introduced the notion of academic recovery through an alternative pedagogical practice of therapeutic intervention called Educational Therapy. As such, its purpose was not only to explore and evaluate an alternative educational practice but also to determine its feasibility in adapting to the local context. This was done using teachers’ perspectives from three co-educational secondary schools whose students had a history of academic underachievement and where violence and student aggression were becoming the norm. Twenty three English and Mathematics teachers participated in the study which was encased in an ethnography theoretical perspective. Their perspectives on the current state of the secondary sector brought bearing to the types of best practices that teachers in their departments subscribed to in terms of teaching, understanding how children learn, assessment strategies and accommodating students who have learning deficits in the regular classroom. In addition, it clarified their stance on the adaptation of therapeutic intervention in Trinidad and Tobago while determining the extent to which it could improve academic achievement in these subject disciplines. Findings from the study revealed that teachers needed assistance to effectively manage, teach and assess children with learning problems. They felt that there was an urgent need to implement therapeutic interventions in educational practice as they had no knowledge of how to deal with students who had underlying cognitive deficits which then became manifested in the forms of social, emotional and behavioural problems. As the study was steeped within a qualitative inquiry, its findings also noted the emergence of eight themes which described the factors believed to be responsible for the present crisis within secondary schools where indiscipline was concerned. The framework of this study thus provided a useful basis for identifying school discipline issues and children who may have learning problems and for suggesting plans for appropriately targeted interventions through Educational Therapy.
KerkoCite.ItemAlsoKnownAs: 2129771:65H4P6D6 2486141:VUD5MUML
Keywords: _Added to LR; _T:reviewed

Reforming teacher deployment in Indonesia - Heyward, Mark; Hadiwijaya, Aos Santosa; Mahargianto; Priyono, Edy (Journal of Development Effectiveness, 2017)
This paper reports on a mixed-method, multiple-site study of teacher deployment in Indonesian primary schools. Results from a sample of 23 districts were analysed at district and national level. Substantial disparities in teacher distribution were found in all districts, between schools, between sub-districts and between specialist subjects. Two main issues emerged: uneven teacher distribution and small schools. The study found that a policy research approach which addresses political and cultural, as well as technical, dimensions at sub-national level can succeed in improving teacher deployment where previous efforts have failed.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2017.1301978
Keywords: Comparative education; _C:Australia AUS; _C:India IND; _C:Indonesia IDN; _C:Pakistan PAK; _C:Republic of Moldova MDA; _C:United States USA; __C:filed:1; __C:scheme:1; decentralization; educational administration; educational policy; teacher management

Computer literacy among practical arts teachers in swaziland vocational schools - Hlophe, Zanele F.; Mindebele, CBS (Journal of Vocational Education and Training, 2001)
This article reports findings of a study conducted in Swaziland to determine computer literacy skills of teachers of agriculture, commerce, home economics and technical studies in 16 pilot vocational schools. These teachers are expected to teach the new vocationalised curriculum of the four subjects. Findings revealed that the teachers lacked the basic computer knowledge and skills needed in the newly vocationalised curriculum that was to be mounted in the year 2000 with the financial assistance (loan) from the African Development Bank. However, the teachers indicated a strong interest in taking computer technology courses. © 2001 Taylor & Francis Group, LLC.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820100200161 10/cxxtx9 2129771:3GU7567E 2317526:VP54IRPY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:eSwatini; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; P:agriculture; P:economy; P:services; P:teachers; P:technology; Q:educational technology; T:TVET; T:Training; T:vocational school; publicImportV1

A study of clinical teachers’ attitude to teaching and perceived learning needs in a medical college in Nigeria - HO, Olasoji; AB, Mu'azu; MH, Garba (DOAJ (DOAJ: Directory of Open Access Journals), 2019)
openalex: W4288272713 id: openalex:W4288272713 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:RG3W7S7R 2486141:A3RSTGKX
Keywords: openalex:import

Survey on Vietnamese teachers’ perspectives during COVID-19 - Hoang, Anh-Duc; Pham, Hiep-Hung; Le, Quynh-Anh Thi; Dinh, Viet-Hung; Le, Thu-Trang Thi; Nguyen, Yen-Chi (Harvard Dataverse, 2020)
This dataset was constructed by 294 Vietnamese teachers' perspectives on the teaching profession, as well as the support they received from differe...
Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/FOCPKH 2129771:6EG76WM5

Dialogue, Teachers and Professional Development - Hofmann, Riikka (The Routledge International Handbook of Research on Dialogic Education, 2019)
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-18 2129771:XW97RR8H 2129771:ZMF5N2Y9
Keywords: __C:filed:1

Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development - Hofmann, Riikka; Vrikki, Maria; Evagorou, Maria (Dialogue for Intercultural Understanding, 2021)
Abstract Effective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.

Teaching Replays, Teaching Rehearsals and Re-Visions of practice: Learning from colleagues in a mathematics teacher community - Horn, I (Teachers College Record: The Voice of Scholarship in Education, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1177/016146811011200109 2486141:8EKJZ3K9

Local community training and education in southern Tanzania—a case study - Howe, Vicki (Marine Policy, 2001)
Abstract Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels.The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources.
KerkoCite.ItemAlsoKnownAs: 10.1016/s0308-597x(01)00029-x 10/bkddg8 2129771:8F3ZUDIB 2317526:I83Z95UT
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:women; P:economy; P:environment; P:teachers; R:case study; R:evaluation; T:Training; Z:Capacity building; Z:East Africa; Z:Local community; Z:Marine environmental education; publicImportV1

The Mobile Teacher Training Programme in Nigeria: David Kolawole - Hoyle, Eric; Megarry, Jacquetta (2012)
openalex: W3030982832 mag: 3030982832 id: openalex:W3030982832 keywords: , KerkoCite.ItemAlsoKnownAs: 10.4324/9780203080511-26 2129771:JWFBVMQL 2486141:4BXKXJ4B
Keywords: openalex:import

The professional life cycle of teachers - Huberman, M. (Teachers College Record, 1989)

Influence of the teacher-student relationship in childhood conduct problems: A prospective study - Hughes, Jan N.; Cavell, Timothy A. (Journal of Clinical Child Psychology, 1999)
Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by teachers as aggressive. The stability of teachers' and children's reports of relationship quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers' and children's reports of relationship quality in Year 1 ( Y l ) predicted teacher-rated aggression the following year, controlling for Y1 ratings of aggression. Teachers' reports of relationship quality across Y1 and Y2 predicted peer-rated aggression, but not teacher-rated aggression, in Y3, controlling for Yl aggression. Consistent with a buffering role for teacher-student relationships, a positive teacher-student relationship was of greatest benefit to children whose mothers reported rejecting parenting histories. We discuss implications for school-based prevention programs.
Publisher: Routledge _eprint: https://doi.org/10.1207/s15374424jccp2802_5 KerkoCite.ItemAlsoKnownAs: 10.1207/s15374424jccp2802_5 2129771:T4NTFC8C 2486141:8ZC2JFWT

Review of national education policies: Teacher quality and learning outcomes - Hunt, Frances (PROSPECTS, 2015)
This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of speciﬁc questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-015-9356-z 2129771:VCQK6BQP
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Belize BLZ; _C:Bhutan BTN; _C:Cambodia KHM; _C:Colombia COL; _C:Ecuador ECU; _C:Egypt EGY; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Kenya KEN; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Papua New Guinea PNG; _C:Paraguay PRY; _C:Peru PER; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Teacherinabox–outside the box - Huth, Katherine (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:6MKVNURY
Keywords: __C:filed:1; ⛔ No DOI found

The Effect of Training on Functional Behavioural Analysis on Teacher Self-Efficacy Among Special Education Teachers in Osun State, Southwestern Nigeria - Ibıgbamı, Olanrewaju; Adeniyi, Yetunde; Omigbodun, Olayinka; Ani, Cornelius (International Journal of Special Education (IJSE), 2021)
Dealing with challenging behaviour is a source of stress and burnout among teachers of children with special education needs. Functional Behavioral Analysis (FBA) is useful for prevention and management of challenging behaviour, but the evidence-base among special education teachers is limited in Sub-Saharan Africa. Twenty teachers were recruited from two special needs schools (10 from each school), with one school designated ‘intervention’ and the other ‘control’. Two sessions of group-based training on FBA were conducted in the intervention school for the 10 teachers. All participants completed the ‘Teacher Self Efficacy Scale’ and ‘Professional Quality of Life Scale’ at baseline and again two weeks after the last intervention session. The intervention group completed a post-intervention ‘Client Satisfaction Questionnaire’. Controlling for baseline scores, the intervention group scored significantly higher on Self-Efficacy [F (1,18)=8.95, p=0.009, partial eta squared=0.36], and lower on Burnout [F (1,17) = 9.82, p=0.006, partial eta squared=0.380]. The intervention group’s mean score on the Burnout subscale of PQOLS was more than one standard deviation lower than the control group after the intervention [(29.30(2.58) vs 34.11(4.01)]. All participants in the intervention group rated the programme as good or excellent and over three-quarters (77.7%) would recommend it to their peers. To our knowledge, this is the first study of FBA training for special education teachers in Sub-Saharan Africa. The programme showed promising effectiveness, good feasibility and was highly accepted.
openalex: W3206840658 mag: 3206840658 id: openalex:W3206840658 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.52291/ijse.2020.35.15 2129771:RF9SRUK9 2486141:PQNXHAX9
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project - Ibn Junaid, Muhammad; Ogange, Betty; Allela, Melissa (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:AGCBZMKU 2486141:W9Y7PDI3

Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project - Ibn Junaid, Muhammad; Ogange, Betty; Allela, Melissa (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:BW8HGMRS 2486141:W9Y7PDI3 2601447:6FA6BKHG 4556019:7UK4KLTQ

933 Impact of first aid training on the first aid knowledge and skills capacity of primary school teachers in Ibadan, Nigeria - Ibrahim, Abdulmumin; Sam‐Agudu, Nadia A.; Omaye, Ugbede; Ushie, Boniface Ayanbekongshie; Olumide, Adesola; Omotade, Olayemi O. (2016)
Background Acute illness and injury are major causes of child morbidity and mortality. Young children are prone to injury, and schools in developing countries are often not optimally child-proofed. In Nigeria, primary schoolteachers supervise students in an often injury-prone environment, with poor access to emergency services. First Aid (FA) can make a significant difference in outcome for a young child injured at school. This study was conducted to assess FA knowledge and skills in a cohort of primary school teachers and evaluate the effect of a training program on the cohort’s FA capacity. Methods We randomly selected 151 teachers from 16 primary schools in Ibadan. A 26-point survey and simulated scenarios graded on an 18-point scale assessed FA knowledge and skills, respectively. Based on identified gaps, a training program was developed and applied to a randomly selected subset of 70 of the 151 teachers, assigning them to intervention (N = 36) and control (N = 34). Controls were given an HIV education talk. FA knowledge and skills were measured immediately and 3 months post-intervention. FA knowledge was rated poor (<13), fair (13–17) and good (>17); skills were rated poor (<9), fair (9–11) and good (>11). Chi-square, t-test and ANOVA were used to compare means and to test for associations. Results Respondents’ mean age was 41.44 ± 9.90 years, and 95.4% had poor baseline knowledge. There was no difference in mean FA knowledge between intervention (7.69 ± 1.97) and control (7.29 ± 2.47) at baseline (p = 0.49). Mean baseline FA skills scores between intervention (0.5 ± 2.27) and control (0.65 ± 1.28) were similar (p = 0.59). Compared to baseline, there was a significant increase in mean FA knowledge immediately (20.83 ± 1.00, p < 0.001) and 3 months post intervention (18.24 ± 2.00, p < 0.001). Mean FA skills scores also improved from baseline, immediately (12.72 ± 1.80, p < 0.001) and 3 months post intervention (9.64 ± 2.03, p < 0.001). There were no significant changes in FA knowledge or skills in the control group. Conclusions First aid knowledge and skills among primary school teachers in Ibadan was poor. The training program led to a significant and sustained improvement in teachers’ FA capacity. Primary school teachers can be trained and retrained to provide appropriate and timely basic care for students injured at school.
openalex: W2513396093 mag: 2513396093 id: openalex:W2513396093 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.1136/injuryprev-2016-042156.933 2129771:W6YW4BKX 2486141:FUR7TUTW
Keywords: openalex:import

