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Article
Publication date: 18 December 2007

Shiaw‐Wen Tien, Chung‐Ching Chiu, Chih‐Hung Tsai, Yi‐Chan Chung and Ya‐Chin Chang

This research treated the secondary school teachers as the research scale and the research targets included the following: secondary school (employ unit), center of teacher

Abstract

This research treated the secondary school teachers as the research scale and the research targets included the following: secondary school (employ unit), center of teacher education, and qualified teachers. In terms of these three groups of people, the topics of exploration focused on the perception of suitable teachers, perception of evaluation standard during the process of teacher examination and the relationship among teacher examination systems. The research was managed by two phases: the first phase referred to literature reorganization, expert interview, the qualities and conditions of suitable teachers, important evaluation standard during the process of teacher examination and teacher examination system used; the second phase included questionnaire survey, employ school acquisition, the perception of centers of teacher education and qualified teachers toward the suitability condition and examination evaluation standard in the first phase and teacher examination system used. This research found out that as to the perception of suitable teachers, through data collection, there were six factors reorganized. The levels of their importance were as follows: education devotion, teaching capacity, class management, capacity to guide special students, capacity to communicate with the parents and the will to undertake administrative works. Noticeably, employee unit and centers of teacher education apparently valued class management more, compared with trained teachers; as to evaluation standard of examination, the analytical result found out that the perception of three groups were different in terms of the views toward educational works, written examination data, candidate’s age, club experience at school and capacity to use multimedia support teaching materials. This research further proposed six suggestions for centers of teacher education and trained teachers: (1) employ schools considerably valued educational devotion; (2) trained teachers tended to neglect the importance of class management; (3) employee unit considerably cared about the new teachers’ competence to use multimedia support teaching materials; however, trained teachers did not have the same view; (4) employee unit considerably cared about new teachers’ views toward educational works as well as the candidates’ ages; (5) generally speaking, trained teachers neglected the importance of club experience at school; (6) the data revealed that written examination data was not relatively important in terms of teacher examination

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Asian Journal on Quality, vol. 8 no. 3
Type: Research Article
ISSN: 1598-2688

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Book part
Publication date: 26 October 2015

Peter Wallet

The UNESCO Institute for Statistics (UIS) is mandated by the international community to collect, analyse and disseminate internationally comparable statistics on…

Abstract

The UNESCO Institute for Statistics (UIS) is mandated by the international community to collect, analyse and disseminate internationally comparable statistics on education, including those on and related to teachers. Based within a framework that emphasises quantity and quality issues for teachers, this chapter describes the current UIS international collection of teacher data, the policy options they intend to inform, as well as key limitations and challenges of the present data. In reaction to this, the chapter also presents UIS’s on-going developmental work related to the global data collection and statistics on primary and secondary teachers ranging from the measurement of current shortages, particularly in developing countries aiming to achieve universal primary education (UPE), to the expansion of an international framework that sheds additional light on teacher and teaching quality.

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Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

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Article
Publication date: 1 November 2007

Judy Hutchings, Dave Daley, Karen Jones, Pam Martin, Tracey Bywater and Rhiain Gwyn

The evidence‐based Incredible Years Teacher Classroom Management (TCM) Programme was developed to meet demands from teachers for strategies to manage disruptive behaviours…

Abstract

The evidence‐based Incredible Years Teacher Classroom Management (TCM) Programme was developed to meet demands from teachers for strategies to manage disruptive behaviours in the classroom (Webster‐Stratton, 1999). This article describes the programme and reports on its first use in the UK. In the first study 23 teachers attended the five‐day classroom management programme, 20 completed the final satisfaction questionnaire and 21 participated in a semi‐structured follow‐up interview. Teachers who implemented the training in their classrooms reported satisfaction with the programme and believed that the strategies taught were effective and improved pupils' conduct. In the second study, blind observation of teacher classroom behaviour was undertaken in 21 classes: 10 teachers had received the TCM training and 11 had not. Teachers who received TCM training gave clearer instructions to children and allowed more time for compliance before repeating instructions. The children in their classes were more compliant than children in the classes of untrained teachers. The implications of these findings are discussed.

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Journal of Children's Services, vol. 2 no. 3
Type: Research Article
ISSN: 1746-6660

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Article
Publication date: 15 November 2019

Tamar Tas, Thoni Houtveen and Wim Van de Grift

The purpose of this paper is to answer the question, what progress student teachers make during one academic year, while being trained in a professional learning…

Abstract

Purpose

The purpose of this paper is to answer the question, what progress student teachers make during one academic year, while being trained in a professional learning community, using objective classroom observation, using lesson preparation templates that match their developmental stage and stage-focused mentor feedback.

Design/methodology/approach

The teaching skills of the student teachers (n=101) were measured at the start and at the end of the academic year. For the measurements, the standardized and psychometrically tested International Comparative Analysis of Learning and Teaching observation instrument is used.

Findings

The student teachers achieved a small growth on the basic teaching skills and a medium growth on two of the three advanced skills for teachers.

Research limitations/implications

Because of the lack of a control group, causal conclusions cannot be made. This research provides knowledge on the actual observed level of teaching skills of student teachers trained in a close collaborating professional learning community.

Originality/value

Little is known about the actual growth of observable teaching skills of student teachers in elementary education. Teacher training colleges and internship schools in the Netherlands are in search of better ways to collaborate more closely in order to improve the quality of teaching of their student teachers. These findings can inspire teacher training communities to improve their own teaching quality and the teaching quality of their student teachers.

