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Article
Publication date: 1 November 2000

Zachariah Wanzare and Kenneth L. Ward

The Kenyan Government, being concerned about the quality of school education, is attempting to increase teacher effectiveness and student learning. To achieve these goals…

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Abstract

The Kenyan Government, being concerned about the quality of school education, is attempting to increase teacher effectiveness and student learning. To achieve these goals, current in‐service programs need to be improved for all head teachers and teachers. Also, the role of the head teacher in promoting relevant teacher development requires greater recognition and administrative training. Organizations such as the Kenya Education Staff Institute need to be more involved in providing up‐to‐date staff development for all educational administrators and other educators. More attention also must be paid to effective induction, internships, strategic staff placements, financing, collaboration among provider organizations, and opinions of teachers concerning in‐service needs. Head teachers can do much to improve teaching and learning by using professional formative evaluation of their teachers.

Details

International Journal of Educational Management, vol. 14 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 16 September 2022

Samantha T. Hope, Lisa M. Abrams and David T. Marshall

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff…

Abstract

Purpose

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.

Design/methodology/approach

This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.

Findings

Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.

Practical implications

In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.

Originality/value

Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Content available
Article
Publication date: 7 September 2021

Katherine Perrotta

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how…

1951

Abstract

Purpose

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.

Design/methodology/approach

Case study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.

Findings

Major findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.

Originality/value

In light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.

Details

Social Studies Research and Practice, vol. 16 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 5 June 2017

Anthony J. Trifiro

Planning and implementing in-service professional development to support teachers’ pedagogical practices for English language learners (ELLs) first considers building upon…

Abstract

Planning and implementing in-service professional development to support teachers’ pedagogical practices for English language learners (ELLs) first considers building upon existing teachers’ knowledge and understanding of practice. Teaching English Learners Academic Content (TELAC) is an in-service professional development model that provides an enriched program curriculum to urban teachers seeking to improve teaching practices for their ELLs. Through an integrative approach of learning coupled with learning experiences, practicum activities, observational feedback, and coaching, teachers initiate refinement to practice that reflect culturally sustaining pedagogy. Funded by the U.S. Department of Education, Office of English Language Acquisition/National Professional Development program, Teaching English Learners Academic Content (TELAC) (2012–2017) is a K-12 program in Arizona designed to build a cadre of teachers adept with implementation of instructional strategies that support ELL academic success. All of the participants in this in-service professional development program are K-12 teachers of English language learners, teach any grade level and subject area in urban school districts with a majority of students who are second language learners of English. Teachers’ shared common concern is the need to improve pedagogical practices for ELLs and to personally develop their knowledge and capability to change teaching practices.

Article
Publication date: 21 September 2012

Xue Han

This article aims to describe and discuss four major innovations to improve the quality of teacher education including preparation programs and professional development

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Abstract

Purpose

This article aims to describe and discuss four major innovations to improve the quality of teacher education including preparation programs and professional development programs in recent years in China. The four major innovations include establishing the National Curriculum Standards for Teacher Education (NCSTE) and the National Teacher Certification Examination; implementing the “double development plan” to reform clinical practice; launching the “National Training Plan” to develop in‐service teachers; and consolidating the career ladder for teachers.

Design/methodology/approach

The paper takes the form of a review of the government documents and current literature.

Findings

The author argues that the four major innovations reflect the central trends to reform teacher education both in China and the USA – increased standards and accreditation, more clinical experiences in preparation, increased use of technology in teacher professional development, and more accountability and incentive for teachers.

Originality/value

When the world is faced with the globalized economy, cultural exchange and social equity issues, discussions about the recent innovations of China's teacher education will shed light on our understanding of better approaches to improve teacher quality that no doubt connect tradition and local practices with global convergence.

Details

On the Horizon, vol. 20 no. 4
Type: Research Article
ISSN: 1074-8121

Keywords

Open Access
Article
Publication date: 17 June 2020

Mona Holmqvist

Collaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and…

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Abstract

Purpose

Collaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and disabilities (SEND) teachers. Research findings of how teachers’ professional development can contribute to support the development of powerful learning situations for all students are presented in this special issue. The aim is to contribute to the knowledge of how the use of lesson study can develop teachers’ capabilities to offer high-quality education for students with SEND.

Design/methodology/approach

The guest editor presents each of the papers and introduces key themes and concepts.

Findings

The collection of papers is divided into two themes; the first has a focus on lesson study used by teacher educators during SEND in-service training. In this theme, the teachers are the students who are studying different fields of SEND, supported by teacher educators. The second theme studies different forms of lesson studies carried out by researchers and teachers in the collaboration focused aspects of content that are of importance for students in SEND.