Effectiveness of Mathematics Teacher Education Training in Nigeria: An Assessment of Pre-service Mathematics Teachers’ Learning Needs - Ibrahim, Muhammad Alhaji; Yew, Wun Thiam; Razak, Nordin bin Abd. (International Journal of Pedagogical Development and Lifelong Learning, 2020)
Little emphasis has been given on the pre-service mathematics teachers’ learning needs on the required subject matter knowledge and skills for which they have been expected to possess at their final level of graduation, as a basis for teaching secondary school mathematics. This study employed qualitative research design, in which 30 pre-service mathematics have been interviewed on their mathematics learning needs. The finding of the study revealed that learning experiences of the training was adequate, but there is disconnection between the training curriculum and school mathematics subject matter for which the pre-service teachers have been train to teach. The pre-service mathematics teachers have viewed lecturer of the program as non-supportive which prevent them from active learning. This suggests that the program should include school mathematics curriculum in the training to enable the pre-service mathematics teachers to acquire the subject matter knowledge for which they have been train to teach. Lecturers of the program should change their attitude and behavior which might have adverse effect on pre-service mathematics teachers’ learning.
openalex: W3035865892 mag: 3035865892 id: openalex:W3035865892 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.30935/ijpdll/8313 2129771:Q3TC5JY9 2486141:X9ZS537G
Keywords: openalex:import

The Nigeria Teachers Social Studies Training Curriculum and Sustainable Development Goals: A Content Analysis. - Ifegbesan, Ayodeji Peter; Lawal, M. B.; Rampedi, Isaac Tebogo (Journal of international social studies, 2017)
The concept of sustainable development has become a widely used construct that is incorporated into virtually all disciplines and discourses. The implementation and achievement of sustainable development goals in the management of our environmental resources cannot be realised without education especially at a formal levels. Teacher training institutions - (college of education and faculty of education in universities) are expected through their courses to engage and create awareness of sustainability issues using their training programmes. This paper therefore presents a content analysis of sustainability themes and concepts in the College of Education Social Studies curriculum in Nigeria. This is with the ultimate goal of exploring how any noticed gaps that could inhibit the promotion of education for sustainable development through teacher training can be filled, so that the post 2015 sustainable development goals could be better achieved.
openalex: W2792103124 mag: 2792103124 id: openalex:W2792103124 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:CCQ2MHDH 2486141:UAT2DM9D
Keywords: openalex:import

The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives - Ifenthaler, Dirk; Schweinbenz, Volker (Computers in Human Behavior, 2013)
00019 KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2012.11.004 10/f4tjt5 2129771:M9P8TCWL 257089:ZF65327B

Perceived influence of staff development programmes on the effective performance of teachers in Colleges of Education in Delta State, Nigeria - IGBODO, Republic O; NWALADO, Helen S. (Analele Universității din Craiova seria Psihologie-Pedagogie/Annals of the University of Craiova Series Psychology- Pedagogy, 2022)
The study examined the perceived influence of staff development programmes on the effective performance of teachers in Colleges of Education in Delta State, Nigeria.The population for the study was 91 subjects, made up of 69 Heads of Departments and 22 Deans from three Colleges of Education in Delta State.Due to the manageable size of the population, the entire 91 respondents were used.The instrument for data collection was a structured questionnaire validated by three Heads of Department from Federal College of Education (Technical) Asaba.Data were collected by the researcher and two trained research assistants.Data collected were analyzed with mean and t-test statistics.The results of the study identified 12 influences of in-service training on effective performance of teachers, 14 influences of teachers' professional development on their performance, 11 hindrances to effective implementation of staff development and 10 measures to enhance staff development programmes for effective performance.The results on the hypotheses showed that there was no significant differences in the mean ratings of HODs and Deans on the influence of in-service training, professional development of teachers and measures for measures to enhance staff development programmes.On the other hand, there was significant difference in the mean ratings of HODs and Deans on the hindrances to effective implementation of staff development programmes in Colleges of Education in Delta State.The study recommended that, more proactive policies by the government to strengthen teacher training and development programmes in Nigerian schools for effective performance and service delivery of the teachers.
openalex: W4285406480 id: openalex:W4285406480 keywords: KerkoCite.ItemAlsoKnownAs: 10.52846/aucpp.2022.1.15 2129771:IAJVIAU5 2486141:3SKGEJW4
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Education For All (EFA): A Focus on Public Primary Schools’ Facilities, Curriculum and Teachers’ Professional Development in Lagos and Ogun States, Nigeria - Ige, Olumide Olakunle; Omotuyole, Christy; Sebili, Olabisi Toyyibah (KIU Journal of Humanities, 2020)
Although Education for All (EFA) was adopted over two decades ago by the signatory nations of the UN, it is evident that some nations, including Nigeria, are still struggling to accept its underlining requirement for its implementation. This study focused on the implementation of Education for All (EFA) in public primary schools in Lagos and Ogun States with regard to their facilities, curriculum and teachers’ professional development. Three research questions were raised and answered. The study adopted descriptive survey design. The study involved a total of 40 public primary schools, 400 teachers and 10 Basic 3 classrooms selected from Lagos and Ogun states in Nigeria. Data were gathered by means of teachers’ questionnaire and checklist for early childhood education. Data collated were analyzed using percentages, arithmetic mean and standard deviation. The study found that: While basic facilities are either fairly or adequately available in public primary schools in both states,, facilities for inclusive education are either inadequate or completely unavailable; The specified school curricula in the two states are not adequate in terms of procedure, instructional materials, methods and non-discriminatory strategies; and, Governments of both states do not engage public primary school teachers in continuous professional development. The study concluded that the operation of public primary schools presently falls short of expectations of EFA framework of actions. Recommendations are made on the basis of the findings of the study. Keywords: Education for All, Early Childhood Education, Inclusive Education
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Effect of Training Biology Teachers in Scientific Thinking Skills on Senior Secondary School Students’ Achievement in Biology in Kano, Nigeria - Ihejirika, Ngozi Chika; Ozoji, Bernadette Ebele (2023)
openalex: W4399271074 id: openalex:W4399271074 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.58709/niujhu.v8i2.1661 2129771:AV3UZ8K7 2486141:TDWDI7DZ
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Qualities of an Effective Teacher: Perspectives from a College of Medicine in Nigeria - Ikeako, LC; Ezegwui, Ifeoma; Onoka, Chima; Ezegwui, H U (British Journal of Education Society & Behavioural Science, 2017)
openalex: W2603436158 mag: 2603436158 id: openalex:W2603436158 keywords: , KerkoCite.ItemAlsoKnownAs: 10.9734/bjesbs/2017/32207 2129771:PPQLFVJ5 2486141:HH86NQ5M
Keywords: openalex:import

NATIONAL EDUCATION RESTRUCTURING AND SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS EDUCATION: IMPLICATION FOR TEACHER EDUCATION IN COLLEGES OF EDUCATION IN NIGERIA - Ilabor, S. C.; Obasi, G. C.; Nkeshita, F. O. (2013)
Following the Federal Government’s plans in 2008 and 2009 to restructure Nigeria Certificate in Education (NCE) teacher education programme in Nigeria in which the following objectives were stated: to evolve a responsive Nigeria Certificate in Education (NCE) Minimum Standards that will take cognizance of the 9 year Basic Education Curriculum, to produce high quality Nigeria Certificate in Education (NCE) graduates for effective delivery of the Universal Basic Education programme and to develop new structure, content and strategies of the programme implementation, stakeholders were consulted on how to actualise the plan. Documents were released on the guideline for the restructuring of the teacher education programmes. However, the author wishes in this paper to X – ray some grey areas that need urgent national attention in the area Science, Technology, Engineering and Mathematics (STEM) education, most particularly in Basic Science and Technology Curriculum for Nigeria Certificate in Education (NCE) programme. Thus, this paper shall lay emphasis on the meaning of Restructuring in Science, Technology, Engineering and Mathematics (STEM) education and what must be done to make the restructuring in education a permanent reality in Nigeria.
openalex: W2555573075 mag: 2555573075 id: openalex:W2555573075 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:56FEZG9J 2486141:8MBMUG53
Keywords: openalex:import

Role of E-Learning in Ensuring the Continuation of Training in Business Teacher Education Programme During the Covid-19 Pandemic and Beyond in Nigeria - Ile, Chika Madu; Ukabam, J.A. (Nigerian Journal of Business Education (NIGJBED), 2021)
The study examined the role of e-learning in ensuring the continuation of training in business teacher education programme during the Covid-19 pandemic and beyond in Nigeria. Two research questions guided the study and two hypotheses were tested. Descriptive survey research design was adopted for the study. The population of the study comprised 109 business educators from five tertiary institutions in Anambra State. The instrument for data collection was a structured questionnaire developed by the researchers. The instrument was subject to a pilot test on 20 business educators in Asaba metropolis. The application of the Cronbach Alpha reliability test on the returned data yielded coefficient values of 0.81 and 0.78 for clusters B1 and B2 respectively with an overall reliability co-efficient value of 0.80 for internal consistency. Data collected from the respondents were analyzed using mean, standard deviation to answer the research questions and t-test for the hypotheses testing. Findings revealed that e-learning ensures the continuation of business teacher education programme during the Covid-19 pandemic and beyond included facilitating ease in learning, promoting flexibility in the use of teaching methods, focusing on the achievement of students’ needs, promoting more hands-on learning experiences and allowing students to learn at their own pace among others. Findings also showed that poor government commitment towards the implementation of the national ICT framework in tertiary institutions, misappropriation of funds by heads of tertiary institutions, socio-economic status of parents, poor power supply, poor internet networks, high cost of internet accessible gadgets and failure to collaborate with private it experts are the challenges impeding the adoption of e-learning for the continuation of training in business teacher education programme during the Covid-19 pandemic and beyond in Nigeria. The institutional type of the respondents did not significantly influence their mean ratings. Based on the findings, it was recommended among others, that administrators of business teacher education programme should collaborate with the private sector in the areas of funding, technical support and resource provisions so as to ensure the full and efficient utilization of e-learning platforms in the programme. Keywords: E-learning, Continuation, Training, Business Teacher Education, Programme
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

In-service Teachers' Sense of Agency after Participation in a Research Master Course - Impedovo, Maria Antonietta (International Journal of Educational Psychology, 2016)
KerkoCite.ItemAlsoKnownAs: 10.17583/ijep.2016.2206 10/gf62g5 2129771:H96HX3B7
Keywords: __C:filed:1

Participating in an international master’s programme: impact on agency for African in-service teachers - Impedovo, Maria Antonietta; Ligorio, Maria Beatrice (Professional Development in Education, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2016.1146624 10/gf62g4 2129771:LENBA5BD
Keywords: __C:filed:1

THE WRITING AND SUPERVISION OF BRIGHT ENGLISH TEXTBOOK DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN INDONESIAN CONTEXT - Inayati, Nina; Abidasari, Erlyna; WS, Kharisma Naidi (Englisia: Journal of Language, Education, and Humanities, 2019)
KerkoCite.ItemAlsoKnownAs: 10.22373/ej.v7i1.5592 2129771:7RYD5BB9
Keywords: _C:Indonesia IDN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery - Inter-Agency Network for Education in Emergencies (INEE) (2009)
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. This document is intended for education program managers of education programme’s working in fragile states, situations of displacement and post-crisis recovery and education authorities within the government.
KerkoCite.ItemAlsoKnownAs: 2129771:FNXLM6HF
Keywords: __C:filed:1

Cost efficiency analysis: 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:PK3MBF4X
Keywords: __C:filed:1

Improvement Needs of Teachers in Developing Instruments for Measuring Activity-Based Learning in Colleges of Education in South-South, Nigeria - Isaac, Okeme; Blessing, Anam (European Journal of Alternative Education Studies, 2016)
The study determines the Improvement Needs of Lecturers in Developing Instruments for Measuring Activity-based Learning in Colleges of Education in South-south, Nigeria. The study was guided by one research question using descriptive survey design with a population of 174 Lecturers drown from 16 Colleges of Education in South-south, Nigeria. A 35 multiple choice items was developed with Simpson’s Psycho-motor domain taxonomy to collect data using Kidder-Richardson (K-R20) to determine the internal consistency of the instrument and yielded a coefficient of 0.87. The data were analysed using Mean and Improvement Needs Index (INI) to determine the Improvement needs of the Lecturers. The result revealed that the lecturers need improvement in the entire in developing evidence-based instrument in all the levels of Simpson's taxonomy of the psychomotor domain. Based on the findings, recommendations were made. Article visualizations:
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Keywords: openalex:import

