This academic work begins with a compact presentation of the general background to the study. The presentation provides readers who know little of the topic and of the structure of the educational system as well as of the value given to education in Nigeria with a clear picture. It concentrates on the dynamic interplay of the effect of academic and professional qualification and teachers' job performance in Nigeria. The aim of this study is to produce a systematic analysis and rich theoretical and empirical description of teachers and teaching competencies. The theoretical part comprises a comprehensive literature review that focuses on research conducted in the areas of academic certification and professional qualification and teachers’ job, teaching competencies, and the role of teacher education with particular emphasis on school effectiveness and improvement. The empirical part involves describing and interpreting what educational objectives can be achieved with the help of teachers. The findings in this study reveal that teachers matter and as such they should be prepared adequately for the task ahead.
The study concludes that 97% teachers have positive attitude towards improvement of academic and professional qualification with only 3% teachers have negative attitude. All the female teachers have positive attitude towards enhancement of both academic and professional qualification. It was concluded that higher education is necessary for better jobs, financial benefits, honor and respect in the department and in the society. Professional qualification creates skilled capabilities in individual and gives competency in teaching techniques. It was recommended that teachers should have opportunities for upward mobility in their profession so that they can able to utilize their professional skills and Government should facilitate teachers in acquiring higher education.
The first seven Millennium Development Goals are mutually reinforcing and are directed at reducing poverty, disease and death in all its forms ensuring education for all and empowerment, While the last goal which is global partnership for development is about the means to achieve the first seven goals. Many nations including Nigeria have failed in the quest to achieving MDGs today because, they neglected the last goal. Therefore, this book focused on the Roles of ICTs in achieving MDGs, ICTs usage Level of teachers and students in Nigeria, Roles of ICTs in developing global partnership with secondary schools, ways ICTs can enhance global development partners in secondary schools'' development, and the problems militating against the use of ICTs in secondary schools in Nigeria. The development of Global Partnership with Secondary Schools through Information and Communication Technologies would be a Road Network to Achieving Quality Education and MDGs in Nigeria. Hence, Global development partners can provide schools with ICT facilities, provide ICT training for teachers and students through the Internet, provide learning materials for teachers and students through the Internet
The book is designed for instructors and university leaders to use as a reference for staff development programmes. This comprehensive and well organized book provides a clear insight into the concepts, principles and modalities of professional development practices in higher education institutions. Besides, the discussions and real life issues raised in this book may help readers to understand professional development in-depth.
Obviously the quality of teachers is determined by the provision of adequate per-service and in-service educational training. In-service training is necessary and it is potentially powerful part of the continuous professional development of teachers. These indicate that unless teachers update their skills and knowledge through continuous training and development programs, they face challenges or problems to satisfy their students’ information needs.
This study focused on the role of portfolios for professional learning of the course participants in the Teacher Learning module of the M.Ed. program 2004 at AKU-IED. The study was conducted using the qualitative mode of research and was carried out at AKU-IED with six course participants from different contexts and three faculty members. Interviews and portfolios of six course participants were the major source of data. As a result of qualitative data analysis, the study has generated some findings related to the role of portfolios as a professional development/learning tool for teachers. One of the significant roles was the documentation of teachers’ learning over a period of time, which is generally not documented by the teachers. The process leads the teachers to continuous reflection on their beliefs and practices. This continuous reflection provides opportunities for teachers to learn from their own experiences and construct their knowledge and understanding.Teachers generally consider the professional development centers and training centers as the only source of professional learning. They ignore the importance of workplace learning, through reflection.
Levels 1 (participants’ reaction), 2 (participants’ learning), and 4 (participant’s use of knowledge and skill) of Guskey and Sparks’ (2000) model of the relationship between professional development and improvements in student learning are used to analyze the influence of workshop on ELL teachers’ classroom practice. The professional development on academic language for ELL teachers should include knowledge of language, language acquisition, and pedagogical knowledge. ELL teachers should include form, function, and fluency on academic language instruction and become models of using academic language in the classroom.
This book is a result of research done in Morogoro region in Tanzania. The research was investigating practice of Professional development in Open and Distance learning programme under Adult education programme. The results shows that, there is professional development going on in form of meetings. The research results revealed that, this mode has not been effective. There is high need for professional development though means to meet those needs have been limited due to several problems. There has been several challenges facing practice of professional development in adult education centres. These include insufficient time, funds, readiness by teachers themselves, no permanent teachers, lack of clear goal during meetings and insufficient management commitment in the process. This is a good book for adult education practitioners as it gives experience of what is going on in the real environment of open and distance learning programme in adult education. It can be helpful as it has proposed new practice model for future Professional development. I recommend expert in education to use this experience in improving teaching and learning process.
International teachers bring a wealth of knowledge and experience when they arrive to classrooms in the United States. These teachers were raised and educated in other countries, and therefore, cultural backgrounds, language, and approaches to teaching and learning sometimes differ than those of teachers raised and educated in the US. This book addresses the potential needs of international teachers and the types of professional development and supports from which they might benefit, in preparation for the job and during inservice. Included in this book is a copy of a validated survey for identifying the professional development needs of international teachers. The survey might be beneficial in helping professional development providers 1) better understand areas to consider when developing resources and supports, and 2) provide an instrument to collect data from groups of teachers on their needs prior to addressing them.
There is a consensus that many continuing professional development programmes have yet to understand professional development from the teacher’s perspectives. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. In this book, I explore the teachers’ opinions of the continuing professional development intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In conclusion, I propose that continuing professional development, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the continuing professional development intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced.