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Journal of Professional Capital and Community, vol. 5 no. 1
Type: Research Article
ISSN: 2056-9548

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Article
Publication date: 25 January 2013

Marjoleine J. Dobbelaer, Frans J. Prins and Dré van Dongen

The purpose of this paper is to explore whether oral feedback by inspectors of the Dutch Inspectorate of Education is an adequate method to support the professional…

Abstract

Purpose

The purpose of this paper is to explore whether oral feedback by inspectors of the Dutch Inspectorate of Education is an adequate method to support the professional development of teachers in primary education. This study aims to examine the impact of short feedback training for inspectors (focused on effective feedback conversations) on feedback quality and on teachers ' feedback perception. In addition, it aims to study the relation between immediate perception and the delayed perception of that feedback.

Design/methodology/approach

In an independent sample experimental design, 15 inspectors provided feedback to 40 teachers in primary education. Nine inspectors received short feedback training (the experimental group), while six others did not receive this training (the control group).

Findings

The results indicate that feedback provided by trained inspectors can foster professional development of teachers in primary education and that short feedback training has added value. The quality of the feedback by inspectors was related to teachers ' immediate perception of the feedback and the delayed perception of the feedback.

Research limitations/implications

A limitation of this study is the small group of inspectors and the limited number of feedback conversations they could provide. Further research could be aimed at examining the impact of feedback of trained inspectors on the professional development of underperforming teachers.

Originality/value

This paper contributes to research that examines effective ways to use feedback conversations in workplace settings for the professional development of teachers.

Details

European Journal of Training and Development, vol. 37 no. 1
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 10 November 2014

Mojisola D. Kupolati, Una E. MacIntyre and Gerda J. Gericke

The aim of this review is to critically assess published articles on school-based nutrition education (NE) intervention to identify factors hindering or contributing to…

Abstract

Purpose

The aim of this review is to critically assess published articles on school-based nutrition education (NE) intervention to identify factors hindering or contributing to the success of interventions. School-based NE possesses the capacity to influence learners’ nutrition behaviours.

Design/methodology/approach

An electronic search of articles was conducted in Medline, PubMed, the Cumulative Index to Nursing and Allied Health Literature databases, Google and snowballing. Included in the review were school-based studies with classroom NE with or without nutrition services and studies published between 2000 and 2013. School-based non-intervention studies and interventions that did not include a nutrition teaching component were excluded in the review.

Findings

Thirty-nine studies met the inclusion criteria. Features of successful NE interventions included the use of behavioural theories, especially the social cognitive theory and the involvement of trained teachers in the implementation of interventions. Capacity development for teachers, time constraints, school policies and implementation problems of multicomponent interventions were some of the identified challenges encountered in the studies reviewed.

Originality/value

Trained teachers are invaluable assets in interventions to improve nutrition behaviours of learners. Challenges associated with teacher-oriented school-based NE intervention can be overcome by properly designed and implemented interventions based on behavioural theory.

Details

Nutrition & Food Science, vol. 44 no. 6
Type: Research Article
ISSN: 0034-6659

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Abstract

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Teacher Preparation in Ireland
Type: Book
ISBN: 978-1-78714-512-2

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Book part
Publication date: 15 March 2013

Arif Anwar and Mir Nazmul Islam

Purpose – The intent of this chapter is to examine the lessons that BRAC, a Bangladesh-based NGO, learned over the course of implementing its para-professional teacher

Abstract

Purpose – The intent of this chapter is to examine the lessons that BRAC, a Bangladesh-based NGO, learned over the course of implementing its para-professional teacher model in Afghanistan and Bangladesh, and their implications for UNESCO's Education for All (EFA) initiative.Methodology – The objectives of this chapter are achieved by the analysis of secondary sources such as reports and academic articles.Findings – We find that through a combination of strong oversight and management, BRAC's para-teacher model compensates for its comparatively less formally trained teachers. This may serve as a model for nations implementing EFA initiatives by allowing them to hire more para-teachers as a cost-saving measure.Research limitations – This study is mainly reliant on secondary sources, which highlights the limited information on the quality of BRAC's education efforts in Afghanistan.Practical implications – Through a combination of strong oversight and practical training, BRAC has seemingly developed a robust para-teacher model, one that may be implemented in other contexts, especially in countries that are members of the EFA initiative and face a shortage of qualified teachers who can help achieve Universal Primary Education (UPE).Social implications – In addition to being a cost-saving measure for education, hiring para-teachers from local communities has the additional benefit of providing employment for women in rural communities, which may have a positive impact on women's empowerment.Value – This chapter provides a unique look at innovations in teacher training by NGOs and their implications for the global contexts of the EFA initiative.

Details

Teacher Reforms Around the World: Implementations and Outcomes
Type: Book
ISBN: 978-1-78190-654-5

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Abstract

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Teacher Preparation in South Africa
Type: Book
ISBN: 978-1-78743-694-7

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Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

A significant gap in the history of teacher preparation in Aotearoa New Zealand is a major study of teacherstraining colleges. Although there are published histories of…

Abstract

A significant gap in the history of teacher preparation in Aotearoa New Zealand is a major study of teacherstraining colleges. Although there are published histories of single teacher colleges, there has been no collective understanding of the role and purpose of these colleges in the development and preparation of teachers. This chapter is not a linear history of the development of teachers’ colleges, but rather an examination of the economic, political and social factors that affected the contested operations of these institutions. The implications for the preparation of elementary (primary), and post–primary (secondary) teachers are considered.

Details

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

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