Perception of Teachers and Students Towards the Use of E-Learning Management System in Gombe State College of Nursing, Nigeria - Ishaq, Muhammad Nasir; Walugembe, Francis (SSRN Electronic Journal, 2022)
This study investigated Teachers and students’ perceptions toward using the e-Learning Management System in Gombe State College of Nursing and Midwifery in Gombe, Nigeria. The study population consists of 550 teachers and students of the college. The sample of this study was determined using the Kreicie & Morgan table, and the sample of 226 was obtained and analysed using Structural Equation Model (SEM and AMOS). The result indicated that the Awareness and Attitude had shown the negative impacts of teachers and students using the e-learning management system (ELMS) While the Knowledge and Environmental factors showed a positive impact on teachers and students. The study, therefore, recommended additional reorientation and bridging of the skills gap among teachers and students with respect to ELMS. It also suggested additional funding for ELMS infrastructure.
openalex: W4290759067 id: openalex:W4290759067 keywords: , KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4183443 2129771:LYKBLM8K 2486141:8U2R5K98
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Predictive modeling of ICT usage among business education teachers in Tertiary Colleges of Northwestern Nigeria - Isiyaku, Dansarki Dauda (2015)
The purpose of this study was to propose a structural model to explain and predict teachers’ ICT usage behaviour based on the interrelationships among subjective norm, job relevance, computer self-efficacy, perceptions of facilitating conditions, perceived enjoyment and perceived ease of use, perceived usefulness, attitude towards technology, behavioural intention and ICT usage (as endogenous variables). The theoretical underpinning of the study was established from the Theory of Reasoned Action, Theory of Planned Behaviour and the Technology Acceptance Model (TAM). Almost two decades since the initiation of Nigeria’s information technology policy,the country is still being ranked backward in ICT adoption and use (around Africa and across the world) especially for education. The country’s education sector has been characterized by lack of adequate ICT facilities and lack of skilled ICTmanpower,with most teachers using obsolete tools in the classroom and only a few -buying and using ICTs out of their own volition. Overall, teachers’ use of ICTs in tertiary schools’ classrooms is presently very low in Nigeria and research initiatives on usage of ICTs are rare and predominantly descriptive in nature. This study was a survey research design, conducted in the Northwestern zone of Nigeria, which comprises of seven States, namely: Kano, Jigawa, Katsina, Kaduna,Sokoto, Kebbi and Zamfara. The instrument of data collection was a structured questionnaire, titled ICTUS, adopted from previously validated studies. A pilot study was conducted on a sample of 30 business education teachers whereby an averageCronbach alpha reliability of .75 was obtained on the instrument. During the final study, conducted on a sample of 212 business education teachers, the reliability coefficient ranged from .819 to .956. The study data was analyzed using SPSS 21 for descriptive statistics and AMOS 21 for structural equation modeling. The structural model of the study with 11 paths was tested and found fitting as per the set criteria. Out of the 11 paths in the model five paths have shown significant effects in the interrelationships explained by the model, while six paths have not. The paths that reflected significant effects were as follows: teachers‘ perception of the relevance of ICTs to their jobs influences their perceived usefulness of ICTs ( =.327, p<.001); teachers‘ computer self-efficacy influences their perceived usefulness of ICTs ( = .488, p<.001); teachers‘ perceived enjoyment of ICTs influences their intention to use the ICTs for classroom purpose ( = .724, p<.001); teachers‘ perceived usefulness of ICTs influences their ICT attitude ( = .709, p .05);teachers‘ computer self-efficacy does not influence their perception of the ease of use of ICTs for classroom purpose ( = .135, p>.05); teachers‘ perception of facilitating conditions does not influence their perception of the ease of use of ICTs for classroom purpose ( = -.064, p>.05); teachers‘ perceived ease of use of ICTs does not influence their perception of the usefulness of ICTs for classroom purpose ( = - .109, p>.05); teachers perceived ease of use of ICTs does not influence their attitude towards using ICTs for classroom purpose ( = .017, p>.05) and teachers‘ intention to use ICTs does not influence their usage of ICTs for classroom purpose ( = .078,p>.05). In addition to the significant paths in the proposed study model, the modification indices for the proposed model have revealed five new paths with significant effects in the interrelationships among the variables investigated in the study. The new paths were as follows teachers‘ subjective norm influences their attitude towards ICTs, ( =.156, p<. 05); teachers‘ perceived enjoyment of ICTs influences their attitude towards ICTs, ( = .318, p<. 05); teachers‘ computer self-efficacy influences their ICT usage behaviour, ( = .447, p<.001); teachers‘ perception of facilitating conditions influences their ICT usage behaviour, ( = .151, p<.05) and teachers‘ attitude towards technology influences their ICT usage behaviour, ( = .303, p<.001). Overall, the modified structural model of the study with 16 paths has explained about 40% of the variance in the ICT usage behaviour of business education teachers in tertiary colleges of Northwestern Nigeria.
openalex: W2804457368 mag: 2804457368 id: openalex:W2804457368 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:9CCMUUWY 2486141:T2FAGIG9
Keywords: openalex:import

The Moderating Effect of ICT Skills on Relationship Between HRM Practices and Teacher Educator Development in Bangladesh - Islam, Md Motaharul; Islam, Md Aminul
KerkoCite.ItemAlsoKnownAs: 2129771:BCNRZV6Z
Keywords: _C:Bangladesh BGD; _C:Brazil BRA; _C:India IND; _C:Jordan JOR; _C:Malaysia MYS; _C:Mauritius MUS; _C:Pakistan PAK; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Ease and Level of use of Smartphone for Learning Amongst Pre-Service Teachers Colleges of Education in North-West, Nigeria - Ismaila, Abdullahi Abubakar; Tukur, Abdullahi Kadage; Gambari, Isiaka Amoson (International Journal on Research in STEM Education, 2019)
This study “ease and level of use of smartphone for learning amongst pre-service teachers colleges of education in North-West, Nigeria” was guided by two objectives, two research questions. The researchers used descriptive survey research design in the study. The researchers used mixed method (quantitative and qualitative) for data collection. The population of the study was 113,030. Random sampling technique was employed to select the sample. The total population of the sample is 32,300. The entire sample that was chosen is 371 for quantitative which is in line with Raosoft sample size and 6 for qualitative. The instruments used for data collection were adopted questionnaire prediction of user acceptance and adoption of smartphone for learning with technology acceptance model questionnaire (PUAASLTAMQ) by Sek, et al, (2010) and data-blank. The frequency and percentage were employed to analyze the respondents’ demographic information. To answer research question one (1), descriptive statistics (frequencies and percentages) were used. To answer research question two t-test was used. The summary of the major findings indicated that smartphone is very easy to use for learning by the pre-service teachers in Colleges of Education in North-West, Nigeria and male pre-service teachers in Colleges of Education in North-West, Nigeria use smartphone for learning more than their female counterpart. The research shows that smartphone may be accepted as instructional tool in future, because the mode of smartphone operation is not difficult.
openalex: W2995284831 mag: 2995284831 id: openalex:W2995284831 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 10.31098/ijrse.v1i1.60 2129771:3UZRZTLU 2486141:XC323NCE
Keywords: openalex:import

Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology - Ivala, Eunice; Gachago, Daniela; Condy, Janet; Chigona, Agnes (Journal of Education and Training Studies, 2014)
Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
Publisher: Redfame Publishing Inc, 9450 SW Gemini Drive #99416, Beaverton, OR 97008 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2405685:ECTD3I55 2534378:IEFUXYHR 2534378:KPXZTCDD
Keywords: Case Studies; Cognitive Processes; College Faculty; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Focus Groups; Foreign Countries; Higher Education; Personal Narratives; Postsecondary Education; Preservice Teachers; Professional Development; Qualitative Research; Reflection; Skill Development; South Africa; Story Telling; Teaching Methods; Technology Uses in Education; Video Technology; __:import:02; __:match:final; __:matched; __:study_id:2096367; __finaldtb

Teachers' Continuing Professional Development as Correlates of Sustainable Universal Basic Education in Bayelsa State, Nigeria - Iyunade, OT (African Research Review, 2011)
The study examined the correlates of teachers' continuing professionaldevelopment on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study. The instrument used for data collection was a questionnaire titled "Correlates of Teachers Continuing Professional Development Questionnaire (CCPDO) (r=.67)) four research questions were raised for study. Data collected were analyzed using frequency distribution and percentages. Findings revealed that the level of teacher preparation for the universal basic education was relatively low. It was also established that teachers were not adequately prepared for the universal basic education scheme. It was concluded that Bayelsa State, has not been fully prepared for the sustenance of universal basic education., It was recommended that the state government should recruit more qualified teachers into the primary and junior secondary schools in the state. Teachers should also be given equal opportunity to attend regular seminars, workshops and service training to enable them to acquire more skills and competence in their job performance.
openalex: W2008554384 mag: 2008554384 id: openalex:W2008554384 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.4314/afrrev.v5i4.69274 2129771:ZAG466PJ 2486141:QJ5A2QAG
Keywords: openalex:import

Effects of 'Cluster School Based' Teacher Professional Development Model on the performances of Primary School Social Studies teachers and their pupils in Plateau State, Nigeria - Jacob, Sunday (2015)
The study examined the impact of cluster school based teacher professional development model on the performances of primary school Social Studies teachers and their pupils. Simple random sampling technique was used to select teachers from the 25 clusters. Two hypotheses were formulated and tested using t-test statistics to find out if any differences exist in the performances of the teachers and their pupils during the intervention. The study revealed that a significant difference exists between the performance of both the teachers and their pupils at the preintervention and post intervention levels. That the programme should continue to be spearheaded by UBEC and be sustained by SUBEB so that all the teachers in the primary schools in the state benefit from it and also, teachers that participated be encouraged to meet at least 3 times per term according to their clusters to plan, strategize and evaluate different aspect of teaching.
openalex: W2560050985 mag: 2560050985 id: openalex:W2560050985 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:BFWNRDNR 2486141:3DNQ5FTV
Keywords: openalex:import

UNESCO/CARICOM Webinar Series n° 1: Supporting teachers and education personnel to ensure continuity of learning: Supporting the preparation of teachers for distance education and reopening of schools - James, Freddy (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EUUQLY7Q 2486141:Y2H65PXQ
Keywords: _Added to LR; _T:reviewed

Entrepreneurial Motivational and Personal Effectiveness Training Techniques Needed by Teachers of Electrical Installation and Maintenance Work Trade in North East, Nigeria - James, Onuh; kwami, Umar Adamu (ATBU Journal of Science, Technology & Education, 2015)
This study was designed to determine the entrepreneurial motivational and personal effectiveness training needed by teachers of Electrical Installation and Maintenance Work Trade in Science and Technical colleges in North East Geo-political zone, Nigeria. The entire population of 155 was used, as no sampling was done. The population was made up of 80 teachers of Electrical Installation and Maintenance work trade in 24 science and technical colleges and 75 entrepreneurs in seventy eight private and public industries in the North East Geo-political zone, Nigeria. The instrument used for data collection was 5 points Likert scale questionnaire. Two research questions and hypotheses guided the study. The methods of data analysis used were mean, standard deviation and t-test of difference between two means. Finding indicated among others that there is need to train teachers in the entrepreneurial motivational and personal effectiveness training techniques to be able to make the teachers fit into the current trends of entrepreneurship. Recommendations include among others, the training of electrical installation and maintenance work trade teachers through seminars, conferences, workshops, formal education in order to have good knowledge of entrepreneurial skills to enable them manage small and medium scale enterprises.
openalex: W2505197667 mag: 2505197667 id: openalex:W2505197667 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:9UVFXFM8 2486141:3MDBUWA3
Keywords: openalex:import

Teacher Motivation in Economic Crises - James, Zoe (2018)
This helpdesk review presents evidence of strategies and approaches that have worked to motivate teachers, with a focus on applications to contexts facing the sudden shock of economic crisis. It begins by presenting an overview of the ways in which economic crisis can impact education systems, drawing on recent relevant examples and presenting a detailed case study of Greece. It then moves on to review frameworks to understand teacher motivation, identifying the different factors that may be important in improving teacher motivation. Finally it presents evidence of strategies and approaches to improve teacher motivation. Evidence of strategies and approaches taken to explicitly improve teacher motivation in the context of the sudden shock of economic crisis is minimal. The examples of Greece, Indonesia, Venezuela, Argentina, Russia and beyond were consulted, and whilst there was some documentation of the impact of economic crisis in these contexts, there was very limited documentation of strategies and approaches taken to mitigate the effects of crisis on teachers. Evidence of strategies and approaches beyond financial incentives was also limited, even when considering a broader set of contexts. The focus of this review is therefore on strategies and approaches that have worked in resource-constrained LMIC contexts, whilst situating the discussion in the context of the ways in which economic crisis can (and has) impacted on education systems.
Accepted: 2018-12-13T13:25:39Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GKQFPFN9 4869029:V47QB3MJ
Keywords: ⛔ No DOI found