Research limitations/implications

The papers focus on areas of education with a limited research tradition, and as a result, the studies may be seen as starting points for further research. The results so far lack generalisability. Therefore, the researchers have to test the findings further under different conditions and with wider groups of teachers and students.

Practical implications

The results of the papers can be used to develop both SEND teacher education, and collaborative professional development for in-service SEND teachers. This issue will, therefore, be of interest to school and system leaders.

Originality/value

The papers contribute initial findings from an under-researched area and also combine lesson study with methods and designs not previously explored.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 8 August 2016

Amanda Watkins, Annet De Vroey and Simoni Symeonidou

This chapter aims to identify and explore those critical factors in relation to teacher education and development that may hinder or support the wider implementation of…

Abstract

This chapter aims to identify and explore those critical factors in relation to teacher education and development that may hinder or support the wider implementation of policy for inclusive education in practice. The chapter considers key issues related to initial teacher education (ITE) and in-service teacher education and continuing professional development (CPD) that appear to be relevant albeit in differing degrees across most European countries.

The chapter builds on initial work completed in the European Agency project on Teacher Education for Inclusion (TE4I). The project concluded that the role of core values for inclusion (particularly in ITE) can be a critical factor in ensuring more inclusive education systems overall (European Agency, 2011, 2012).

A number of policy questions in relation to preparing teaching staff for inclusive education were highlighted in this work, but two critical issues are the focus here:

  • 1. How all relevant policies can support flexible education opportunities in initial and continuing professional development for all teachers.

  • 2. How all teachers can be supported to develop the skills to meet the diverse needs of all learners, including a clear understanding of effective learning strategies, such as learning to learn and active learning approaches.

1. How all relevant policies can support flexible education opportunities in initial and continuing professional development for all teachers.

2. How all teachers can be supported to develop the skills to meet the diverse needs of all learners, including a clear understanding of effective learning strategies, such as learning to learn and active learning approaches.

Details

Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
Type: Book
ISBN: 978-1-78635-388-7

Keywords

Book part
Publication date: 4 February 2015

Meaghan M. McCollow, Jordan Shurr and Andrea D. Jasper

A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has…

Abstract

A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has impacted both preservice teacher preparation and in-service teacher professional development. This chapter utilizes a conceptual framework built on the work of Forlin and colleagues (Forlin, Loreman, Sharma, & Earle, 2009; Sharma, Forlin, Loreman, & Earle, 2006; Stella et al., 2007) to guide teacher preparation and professional development. This conceptual framework provides a model for (1) addressing attitudes and perceptions; (2) increasing knowledge of disability policies, laws, and evidence-based practices for providing instruction in inclusive settings; (3) and increasing experiences with individuals with disabilities, including experiences within inclusive settings. In addition, the framework incorporates aspects of the context within which inclusion is to occur. Implications include recommendations for teacher training and professional development to improve inclusive education for learners with LID.

Details

Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

Keywords

Book part
Publication date: 22 August 2015

Mary Koutselini

The underlying assumption of this chapter is that the pedagogical leadership of school principals is a cornerstone for preservice and practicing teachers’ professional

Abstract

The underlying assumption of this chapter is that the pedagogical leadership of school principals is a cornerstone for preservice and practicing teachers’ professional education in schools. The theory–practice divide in teachers’ performance (Koutselini & Persianis, 2000) can be overcome by changing the school ethos and culture from loose associations of students and teachers to communities of learning, a shift which cannot be achieved unless school principals value this effort and support teachers’ leadership in the learning communities of schools. The in-service training program RELEASE, which was funded by the European Committee (Project ID: EACEA-521386: Toward achieving Self-REgulated LEArning as a core in teachers’ In-SErvice training in Cyprus) is presented as an effective project for developing teachers’ leadership, as well as a rewarding experience for student teachers during their School Experience Program or Practicum. The program lasted one school year and aimed to enhance both the school principals’ pedagogic role in supporting participating teachers’ (preservice and in-service teachers’) professional development and leadership for changing teaching routines and enhancing students’ performance. This project productively shaped the life and work of schools, forming a foundation for powerful preservice pedagogies that will follow.

Details

International Teacher Education: Promising Pedagogies (Part B)
Type: Book
ISBN: 978-1-78441-669-0

Keywords

Book part
Publication date: 22 August 2014

Kabba E. Colley

This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher…

Abstract

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

Details

Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

Keywords

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