The International Handbook of Mathematics Teacher Education - Jaworski, B; Wood, T (Sense Publishers, 2008)
KerkoCite.ItemAlsoKnownAs: 2486141:PUAFD4WD

Implementation of learner support services in distance teacher education programmes in selected public colleges of education in Zambia - Jere, Getrude; ManchishI, Peter Chomba; Mulenga, Innocent Mutale (The Zambia Journal of Distance Education (Online ISSN 2789-052X), 2021)
Keywords: ⛔ No DOI found

The Teacher Educators’ Knowledge of Learner Support Services in Distance Teacher Education Programmes in Selected Public Colleges of Education in Zambia - Jere, Getrude; Mulenga, Innocent Mutale; Manchishi, Peter Chomba (How Africa Has Turned Around, 2021)
Keywords: ⛔ No DOI found

Student-Teachers’ Perception of Incivility: The Case of a College of Education in North-Central Nigeria - Jere, Ndazhaga (European Scientific Journal ESJ, 2015)
Incivility has been reported to be on the rise in higher education but little is known about its occurrence in teacher education. Therefore this study explored the manifestations of classroom incivility in pre-service teachers by using survey. It was found that like other higher institutions, incivility is an issue in teacher education. This study creates awareness about incivility in teacher education and it may be a step towards tackling it and or paving way for further research.
openalex: W2166383130 mag: 2166383130 id: openalex:W2166383130 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:V75XG3UH 2486141:TBNRFUH8
Keywords: openalex:import

Information and Communication Technology (ict) Competency of Serving Teachers for Qualityinstructional Service Delivery in Aminu Saleh College of Education, Azare, Bauchi State, Nigeria - Jimoh, A.A.; Salawu, Abdulhameed; Yusuf, Aminu; Folorunso, Isaac Oluwole (Education and Science Journal of Policy Review and Curriculum Development, 2021)
ICT has permeated all spheres of human endeavours in this 21st century of information-driven society, education sector inclusive. Consequence upon this development, teachers as stakeholders are not left behind in the aspect of training and retraining to acquire relevant skills in the usage of ICT in order to be ICT-compliant and use same in their teaching methodologies. This paper, therefore, examined ICT competency of serving teachers for quality instructional service delivery in Aminu Saleh College of Education, Azare, Bauchi State, Nigeria. The study adopted survey research design as questionnaire was used as an instrument for data collection from the sampled serving teachers. The questionnaire used for this research was structured on three components of ICT: Microsoft PowerPoint Presentation, Internet Usage and Usage of projector/interactive multimedia board. Simple random sampling technique was used to draw sample of 196 from the population of entire academics totally 436 currently serving in the area of the study using sample size table provided by Research Advisor. The instrument used for the study was validated by the specialists in the fields of Computer Science and Measurement and Evaluation. The reliability index of the instrument yielded 0.82 using Crobanch alpha reliability technique. The results revealed that academics have skills in the usage of Microsoft PowerPoint Presentation for effective instructional service delivery. Besides, it was found out that the serving teachers possess technical-know-how in Internet usage for gathering materials for their lessons, but lack skills on how to operate projector/interactive multimedia board for their lectures. It was also discovered that age, gender and years of experience had significant influence on the level of ICT skills acquisition and usage of serving teachers. However, there was no association between educational qualification of serving teachers and their level of ICT skills acquisition. The study recommends that Bauchi state government, in conjunction with College authority, should organize seminar on how to use and operate projector as well as interactive multimedia board for quality instructional service delivery by the lecturers.
openalex: W3134078976 mag: 3134078976 id: openalex:W3134078976 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.48028/iiprds/esjprcd.v10.i1.04 2129771:SGLTYZ98 2486141:KAQBW7UB
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Self-Assessment of Information and Communication Technology Training Needs Among Student-Teachers in Colleges of Education in North-Central, Nigeria : - Jolselt, Jolselt (2019)
The utilization of ICT for teaching and learning has made education easier through the application of electronic media. The study adopted 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 the administration of validated questionnaire adapted from UNESCO ICT-CFT. A reliability coefficient of 0.86 was obtained from questionnaire using Cronbach Alpha. Mean was used to answer one research question raised while t-test and Kruskal Wallis were used to test the two hypotheses formulated. Findings revealed that student-teachers’ self-assessment of ICT training needs in ICT integration in the colleges of education was moderate. Gender and area of specialization of student-teachers had an influence on the ICT training needs of student-teacher. It was recommended among others that stakeholders, in collaboration with the private sector, should provide student-teachers with necessary awareness towards the required ICT training Needs that could enhance the quality of teaching and learning of student-teacher in colleges of education.
openalex: W2976912759 mag: 2976912759 id: openalex:W2976912759 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:TY42TNE6 2486141:UV32R7QP
Keywords: openalex:import

Teacher Training and Teacher Labour Sustainability in Nigeria - Journals, Iosr; Arikpo, A (2014)
openalex: W4394098454 id: openalex:W4394098454 keywords: KerkoCite.ItemAlsoKnownAs: 10.6084/m9.figshare.1231968 2129771:IRS8P6YW 2486141:7FUUSUC4
Keywords: openalex:import

Constraints to Effective Implementation of Elements of Special Education Curriculum in Teacher Preparation Programme in Nigeria: A Case Study of Colleges of Education - Journals, Iosr; Eleri, N. O. E Dr. (2014)
openalex: W4394194457 id: openalex:W4394194457 keywords: KerkoCite.ItemAlsoKnownAs: 10.6084/m9.figshare.1179201 2129771:VF66IWY2 2486141:QWPDETVK
Keywords: openalex:import

Assessment of Secondary School Teachers Professional Development in the Use of Information Communication Technology for Teaching Mathematics in Ejigbo, Nigeria - Journals, Iosr; Phd, Oyeronke Olufunmilola Ogunlade Phd Medinat Folorunso Salman (2014)
openalex: W4394336317 id: openalex:W4394336317 keywords: KerkoCite.ItemAlsoKnownAs: 10.6084/m9.figshare.1175949 2129771:IDYM3YS5 2486141:88WEJQDU
Keywords: openalex:import

Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial - Jukes, M.C.H.; Turner, E.L.; Dubeck, M.M.; Halliday, K.E.; Inyega, H.N.; Wolf, S.; Brooker, S.J. (Journal of Research on Educational Effectiveness, 2017)
We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 10/gftrwn 2129771:H8IPEMSP 2339240:WQWT3F9T 2405685:KF3AT824 2405685:NZMWQR53 2405685:ZPZ33ATM 2534378:5AX7B2XZ 2534378:69A797YC 2534378:6YQFC9JR 2534378:DNVP68DF 2534378:JCAY2TT6 2534378:LP5IEPIP 2534378:M4JQTSXE 2534378:NJKCAKUT
Keywords: Africa; Classroom Observation Techniques; Dropout Rate; ERIC; Current Index to Journals in Education (CIJE); Early Childhood Education; Effect Size; Elementary Education; Elementary School Students; Elementary School Teachers; Faculty Development; Foreign Countries; Grade 1; Grade 2; Handheld Devices; Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs; Intelligence Tests; Intervention; Interviews; Kenya; Literacy Education; Maximum Likelihood Statistics; Pretests Posttests; Primary Education; Program Effectiveness; Promising Interventions Are Great; but Are They Enough?; Questionnaires; RCT; Randomized Controlled Trials; Raven Progressive Matrices; Rural Schools; Statistical Analysis; Teacher Improvement; Teaching Methods; Telecommunications; What We Are Learning About Early Education in Sub-Saharan Africa; __:import:01; __:match:final; __:matched; __:study_id:2096051; ___working_potential_duplicate; __finaldtb; early grade reading; literacy instruction

Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers - Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo (International Journal of Whole Schooling, 2017)
Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.
KerkoCite.ItemAlsoKnownAs: 2129771:2T3354QE 2129771:V42L3ESP
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Central African Republic CAF; _C:Finland FIN; _C:India IND; _C:Japan JPN; _C:Namibia NAM; _C:North Macedonia MKD; _C:Pakistan PAK; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project - Junaid, Muhammad Ibn; Ogange, Betty; Allela, Melissa (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:L2BBB93U 2486141:8D9UU88M

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia - Kabombwe, Yvonne Malambo; Mulenga, Innocent Mutale (Yesterday and today, 2019)
Publisher: The South African Society for History Teaching (SASHT)

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (Centre for Educational Research and Training University of Malawi, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK
Keywords: C:Malawi; _C:Malawi MWI; ⛔ No DOI found

Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education - Kalloo, Rowena Constance; Mitchell, Beular; Kamalodeen, Vimala Judy (Journal of Education for Teaching, 2020)
Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.
Publisher: Routledge _eprint: https://doi.org/10.1080/02607476.2020.1800407 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2129771:M5ELW4N7
Keywords: COVID-19; Teacher education; __C:filed:1; inequities; online education

Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone - Kamara, Alhaji Bakar (Asian Journal of Interdisciplinary Research, 2020)
As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.
KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:458LFMMX 2486141:SXTZ66DT
Keywords: Training College

View of Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone | Asian Journal of Interdisciplinary Research - Kamara, Alhaji Bakar (Asian Journal of Interdisciplinary Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:2SLNN2ZL 2129771:AZF8GDA2 2486141:ESCK26NT 2601447:3XAPE3JH 4556019:QFWKFLQK
Keywords: _C:Sierra Leone SLE

Enhancing teacher assessment practices in South African schools: Evaluation of the assessment resource banks - Kanjee, Anil (Education as change, 2009)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/16823200902940599 2129771:KUUDIVCI

Changing the Game from the Inside-out: An Exploration of How Involved Teachers can Empower Themselves to Improve the Image of Technical and Vocational Education and Training in Nigeria - Kanu, Catherine Chiugo (2020)
This study investigates the views of teachers in technical and vocational education about their selfempowerment needs for improving the image of Technical and Vocational Education and Training (TVET). It is a qualitative phenomenological investigation in which semi-structured interview was used to gather data for the study. Twenty participants were recruited using purposive and snowball sampling techniques. Thematic analysis and graphical representation of themes assisted in explicating the data. All participants had strongly held views and provided unique insights into their perceptions. Eight dominant themes and 21 sub-themes were identified. The sub-themes were the self-empowerment needs of teachers in TVET. Some of these include self awareness, career acceptance, social respect, industry work experience, unconditional assistance, taking responsibility and strategic leadership. The needs identified by participants could be used by TVET teachers, administrators and associations. They could also be used by other organizations campaigning for improvement in TVET image.
openalex: W3161008010 mag: 3161008010 id: openalex:W3161008010 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:ZZJKI6G5 2486141:UMK4PET2
Keywords: openalex:import

Tensions and dilemmas of cross-cultural transfer of knowledge: post-structural/postcolonial reflections on an innovative teacher education in Pakistan - Kanu, Yatta (International Journal of Educational Development, 2005)
ISBN: 0738-0593 Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2005.01.002 2129771:X3AA34IC

Integrating problem-based learning with ICT for developing trainee teachers' content knowledge and teaching skill - Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad (International Journal of Education and Development using Information and Communication Technology, 2013)
Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.
KerkoCite.ItemAlsoKnownAs: 2339240:K4C794SK 2534378:DMHQTSGS 2534378:DRGJJFB4
Keywords: _THEME: Curriculum and resources; __:import:01; __:match:final; __:matched; __:study_id:2096422; __finaldtb; ⛔ No DOI found

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa - Karamperidou, Despina; Brossard, Mathieu; Peirolo, Silvia; Richardson, Dominic (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 4556019:46I4AY4L

Outcome of Training Intervention on Teachers' Knowledge, Perception and Self-Efficacy for Preventing Childhood Lead Poisoning in Ido Local Government Area, Ibadan Nigeria - Karunwi, AO; Oshiname, Frederick O. (African Journal of Biomedical Research, 2015)
Exposure of school children to lead from various sources, including the school environment, is perilous to their health. Teachers constitute an important channel for reaching pupils and their parents with Lead Poisoning (LP) prevention messages. In Nigeria, there is inadequate information about teachers’ knowledge of LP and the effects of training intervention (TI) on their knowledge and perceptions regarding LP. The study therefore assessed teachers’ knowledge of LP and determined the effects, of training on their knowledge, perceptions and self-efficacy for preventing childhood LP in Ido Local Government Area (LGA), Oyo state. The quasi-experimental study involved an Experimental Group (EG) of 27 teachers nominated by 15 purposively selected schools in Ido LGA and a Control Group (CG) of 30 teachers from 15 schools in Egbeda LGA. The two groups completed a pre-test using a validated questionnaire and the results were used to design a 4-day TI for the EG. A post-test was conducted among the two groups using the same questionnaire. Data were analyzed using descriptive, Chi-square, ANOVA and t-test statistics. The EG and CG mean knowledge (MK) scores at pre-test using a 74-point knowledge scale were 20.2±16.3 and 14.6±14.4 respectively. Mean scores at post-test for the EG and CG were 71.8±3.1 and 19.2±17.8 respectively (p 0.05). Training intervention was effective in improving teachers’ knowledge and influenced their perception and self-efficacy relating to the control of LP. Teachers can be used to upgrade their peers’ knowledge.
openalex: W2132509819 mag: 2132509819 id: openalex:W2132509819 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:6BY55EWH 2486141:WVQ9PC5B
Keywords: openalex:import

MOOCs for Professional Development of Teachers through E-Learning System: The Indian Scenario - Kayal, Soumen; Kayal, Baisakhi Das (SRELS Journal of Information Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17821/srels/2020/v57i2/151966 2129771:3DTBRMRT
Keywords: _C:France FRA; _C:India IND; _C:Kenya KEN; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Bangladesh Back-to-School Campaign - Kaye, Tom; Chuang, Rachel; Moss Coflan, Caitlin; Haßler, Björn (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _publish; _r:ImportedToMyEducationEvidence; _yl:g; _zenodoETH; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (International Review of Research in Open and Distance Learning, 2012)
[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT
Keywords: Collaboration; Cooperating teachers; Distance education; Distance learning; Education–Adult Education; Feedback; Independent study; Interactive learning; Supervisors; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096507; __finaldtb; adult learning; interactive learning environments; teaching practice

A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement - Kennedy, E.; Moghli, M. A.; Chase, E.; Pherali, T.; Laurillard, D. (NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies, 2019)
Keywords: ⛔ No DOI found

The Potential of MOOCs for Large-Scale Teacher Professional Development in Contexts of Mass Displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.
Publisher: UCL IOE Press KerkoCite.ItemAlsoKnownAs: 2129771:7VCJER7N
Keywords: Access to Education; Blended Learning; Children; Developing Nations; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Instructional Effectiveness; Internet; Online Courses; Public Schools; Refugees; Sustainability; Teacher Collaboration; Teacher Educators; Teachers; Telecommunications; Vocational Education; Workshops; __C:filed:1; ⛔ No DOI found

Challenges of Technical Vocational Teacher Education and Teaching in Nigeria: The Need for Intervention - Kennedy, George W; Udoetuk, Udeme S (2017)
This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.
Keywords: _C:China CHN; _C:India IND; _C:Japan JPN; _C:Nigeria NGA; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

The impact of teachers’ perspectives on the development of computing as a subject - Kennewell, Steve; Barnes, Jan (Debates in Computing and ICT Education, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 2129771:DLA98QSG 2129771:LV79K5MB
Keywords: __C:filed:1

Role of Technical Teachers in Public Relations towards Optimizing Students’ Enrollment in Technical and Vocational Education Training in Nigeria - Kerter, Gowon; Auta; Adamu, Mohammed; Ogochukwu, Ibeneme; Gowon, Kerter (International Journal of Social Sciences and Educational Studies, 2019)
This study was undertaken to investigate the role of technical teachers in public relations towards optimizing students' enrolment in TVET programmes in Nigeria.Two specific objectives and corresponding research questions were generated with a null hypothesis formulated respectively to guide the study.Descriptive survey design approach was adopted for the study.A 30 item questionnaire structured in a five point rating scale was used to collect data for the study.The instrument was face validated by three experts and a reliability coefficient of 0.79 was obtained with Cronbach's Alpha coefficient method.The population of this study was 216 respondents made up of 36 technical teachers teaching in the three Government Science and Technical Colleges, Federal Science and Technical Colleges and a Vocational Centre within the study area, 180 NTC III and NVC III students of the colleges/centre.The population for this study was manageable; hence, there was no sampling and sampling techniques in this study.The entire population was used as sample in the study.Data were analyzed using mean and standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at 0.05 level of significance.The findings of this study revealed among others the public relation activities practiced by technical teachers in Adamawa State colleges/centre such as; granting audience to the press on TVET programmes; creating awareness of TVET through community organizations, reaching parents through newsletter and contacts of technical teachers with alumni members.Strategies such as technical teachers visiting religious and social gathering to create public awareness on the need for TVET enrollment with gender equity, exhibits departmental work displayed at stores, fairs and festivals were revealed as those public relation role which technical teachers can play to improve students' enrollment.Consequently, it was recommended among others that technical teachers should be actively involved in public relations activities to inform the school and the larger community on the career viability of the range of TVET programmes offered, so men and women can make informed vocational selection.
openalex: W3135524348 mag: 3135524348 id: openalex:W3135524348 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.23918/ijsses.v5i4p140 2129771:MV7KGAHI 2486141:RQ4FWU7K
Keywords: openalex:import

A Guide for Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn
KerkoCite.ItemAlsoKnownAs: 2129771:3CAU3FUU
Keywords: Author:OpenDevEd

Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:a

Technology-supported Teacher Learning Circles: Engagement and Barriers - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4982237 2129771:T9WGI7FH
Keywords: Author:OpenDevEd

The use of technology to support teacher learning circles in crisis contexts: A rapid review of the literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4974582 2129771:QBUASN3S
Keywords: Author:OpenDevEd; _genre:LR-literature_review

Factors influencing teachers’ level of participation in online communities - Khalid, Fariza; Joyes, Gordon; Ellison, Linda; Daud, Md Yusoff (International Education Studies, 2014)
The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.
Original URL: http://www.ccsenet.org/journal/index.php/ies/article/view/43598 KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v7n13p23 2405685:VMFM6CSP 2534378:EDAZA3Z4 2534378:ZN92H5YX
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096356; __finaldtb

Use of remedial teaching approaches for dyslexic students: Experiences of remedial teachers working in urban Pakistan - Khalid, M.; Anjum, G. (Cogent Psychology, 2019)
The purpose of this study was to examine the experiences of remedial teachers while teaching dyslexic students in the urban hub of Pakistan—Karachi. The study explored assessment related experiences, the effectiveness of these approaches, and the challenges incurred by the teachers. Semi-structured interviews were conducted with nine remedial teachers: Interpretive Phenomenological method was used for analysis of their experiences. Results yielded six major themes: Assessment process (Pre- and follow-up assessments), Effective Teaching Techniques (the Orton-Gillingham approach, Sequential approach, Technology-assisted learning, Integrative approach, and Play Therapy), Common challenges (stigma and denial, late diagnosis, behavioral problems, slow progress, and incongruence in teaching), and Role of family (role of parents, and role of other family members). Based on the interview responses, the most effective and popular approach used was the Orton-Gillingham approach, which incorporated multiple senses in the learning process, and was altered to meet the specific needs of a student. Results, implications, and directions for future research are also discussed. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Publisher: Cogent OA KerkoCite.ItemAlsoKnownAs: 10.1080/23311908.2019.1580181 2129771:SJUHF9HT 2339240:T39QY6L4 2486141:3RR5HUGL
Keywords: LMIC; Orton-Gillingham approach; SEN; Special education and; _AcademicRecoveryOECS; assessment and implementation; behavioral problems; challenges faced in remedial teaching; dyslexia in Pakistan; effective teaching approaches for dyslexia

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language–ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny - Khan, Atiya (Australasian Journal of Educational Technology, 2017)
The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
Publisher: Australasian Society for Computers in Learning in Tertiary Education, Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1969007459?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2405685:EPKS7TDM 2534378:MQYLKXN6 2534378:Y6KUBK5K
Keywords: Action Research; Case Studies; Communities of Practice; Diaries; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Faculty Development; Foreign Countries; India; Language Teachers; Participant Observation; Private Schools; Qualitative Research; Questionnaires; Reflective Teaching; Second Language Instruction; Semi Structured Interviews; Teacher Collaboration; Web Sites; Workshops; __:import:01; __:match:final; __:matched; __:study_id:2096053; __finaldtb

Information and communication technologies in teacher education: a planning guide - Khvilon, Evgueni; Patru, Mariana (UNESCO, 2002)

Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review - KIHWELE, JIMMY (African Journal of Teacher Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.21083/ajote.v9i0.5731 2129771:ZX8WS6TF
Keywords: _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:Ghana GHA; _C:Indonesia IDN; _C:Ireland IRL; _C:Japan JPN; _C:Laos LAO; _C:Malawi MWI; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19: Lessons Learned from Russell County, Alabama - Kilcrease, Adam (Teaching/Writing: The Journal of Writing Teacher Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YJLCF2BW
Keywords: ⛔ No DOI found

Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning - Kim, Hye Jeong; Choi, Jiyoung; Lee, Suyoun (Education Sciences, 2019)
KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020087 10/gf62hh 2129771:8DHWXGFS 2129771:M6FZTK9A
Keywords: _C:Korea XKOR; _C:Korea; Republic KOR; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Investigating teachers’ pedagogical experiences with tablet integration in Korean rural schools - Kim, Hye Jeong; Kim, Hyeoncheol (The Asia-Pacific Education Researcher, 2017)
00002 KerkoCite.ItemAlsoKnownAs: 10.1007/s40299-017-0331-8 10/gdm2td 2129771:4NP68KHA 2129771:VTKIFVPQ
Keywords: __C:filed:1

The study of the initial training of French teachers in colleges of education in Nigeria - Kim, Iliya John (2015)
openalex: W4392223232 id: openalex:W4392223232 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:PBAWY4UW 2486141:AHQ6GVW2
Keywords: openalex:import

Influence of Trainee Teacher Philosophy about Teaching and Learning on Integration of Computer Technology into Future Teaching Practices - Kimaiyo, Lilian C; Kitainge, Kisilu M; Too, Jackson (American Journal of Applied Psychology, 2016)
The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration.
KerkoCite.ItemAlsoKnownAs: 2129771:2DYWF7GH 2317526:TL235JNS
Keywords: ⛔ No DOI found

Evaluating the impact of teacher professional development: an evidence-based framework - King, Fiona (Professional Development in Education, 2014)
Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain despite it being linked with improved PD experiences and pupil outcomes. A lack of skills and tools to carry out such evaluations may be contributing to this or indeed it may be linked to how PD is conceptualized. This article explores extant literature and models of evaluation revealing gaps in existing evaluation frameworks. Resulting from this a provisional PD evaluation framework was developed for use in a study that set out to formally evaluate the impact of a PD initiative on teachers’ professional learning in five urban primary disadvantaged schools in the Republic of Ireland. Following application within this study, the framework was critiqued and revised. This resulted in a new PD Impact Evaluation Framework that may support teachers, schools, departments and policy-makers to carry out systematic and focused evaluations of teacher PD.
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.823099 10/gfw2mh 2129771:ER4FLQXR 2129771:ZA2PQ6CN 2405685:EUPCICWT 261495:F85CK3N5
Keywords: C:Ireland

Lessons for developing countries from experience with technical and vocational education and training - Kingombe, Christian (Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone, 2011)
The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone . The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options.
KerkoCite.ItemAlsoKnownAs: 2129771:P729X3LJ 2317526:ZGB6R7BP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Sierra Leone; CA:AandC; CC:Sierra Leone; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; Education / Educational Policy & Reform / General; F:learning; F:policy; P:economy; P:measurement; P:teachers; Q:certificate; Q:community education; Q:distance learning; Q:primary education; Q:secondary education; T:Lehrlingsausbildung; T:TVET; _C:Sierra Leone SLE; publicImportV1; ⛔ No DOI found

Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research - Kini, Tara; Podolsky, Anne (Learning Policy Institute, 2016)
Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? This paper aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K-12 public schools in the United States. This report reviews 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States. The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work. A renewed look at this research is warranted due to advances in research methods (including the use of teacher and student fixed effects) and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as cross-sectional analyses, which compare distinct cohorts of teachers with different experience levels during a single school year. [For the research brief to this report "Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief," see ED606427.]
ISSN: ISSN- Publication Title: Learning Policy Institute
Keywords: Achievement Gains; At Risk Students; Attendance; Collegiality; Correlation; Educational Legislation; Educational Policy; Elementary Secondary Education; Ethnicity; Federal Legislation; Gender Differences; Mathematics Achievement; Peer Influence; Public School Teachers; Racial Differences; Reading Achievement; Socioeconomic Status; Student Characteristics; Teacher Distribution; Teacher Effectiveness; Teaching Conditions; Teaching Experience; _C:India IND; _C:United States USA; __C:filed:1; __C:scheme:1

When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya - Kinyua, Ann Hildah Gatakaa (Journal of Learning for Development, 2021)
Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:BVAZA9NZ
Keywords: Open Educational Resources (OER); _genre:PR-primary_research; educational infrastructure; teacher competence; ⛔ No DOI found

Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia - Kirk, Jackie; Winthrop, Rebecca (International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education, 2007)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-007-9061-0 2129771:H3K4ND9F 2129771:RP3MC7E8 2486141:5L3NTX36

The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent: Learning Through Technology - Kleiberg, Elisabeth Vestvik (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:WVEDPC5F
Keywords: _C:Botswana BWA; _C:Ethiopia ETH; _C:Greece GRC; _C:Malawi MWI; _C:Mozambique MOZ; _C:Norway NOR; _C:Portugal PRT; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Pre-Service Science Teachers’ Training: The Case of Colleges of Education in Nigeria - Kola, Aina Jacob (OALib, 2014)
Colleges of Education are teacher training institutions established to train teachers for primary and junior secondary schools in Nigeria.Research shows that science teachers trained in these colleges are not performing well in classrooms after their graduation.This is due to problems associated with Colleges of Education such as lack of science equipment, bad leadership, lack of committed lecturers and bad admission policy.These problems make teachers trained in these colleges to be incompetent in teaching science.The resultant effect of this is poor students' academic performances in science subjects both in primary and secondary schools.The paper suggested some recommendations for
openalex: W2078113370 mag: 2078113370 id: openalex:W2078113370 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.4236/oalib.1101070 2129771:T4QW3IYJ 2486141:T3DWZFCD
Keywords: openalex:import

The Effectiveness of peer instruction (PI) in enhancing pre-service teachers’ understanding of electromagnetism I in a Nigerian college of education - Kola, Aina Jacob (2020)
openalex: W3163331674 mag: 3163331674 id: openalex:W3163331674 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:L9V728KE 2486141:T8EA6PS3
Keywords: openalex:import

Lecturers’ Perspective of Quality Teacher Education in Nigerian Colleges of Education - Kola, Aina Jacob; OPEYEMI, ABDULRAHMAN ABDULGAFAR (Journal of Global Research in Education and Social Science, 2022)
The research investigated lecturers' perspectives on teacher education quality in Nigeria Colleges of education. The study was a mixed-method approach where the questionnaire was used to collect quantitative data and interviews for the qualitative. Participants consisted of ninety-four lecturers who voluntarily filled out the questionnaire and were interviewed. Data collected were analysed using descriptive statistics and thematic analysis. Findings show that admission policy, socioeconomic factors, funding and infrastructures, lecturer PCK, curriculum and teachers' welfare are critical to quality education in Nigeria. Therefore, the authors suggested that teacher education should be reformed in Nigeria, particularly in Colleges of Education. The reform should take care of admission policy, funding and infrastructures, Lecturers, curriculum, and teacher welfare.
openalex: W4321603563 id: openalex:W4321603563 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.56557/jogress/2022/v16i68093 2129771:VVF2SIYB 2486141:FZ5MU6E6
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

A Comparative Perspective of Teaching Skill Acquisition in Pre-Service Physics Teacher (pspt) Training Program in China and Nigeria - Komolafe, Blessing Funmi; Ogunniran, Moses Oladele; Zhang, Fen Y.; Qian, Xu S. (Journal of Baltic Science Education, 2020)
Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom’s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs’ psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs’ to master the subject concept of physics as a psycho motive subject. Keywords: micro-teaching practices, pre-service physics teacher, teaching skill acquisition, training program.
openalex: W3033250760 mag: 3033250760 id: openalex:W3033250760 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.33225/jbse/20.19.356 2129771:8P93RBD6 2486141:T2GWQSCV
Keywords: openalex:import

Towards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachers - Kondoro, Aron; Maro, Salome; Mtebe, Joel; Proctor, Jamie; Komba, Aneth; Haßler, Björn (2023 IST-Africa Conference (IST-Africa), 2023)
Learning management systems (LMS) have been widely adopted to deliver learning materials for blended and online courses. Nonetheless, most of these systems suffer from accessibility and usability flaws that prevent visually impaired users from using them effectively. Despite existing studies evaluating the accessibility and usability of LMSs, very few of them have been done with actual visually impaired users. This study assessed the accessibility and usability of the Moodle LMS with 15 visually impaired teachers from 3 schools in 3 regions in Tanzania. The study used the Axe Dev automated tool and Concurrent Think Aloud Protocol usability testing in two phases. Results show that despite efforts of LMSs such as Moodle to follow accessibility and usability guidelines, the system still has problems such as insufficient colour contrast, links with indiscernible text, meaningless alternative texts, and invisible gaps in the content. Furthermore, this accessibility and usability can only be detected while testing with real users. Therefore, we recommend putting more effort into real-world user testing before such a system can be deployed to visually impaired school teachers.
ISSN: 2576-8581
Keywords: Accessibility.; Color; Learning Management System; Learning management systems; Object recognition; Protocols; Testing; Usability; User experience; Visually impaired

Effective teacher education in low-connectivity settings: a curated resource list - Koomar, Saalim; Allier-Gagneur, Zoé; McBurnie, Chris (2020)
EdTechHub.Source: 2405685:UQSMRFBF KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3407498 10.5281/zenodo.3407498 2129771:I74BBZ7B 2129771:U3XSZB5F 2339240:CRCGCNE9 2339240:W544HT9Q 2405685:UQSMRFBF 2405685:ZG4RSENH
Keywords: Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a Teacher Survey in Tanzania. - Koomar, Saalim; Hennessy, Sara; Zubairi, Asma; Kindoli, Robert; Kreimeia, Adam (African Educational Research Journal, 2022)
Publisher: ERIC

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (2018)
Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.
KerkoCite.ItemAlsoKnownAs: 2339240:A58ENCQR 2405685:PLJ4WN63 2534378:4AZ7VHMD 2534378:U88KUB3W
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425920; __finaldtb; ⛔ No DOI found

“Audiovision” for training teachers of nigerian nomadic children - Koumi, Jack (2013)
According to reliable online sources for Africa, access to the Internet in 2011 was 16%, and there were 600 million Africans without access to electricity. Yet there are very few low-tech initiatives aimed at bridging this e-learning divide. One such initiative, for Nigeria, was funded by the Commonwealth of Learning in 2011/12: the use of audiovision for in-service teacher training. Audiovision (a term coined by the UK Open University in 1970) is a composite medium in which visual materials, in a booklet, are customised to integrate with audio commentary. Six audiovision packages were designed and produced in 2011, and delivered to in-service teachers in six workshops in Feb-Mar 2012. In each of the six audio recordings, the Audio Teacher (the Narrator in the recording) introduces recorded parts of a Primary school lesson conducted by a master school teacher. Listeners are directed to view visual materials related to each recorded part of the lesson. These materials consist of individual Frames (similar to PowerPoint slides), of three types: 1. Copies of the master school teacher's teaching aids. 2. The master school teacher's teaching techniques. 3. How the techniques help the pupils learn. The Audio Teacher invites the in-service teachers to reflect on the rationale for each teaching technique, as outlined in Frames of type 2, then gives his/her own opinion of the rationale, outlined in the Frames of type 3. The audiovision packages are truly composite, consisting of audio and visual materials, reinforcing each other. For such packages to be pedagogically effective, many innovative design principles need to be utilised. The paper elaborates such principles.
openalex: W2533500927 mag: 2533500927 id: openalex:W2533500927 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 10.1109/cicem.2013.6820217 2129771:PBH865LE 2486141:MZSSUAA3
Keywords: openalex:import

Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience - Kraft, M.A.; Papay, J.P. (Educational Evaluation and Policy Analysis, 2014)
Place: Charlottesville, VA Publisher: University of Virginia

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect - Kraft, Matthew A.; Blazar, David; Hogan, Dylan (Review of Educational Research, 2018)
Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.
shortDOI: 10/ggjrhd KerkoCite.ItemAlsoKnownAs: 10.3102/0034654318759268 10/ggjrhd 2129771:LDC8KF8W 2129771:LG2AFWED 2339240:Y3AHBV5R 2405685:2CWW72YN 2405685:6L7LJIMQ 2405685:JXICF3W3 2534378:9LCRTTXK
Keywords: C:High-income countries; C:United States; __C:filed:1

Technical teachers' perception of factors affecting practical skill acquisition among technical college graduates in Adamawa State Nigeria - Kumazhege, Stephen Z. (2014)
The purpose of this study was to investigate technical teachers’ perception of factions affecting practical skill acquisition among technical college graduates in Adamawa state, Nigeria. The study was guided by four research questions. The population for the study was 41 trade course technical teachers from three technical colleges in the state. Whole population was used for the study. A structured questionnaire was used for data collection. The data for the study was analyzed using Mean and Standard Deviation. The findings were: technical teachers agreed that their schools lacked infrastructures such as workshops, classrooms, libraries, power supply and workshop tools and equipment for practical instructions. They also agreed that they can handle the practical aspect of their lessons effectively. The teachers were also not satisfied with their students’ disposition to practical lessons in the various trades. It was recommended that government should take a bold step towards providing classrooms, libraries and functional workshops with standby generators for all the trades in the technical colleges. The government should come up with a development of teacher trainer programme whereby teachers of technical vocational education can be trained more in their specific skill areas practically.
openalex: W2551088330 mag: 2551088330 id: openalex:W2551088330 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:GFKMIBQV 2486141:GUP48KC4
Keywords: openalex:import

Influence of job satisfaction and demographic factors on organizational commitment among of teachers of federal government girls’ college, zaria, nigeria - Kura, Kabiru Maitama; Abubakar, Ramatu Abdulkareem; Abdullahi, Sani Alhaji; Akpan, Anniete Benson (Journal of Management and Science, 2012)
One of the major concerns of many employers and human resource management practitioners(HRMPs) is to make their employees highly satisfied in order to retain them as well as to make themproductive and committed to their organization. Unfortunately, many cases of turnover and poor attitudes towork have been frequently reported by many surveys and news media. One significant reason that the cost ofturnover in the secondary school remains high are due to the poor pay, limited promotion opportunities, poorsupervision, poor communication among others. The objective of the study was to investigate the influence ofjob satisfaction and demographic characteristics on organizational commitment among teachers of FederalGovernment Girls‟ College, Zaria, Nigeria. A cross-sectional survey was conducted on a sample of 52teaching staff of Federal Government Girls College, Zaria. Correlational and regression analyses techniqueswere used to analyze the data collected. The study .revealed that (1) there significant positive relationshipbetween job satisfaction and organizational commitment (2) there was a significant positive positiverelationship between age and organizational commitment; and (3) there was significant negative relationshipbetween education and organizational commitment Based on the findings, it is recommended that in order toensure a high level of job satisfaction of teachers there is a need to enhance their salary. This is needed tosatisfy the pay need of the teachers and also improve the public image and self esteem of teachers. Teachers‟working conditions should also be improved also in order to ensure that highly qualified and very experiencedteachers are retained in the schools.
openalex: W3011842809 mag: 3011842809 id: openalex:W3011842809 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.26524/jms.2012.38 2129771:25TKNX7M 2486141:87CR8BSQ
Keywords: openalex:import

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Publisher: International Forum of Educational Technology & Society, Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3HJZ8ZXE 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC; Current Index to Journals in Education (CIJE); Education; Education–Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

A school mental health literacy curriculum resource training approach: Effects on Tanzanian teachers' mental health knowledge, stigma and help-seeking efficacy - Kutcher, Stan; Wei, Yifeng; Gilberds, Heather; Ubuguyu, Omary; Njau, Tasiana; Brown, Adena; Sabuni, Norman; Magimba, Ayoub; Perkins, Kevin (International Journal of Mental Health Systems, 2016)
© 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Results: Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p < 0.001; d = 1.14), including mental health knowledge, (p < 0.001; d = 1.14) and curriculum specific knowledge (p < 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p < 0.001; d = 0.61). Independent t tests comparing the paired sample against unpaired sample also demonstrated significant differences between the groups for teacher's overall knowledge (p < 0.001). Teachers also reported high rates (greater than 3/4 of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. Conclusions: These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to scaling up this intervention in both countries and applying this resource and approach in other countries in East Africa.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13033-016-0082-6 10/gf62ks 2129771:NME6EHAD 2317526:CXCUPU8E
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; AA:Africa; C:Malawi; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; F:assessment; F:attitude; F:curriculum; F:outcomes; P:culture; P:health; P:teachers; R:impact; T:Ausbildung; T:Lehrwerkstatt; T:Training; T:trainee; Z:Adolescents; Z:Knowledge; Z:Mental health; Z:Mental health literacy; Z:School-based intervention; Z:Stigma; Z:Teachers; _C:Canada CAN; _C:Malawi MWI; _C:South Africa ZAF; _C:Tanzania TZA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; publicImportV1

Organizing and Managing Business Teacher Education and Training Programs in Higher Educational Institutions in Nigeria for Quality Business Education Delivery - Kwaghbo, Terver M. (Nigerian Journal of Business Education (NIGJBED), 2021)
The business world is changing rapidly. Business education requires teachers that can easily adapt to new curriculum designs and pedagogies that meet the demands of the current business world. There is therefore the need to organize and manage business teacher education and training programs such that they can produce the right caliber of business teachers who can deliver quality business education to students. This paper is on organizing and managing business teacher education and training programs in higher educational institutions in Nigeria, and discussed the concept of management in education context briefly, business teacher education and training (BTET), higher educational institutions, quality business education, and also examined the issues in organizing and managing business teacher education and training programs in Nigeria. Recommendations were advanced towards improving the management of business teacher education and training programsin higher educational institutions in Nigeria for effective quality business education delivery. These include properly addressing funding challenges; provision and regular maintenance of adequate and functional modern facilities and equipment; enhancing personnel training and development and staff welfare; continually reviewing the BTET curriculum to reflect current global demands and standards and cater for technology and innovations in the business world; organizing public enlightenment campaigns to sensitize, orientate and educate the public about BTET and its values to society; provision of uninterrupted power supply; and that, heads of business teacher education programs in higher educational institutions in Nigeria should live up to their roles and responsibilities as educational leaders of their departments. Keywords: Managing, business teacher education and training, higher educational institution, quality business education, Nigeria
openalex: W3210024316 mag: 3210024316 id: openalex:W3210024316 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:I76PJFX3 2486141:ZP9ZUSAD
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Assessment of Initial Teacher Preparation: A Tracer Study of Serving NCE Graduates of Shehu Shagari College of Education, Sokoto State, Nigeria - Ladan, Sirajo Alhaji; Junaid, Muhammad; Mahuta, Muhammad Garba; Abdulqadir, Uthman A. (Interdisciplinary Journal of Education, 2022)
The study assessed how adequately prepared serving Shehu Shagari College of Education, Sokoto (SSCOE), Nigeria Certificate in Education (NCE) graduates were by their Initial Teacher Preparation (ITP) to teach at Basic Education level. It was Mixed method that involved Descriptive Survey and Case Study research design and the population of the study are all the 7, 246 NCE graduates teaching in primary schools across the 23 LGEAs in Sokoto state represented in the multi-stage sampling procedure by 357 serving SSCOE Sokoto NCE graduates as recommended by Research Advisor (2006). Triangulation was used in data collection; the instruments were two Researcher-designed questionnaires for the teachers and Head-teachers of primary schools they teach, Researcher-designed Classroom Observation Checklist for teachers and In-depth Interview guide. All the instruments were validated by team of experts and supervisors from the Department of Educational Foundations, Usmanu Danfodiyo, University, Sokoto. While reliability index (.61, .68 and .63) of Questionnaires and Checklist were obtained through Test-re-test method using Spearman Rank Order Correlation. For the Qualitative interview, a technique of repeating question in a slightly different form during the interview was used. Data was analysed using frequency and mean score as well as thematic analysis. Among the findings of the study were serving SSCOE Sokoto NCE graduates perceived themselves inadequately prepared by their ITP in some pedagogical areas namely Classroom management, application of instructional materials and management of school records and thus one of the recommendations was that Colleges of Education, SSCOE in particular should give extensive ITP to the NCE pre-service teachers on pedagogical aspects of training especially those considered inadequate by the College’s serving graduates.
openalex: W4285013912 id: openalex:W4285013912 keywords: , KerkoCite.ItemAlsoKnownAs: 10.53449/ije.v5i1.83 2129771:SGJ6EQLY 2486141:XHHVMN89
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Development of Competency Framework for Nigerian TVET Teachers in Tertiary TVET Institutions - Lai, Chee Sern; Hamisu, Mohammed Adamu; Salleh, Kahirol Mohd (JOURNAL OF TECHNICAL EDUCATION AND TRAINING, 2019)
Competency framework is a tool that determines the needed competencies for individuals in order to curtail the challenges that are existing currently and to uphold sustainable development. From the educational perspective, the competencies of TVET teachers are important as they might affect the teachers' implementation of tasks, career development and graduates' quality. Therefore, this research attempted to develop a competency framework for TVET teachers in Nigerian TVET tertiary institutions based on the Malaysian Human Resource Practitioners Development (MHRDP) Competency Model. The study adopted a survey design and 427 TVET teachers were identified as targeted sample. A set of questionnaire was developed based on the MHRDP Competency Model (alpha=0.61). A total of 218 questionnaires were distributed to five TVET tertiary institutions using stratified sampling technique and 205 questionnaires were successfully returned. Exploratory Factor Analysis was used to analyse the data. The findings revealed that 19 elements of competency were significantly relevant to Nigerian TVET teachers who work at tertiary institutions. The proposed competency framework is beneficial to be used as a guideline for the Nigerian TVET institutions and policy makers to plan the competency training and retraining courses for TVET teachers and staff development.\n
KerkoCite.ItemAlsoKnownAs: 10.30880/jtet.2019.11.01.002 2129771:2LTXKGP5 2129771:J9LRRY84

TVET teachers’ perceptions on competencies: An application of Malaysian human resource development practitioners competency model - Lai, Chee Sern; Hamisu, Mohammed Adamu; Salleh, Kahirol Mohd; Adamu, Babayo Yakubu (International Journal of Economics and Business Research, 2019)
Copyright © 2019 Inderscience Enterprises Ltd. Competency of TVET teacher is one of the major factors that influence the quality of TVET graduates and TVET system. This paper attempted to investigate the TVET teachers’ perceptions on the competency needs in Nigerian higher learning institutions based on the competency model of Malaysian human resource development practitioners (MHRDP) which focused on thinking competency, organisational competency, and application competency. This study employed a survey design in which a set of questionnaire was used for data collection. A total of 205 TVET teachers from universities, polytechnics, and colleges of education were involved in this research. Descriptive statistics which involved mean and standard deviation was utilised to analyse the data. The findings revealed that the Nigerian TVET teachers perceived that all elements related to thinking competency, organisational competency, and application competency are important for TVET teachers for higher learning institutions in Nigeria. Therefore, this research suggests that the Nigerian policy makers and the TVET higher learning institutions should provide training to the TVET teachers in order to equip those teachers with the competency elements that are important and relevant to TVET.
KerkoCite.ItemAlsoKnownAs: 10.1504/IJEBR.2019.102729 2129771:76JPIDBB 2129771:XUTA3KF9

the case of the ‘nasty trolley’or how mobile learning and tablets are influencing emotions and affects and shaping the constitution of the identity of teachers and students - Lameu, Paula (Technology, Knowledge and learning, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-019-09411-y 2129771:I2LJU532
Keywords: __C:filed:1

Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon - Lange, Sarah (Compare: A Journal of Comparative and International Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2013.841027 10/gfvv7x 2129771:95VP3EV5 2129771:E4373A25 2317526:8DZUAC7R
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CCZ:Cameroon; CL:en; CL:fr; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:low-income country; F:attitude; F:learning; F:teaching; P:measurement; P:service industry; P:teacher training; P:teachers; R:quantitative; T:Ausbildung; T:trainee; T:work-based learning; Z:cascade training; Z:learner orientation; Z:professional development; Z:sub-Saharan Africa; Z:teachers; publicImportV1

Achieving teaching quality in sub-Saharan Africa: Empirical results from cascade training - Lange, Sarah; Benavot, Aaron (Springer VS, Wiesbaden, 2016)
© Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-14683-2 10/gfw34w 2129771:EUDVDL6V 2129771:PRAA33FP 2317526:99594LBY 2317526:R5572EY6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:achievement; F:teaching; P:measurement; P:teacher training; P:teachers; R:questionnaire; R:survey; T:Training; T:trainee; publicImportV1; type:book

Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups - Lantz-Andersson, Annika; Lundin, Mona; Selwyn, Neil (Teaching and Teacher Education, 2018)
This paper presents a systematic review of 52 empirical studies of formally-organized and informally-developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online participation, the review explores how teacher communities are shaped by broader contexts of teaching. The review shows that while formally-organized and informally-developed communities address different needs amongst teachers and support different outcomes, they also share several common characteristics. Indeed, regardless of type, online communities can be a valuable means of developing supportive and collegial professional practices. That said, more evidence is required on the specific collaborative merits of teachers' online interactions.

Effect of attention-deficit–hyperactivity-disorder training program on the knowledge and attitudes of primary school teachers in Kaduna, North West Nigeria - Lasisi, Dupe M.; Ani, Cornelius; Lasebikan, Victor Olufolahan; Sheikh, Lateef; Omigbodun, Olayinka (Child and Adolescent Psychiatry and Mental Health, 2017)
There are indications that teachers have limited knowledge about attention deficit hyperactivity disorder (ADHD), despite its high prevalence in childhood and its long-term effects on students such as academic underachievement, reduced self-esteem, and social and behavioural difficulties. This study is therefore aimed at assessing the effect of an ADHD training program on the knowledge of ADHD among primary school teachers in Kaduna, Nigeria and their attitudes towards pupils with ADHD. This was a randomized controlled trial involving 84 primary school teachers in the intervention group and 75 teachers in the control group. Participants in the intervention group received an initial 3-h training with a one-and-a-half hour booster session 2 weeks later using the World Health Organisation MhGAP-IG module on behavioural disorders focusing on ADHD. Outcome measures were knowledge of ADHD, attitude towards ADHD, and knowledge of behavioural intervention. Controlling for baseline scores, the intervention group had significantly higher post intervention scores on knowledge of ADHD, lower scores on attitude towards ADHD (i.e. less negative attitudes), and higher scores on knowledge of behavioural intervention compared with the control group respectively. The intervention showed moderate to large effect sizes. The booster training was associated with a further statistically significant increase in knowledge of ADHD only. The training program significantly improved the knowledge and attitudes of the teachers in the intervention group towards ADHD. Considerations should be given to incorporating ADHD training programs into teacher-training curricula in Nigeria, with regular reinforcement through in-service training.
openalex: W2600109435 mag: 2600109435 id: openalex:W2600109435 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.1186/s13034-017-0153-8 2129771:KUZKHQVT 2486141:C9KBHW98
Keywords: openalex:import

Effectiveness of Online Training on the Knowledge of Selected Childhood Mental Health Disorders among Teachers in Kaduna, NW Nigeria - Lasisi, Marufah Dupe; Abdullateef, Aishatu Abubakar; Olorunfemi, Adebisi A.; Dahiru, Abbas Sani; Muhammed, Musa Ahmed (Deleted Journal, 2023)
ABSTRACT Background: There exists a wide treatment gap for mental health problems in children and adolescents in Nigeria. Reducing the treatment gap and improving the reach of mental health care thus call for additional interventions such as harnessing teachers as well as other educational staff as a task-sharing strategy. This study thus aimed to determine the effectiveness of online-based training on the knowledge of selected childhood mental health disorders among teachers in Kaduna, North-Western Nigeria. Methods: A quasi-experimental study design was used and involved 50 teachers from 12 private and 12 public primary and secondary schools in Kaduna, Kaduna state. Participants were trained through the Zoom online medium, and training ran for three days in 2 sessions of morning and afternoon sessions per day. Each session lasted for 2 hours including time for questions with 2 hours break between sessions. Learning sessions were adapted from the Mental Health Gap Action Programme Intervention Guide (mhGAP-IG).Other materials that were not in the mhGAP-IG such as Covid-19 and its impact on child mental health were designed from current, evidence-based reference texts. For the outcome measures, questionnaires on the level of knowledge were administered to participants at pre-training and post-training. Data were analysed with the Statistical Package for Social Sciences (SPSS) Version 25. Results: Participants had an overall percentage score of 70.24% on the “Correct” responses, 8% on the “Don’t Know” responses, and 17.76% on the “Incorrect” responses before the training. The online training demonstrated an increase in the overall percentage score on the “Correct Responses” to 79.76%; a decrease in the “Don’t Know Responses” to 1% and the “Incorrect Responses” to 15.24%. There was also an improvement in the mean scores of participants on each module covered. Conclusion: The online teacher training demonstrated an increase in the knowledge of participants, and a decrease in the misperceptions and lack of knowledge which is consistent with findings from other parts of the world.
openalex: W4396653204 id: openalex:W4396653204 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.5455/njp.200155 2129771:VD4DGH5I 2486141:CWUC8EN3
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The perception, attitudes and readiness towards online learning among College of Education Pre-service Teachers in Katsina State, Nigeria - Lawal, Gidado Likko; Aniah, A.; Alabi, Timileyin Victoria (2020)
openalex: W3208001243 mag: 3208001243 id: openalex:W3208001243 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:GRPJZPIY 2486141:9T9E344F
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Principal’s Personal Traits for Managing Conflict Among the Teachers in Federal Unity College (fuc) North Central Zone, Nigeria - Lawrence, Ojo Adebayo (Journal of Education in Developing Areas, 2018)
This paper sought for Principal’s Personal Traits for Managing Conflict among the Teachers in Federal Unity College (FUC) North Central Zone, Nigeria. It is descriptive survey carried out ex-post facto. The population for this study was 318 (Three hundred and eighteen) comprised principals and teachers from Federal Unity College. North Central had 24 (Twenty four) Federal Unity College and a principal each. No sampling for schools and principals all were selected for the study. Sampling error was used to select 294 (Two hundred and ninety four) teachers with Yaro Yamane formula: n= N/1+N (e)2. The researcher developed instrument tagged “Principals Personal Traits for Managing Conflict among the Teachers (PPTMCT)” was used to collect information from the respondents. The instrument was validated by three experts - two in Nigerian Educational Research and Development Council, Abuja and one measurement and evaluation in University of Abuja. In other to ascertain the reliability co-efficient of the instrument, test re-test method was adopted and 0.94 was derived with Pearson Product Moment Correlation (PPMC) that shows the instrument was reliable. Two research questions and one hypothesis guided the study. Frequency count and percentage were using to analysis demographic data and research questions while t-test was used to test the hypothesis at 0.05 alpha level. The findings of the study revealed that a significant relationship existed between male and female principal’s personal traits for managing conflict among the teachers in Federal Unity College, North Central Zone of Nigeria (calculated t-valve =3.285 > critical t-valve =1.384, p < 0.05, df =318). In view of this findings, it was recommended among others that principals’ should understand the foundation of conflict in the school system and use appropriate strategies to revolutionize the situation based on personal distinctiveness.
openalex: W2904646538 mag: 2904646538 id: openalex:W2904646538 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:YJTLKHHA 2486141:PP8P76ES
Keywords: openalex:import

Secondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of efficacy - Lawrent, Godlove (The University of Waikato, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:H62WXHNT
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Belgium BEL; _C:Belize BLZ; _C:Benin BEN; _C:Burundi BDI; _C:Canada CAN; _C:China CHN; _C:Congo XCO; _C:Czech Republic CZE; _C:Dominican Republic DOM; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Lebanon LBN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Portugal PRT; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Slovakia SVK; _C:Slovenia SVN; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South - Leach, Jenny; Ahmed, Atef; Makalima, Shumi; Power, Tom (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T 2405685:V427KR5D 2534378:7SP4UDPQ
Keywords: ___working_potential_duplicate

Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care - Leacock, Coreen J.; Warrican, S. Joel (Journal of Education for Teaching, 2020)
Education in the Eastern Caribbean has been heavily influenced by the colonial history of the sub-region. In recent years though, in recognition of the fact that the traditional approaches to teaching and learning are no longer meeting the needs of present-day students, there have been calls for change to more student-friendly ones, with electronic technology playing a significant role. However, the resistance to certain types of devices in the classroom has contributed to the slow uptake of widespread use of electronic technology and the online environment as a mode for teaching and learning. The closure of schools due to the advent of COVID-19 pandemic forced education systems in the region to turn to the online environment to engage students in educational activities. Students, teachers and other education officials had to face their apprehensions and venture into this space for schooling. This paper describes actions taken by the Eastern Caribbean Joint Board of Teacher Education to help teachers cope with this different learning environment, guided by the concepts of teacher readiness, equity relating to access of resources and providing caring support for all affected.
Publisher: Routledge _eprint: https://doi.org/10.1080/02607476.2020.1803733 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1803733 2129771:BQNUYWX4 2486141:U6I5ICMK
Keywords: Covid-19; Eastern Caribbean; _Added to LR; _G:reviewed; equity; readiness; teacher education

Review Finds States Slow to Give Guidance on How Teachers, Schools Should Use AI - Lee, Bree Dusseault & Justin (2023)
Dusseault & Lee: Other than Hawaii's, no education department has publicly focused on policies governing artificial intelligence in the classroom.
KerkoCite.ItemAlsoKnownAs: 2486141:4AZIT72H

‘Making do’: Teachers’ coping strategies for dealing with textbook shortages in urban Zambia - Lee, J.; Zuilkowski, S.S. (Teaching and Teacher Education, 2015)

Review of international research on factors underlying teacher absenteeism - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
KerkoCite.ItemAlsoKnownAs: 2129771:B2YTMSFW 4556019:D8JJI88Z 4556019:IDEEUGZN
Keywords: Academic Rank (Professional); Accountability; C:LMIC; Case Studies; Community Characteristics; Correlation; Cross Cultural Studies; Cultural Context; Cultural Influences; Elementary School Teachers; Family Work Relationship; Foreign Countries; LMICs; School Administration; School Culture; School Location; Social Influences; Teacher Attendance; Teacher Salaries; Teaching Conditions; Work Environment; ⛔ No DOI found

Relocating research on teacher learning: Toward pedagogically productive talk - Lefstein, Adam; Vedder-Weiss, Dana; Segal, Aliza (Educational researcher, 2020)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:2EI4QSHP 2129771:PBFVP5SK

Impacts of School-Based Outdoor Pedagogical Training Programme on the Teaching Practices of Pre-Primary School Teachers in Oyo State, Nigeria - Leigh, Fiona; AYODELE, AKEREDOLU SAMUEL; Adekoya-Olapade, O (African Journal of Education and Practice, 2024)
Purpose: The pedagogical potential of outdoor learning in fostering the well-being and holistic development of children have been extensively documented in literature. Most pre-primary school children in Nigeria are however rarely exposed to outdoor learning experiences, owing probably to the inadequacies in knowledge and expertise among pre-primary school teachers. This study developed, implemented and determined the effectiveness of school-based experiential outdoor pedagogical training programme on the teaching practices of pre-primary school teachers in Oyo State, Nigeria.
Methodology: The study adopted explanatory sequential design of mixed research methods, where qualitative data supported quantitative findings and provided evidences of the effectiveness of the training programme on outdoor teaching practices. The study used outdoor teaching competencies of the teachers, before and after the training, to provide quantitative evidence as well as interviews to elucidate the perspectives of the teachers on the impact of the training. The participants were (n = 36) pre-primary school teachers who were selected through multi-stage sampling technique across the three Senatorial districts in Oyo State, Nigeria. Experts in outdoor learning in early childhood facilitated the training. The participants were exposed to various critical aspects of their role in facilitating meaningful and enriching outdoor learning experiences for pre-primary children. The participants were engaged in hands-on training with various aspects of effective implementation of the early childhood curriculum in the outdoor environment. Aspects covered included lesson planning, sourcing lesson materials, organization of learning environment, instructional approaches and techniques, assessment and safety management, among others. The study was carried out between September, 2022 and June, 2023.
Findings: The study found a variety of improvement in the outdoor teaching practices and learning opportunities for the children. The training showed positive effects on teaching practices and the overall performance of the teachers. The teachers showed increased skillfulness in lesson planning, instructional effectiveness, creativity and innovation in facilitating learning as well as deployment of varieties of teaching methods. The teachers broadly reported positive perspective of the training and believed it was helpful to their teaching practices. In addition, the teachers agreed that the training increased their confidence and expertise to engage children in quality outdoor learning as well as improved children's participation and enthusiasm for learning. Lack of policy support, parental concerns, time and availability of resources were some of the barriers reported by the teachers in the study.
Unique Contribution to Theory, Practice and Policy: This study was anchored on experiential theory which emphasized the transformational effect of learning through direct experience, reflection and active experimentation. The findings appeared to lend support to the realms of theory, practice and policy within the domains of early childhood education. It enriched theoretical understanding by offering concrete, real-world applications of outdoor learning concepts, thereby, fostering a deeper comprehension of learning in the practical setting. It also provided pre-primary teachers with practical tools and strategies to effectively implement outdoor learning methodologies, thereby, promoting a more holistic and experiential approach to early childhood education. The study similarly provided a basis for the integration of outdoor pedagogy in the formal educational structure, emphasizing the significance of nature-based education and, suggesting the need for a broader integration of outdoor strategies in the context of educational policy development in Nigeria.
openalex: W4390602136 id: openalex:W4390602136 keywords: , KerkoCite.ItemAlsoKnownAs: 10.47604/ajep.2249 2129771:LKPUKQDQ 2486141:Q8AVD527
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Effect of Training in Lip Reading on Speech Reception of Children with Hearing Impairment in Inclusive Education Classroom in Nigeria: Implication for Regular Teachers. - Leonard, T Ugwuanyi; Eskay, Michael; Onu, V. C.; Adani, Rev. Fr. Anthony; Josephine, Udaya (Journal of Education and Practice, 2012)
The study investigated the effect of training in lip reading on speech reception of children with hearing impairment in inclusive classroom in Nigeria and its implication for regular teachers. Quasi-experimental design of pretest-post-test design with two experimental groups receiving equal treatment on lip reading training (LRT) was used for the study. The population of the study was thirty six (36) children with hearing impairment in primary five in primary school for the deaf in Enugu Nigeria. The instrument for data collection was researchers’ made test called Lip-Reading Test (LRT) drawn from everyday sentences of IOWA- Keaster forms A and B. Mean and standard deviation was used to analyse the data and ANCOVA to test the hypotheses. The findings revealed that the use of amplification (hearing aid) facilitated the reception of speech by children with hearing impairment (CWHI). The study then recommended that training in lip reading should be given to children with hearing impairment (CWHI) and teachers to be equipped to participate and interact effectively in the inclusive education classroom CWHI. Keywords: Inclusion, impairment, images, perception, reception
openalex: W1569097232 mag: 1569097232 id: openalex:W1569097232 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:W8K82QKA 2486141:4QD3SKHI
Keywords: openalex:import; ⛔ No DOI found

Quality of Education and Teacher Learning: A Review of the Literature - Leu, E.; Price-Rom, A. (USAID/EQUIP1, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:DTBIL78F 261495:Z4BF9RA7

The patterns and purposes of school-based and cluster teacher professional development programs - Leu, Elizabeth (Issues Brief, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:TMDBJQZU 261495:M444CXUB
Keywords: ⛔ No DOI found

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851
Keywords: Administrator Attitudes; Case Studies; Case studies; China; Classroom Observation Techniques; Classroom observation; ERIC; Current Index to Journals in Education (CIJE); Education; Effectiveness; Faculty Development; Feedback; Feedback (Response); Foreign Countries; Interviews; Principals; Professional development; Qualitative Research; Secondary Education; Secondary School Teachers; Secondary schools; Teacher Attitudes; Teacher education; Teaching; Teaching Methods; Teaching methods; Video; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2096967; __finaldtb

Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers - Lichand, Guilherme; Wolf, Sharon (SSRN Electronic Journal, 2020)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3660611 2129771:TQNGPGBX 2129771:XW8EJNWQ

The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature - Liebowitz, David D.; Porter, Lorna (Review of Educational Research, 2019)
Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:L3GPGHVH 2129771:Q6Z2JW7C