Over the last few years teacher continuing professional development has acquired new impetus, where the trail and error teaching and take it or leave it professional development are no longer acceptable. Teachers are expected to acquire new pedagogical skills in line with the new innovations that are taking place in the knowledge based societies. This book,therefore,provides insight on how continuing professional development can be used in improvement of secondary school teachers in the African context.The book has highlighted the disparity that is prevalent when national policies in Kenya are compared with the trends and practices at the local level using Kirinyaga district as the example.The trends indicate the disparities that exist in the country when the provinces are compared. The channels that are used are highlighted together with the problems that face secondary school teachers in their endevour to be involved in CPD. This book will be useful to educational planners, policy makers and those involved in educational development in various capacities in improving teacher competencies in order to improve classroom practices and student performance.
The results of the Teaching and Learning International Survey reflected that teachers’ rate of participation in professional development (PD) activities in the 23 participating countries was 89% on average within the 18 months prior to the survey. However, the participation rate of Turkish teachers in PD activities was 74.8%. In fact, the participation rate of Turkish teachers in PD was the lowest among all participating countries (TALIS, 2009). Thus, the purpose of this study was to examine the relationship between factors (internal [personal] and external [environmental]) and teachers’ participation in PD programs in Turkey. After analyzing the collected data, the researcher found that although age, teachers’ attitudes towards PD activities, time, funding, and colleague influence affect teachers’ participation in PD activities in statistically significant ways; gender, teaching experience, grade level of teaching, education level, teachers’ self-efficacy, principal, and school culture do not affect their participation in these activities in Turkey. The findings of this study inform policy makers regarding methods for increasing teacher participation rates in PD activities.
There is a dearth of empirical studies of the value of professional development from the perspectives of heads and teachers in Kenya. The book is a study of teacher professional development needs, the consequences of particular levels of professional development, the perceptions of teachers of their own effectiveness and the main barriers to improving the professional development of teachers. An evaluation of the effectiveness of CPD in the framework of various available approaches to the evaluation of CPD is analysed in the book. It shows that head teachers and teachers both felt the need for CPD for teachers but that this was expressed much more strongly by the heads than by the teachers. The area in which this need was expressed most strongly was in relation to external pressures on schools for new curriculum initiatives and examination performance. In general, the concludes that there is a felt need for CPD and its value for teachers and schools and it confirms the association between teacher quality and pupil examination outcomes.
The book reflects a study conducted on Teachers' professional Development Policy and practice in Tanzania -Zanzibar, July, 2011. This book presents the key findings from the area studied , the book is however rich at innumerable recommendations in the form of models and techniques that can be used to develop teachers professionally, many of which being school-based.These include but not limited to; teaching research group, lesson study, and peer observation . The book was designed to give maximum help and great knowledge to both Novice and experienced Teachers in Tanzania and elsewhere through the entire of the Globe on matters pertaining to Teachers professional Development
The main purpose of this book is to examine the existing perceptions of teachers toward instructional supervision in secondary schools of Addis Ababa, Ethiopia. It also explore the differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices and (possible) relationships with perceived professional development, with a sample of 200 teachers using independent sample t-test, correlation and regression analyses. Results reveal that except for peer coaching and portfolios, the selected supervisory approaches were less frequently practiced in private and government schools. No significant differences were found between beginner and experienced teachers in their attitudes and satisfaction toward supervisory processes practiced at their schools. Moreover, significant weak to moderate positive relationships were found of the actual supervisory approaches, teachers’ attitudes and satisfaction with professional development. However, regression analysis showed that teachers’ attitudes and teachers’ satisfaction are the most important contributors to professional development.
When it comes to the professional development for the in-service staff, needs analysis becomes and essentiality that helps how to organize what for whom. During the past decades in Malaysia, English language teachers have encountered changing regulations for which they have had to set up their teaching methods well suited. For any of the language policy changes in the educational system, the English language teachers have been expected to learn how to adapt and implement the procedures. Throughout this book, the author has probed the language teacher's past PD experiences and the administrators’ follow-up feedback as well as their PD needs and interests. The findings shed light on the areas of high and low professional concerns. This information could potentially back up the education administrators in decision making and designing ongoing developmental activities for the English language teachers.
This thesis aims to explore the continuing professional development (CPD) of expatriate teachers employed in the foundation English as a Foreign Language (EFL) programme of federal universities in the United Arab Emirates (UAE). In order to understand the phenomenon of CPD from the perspective of experienced teachers in the context, this study explores their perceptions about CPD; along with their choice of CPD initiatives and the reasons and factors which impact on their choice. It also explores teachers’ suggestions about improving CPD in their context. The results of the study are expected to create awareness of these aspects among the community of experienced EFL teachers, their institutions and the local CPD organisations. Findings are also expected to raise implications to consider for improving the CPD experience of teachers in the context.
Teachers' professional development is being given increasing importance in many countries throughout the world. The questions are being raised about what should be an appropriate content for professional development and how its effectiveness can be evaluated.The debate around these questions has always been controversial and no commonly agreed answer has been found so far. This book,therefore, provides some tips for finding the right answers. The work explores the ways by means of which CPD can lead to personal growth of teachers as well as the development of teaching skills and knowledge, facilitating the improvement of students' achievement. Even though there doesn't exist any ready-made all encompassing "recipe" for effective CPD,this work drawing on the recent research in teachers' professional development, suggests the most important "ingredients" for effective planning, implementation and evaluation of any CPD programme. These “ingredients” can help directors, head teachers, managers,CPD coordinators or any other professionals responsible for developing teaching staff to identify, effectively plan,implement and evaluate CPD programmes in their settings
This study was an examination of teachers’ perceptions in two schools: one school that showed exemplary collaboration among its staff and one school that was becoming a more collaborative school. Collaboration is understood as working in cohesion to achieve a common goal (Deal & Peterson, 2009; Fullan & Hargreaves, 1996; Little, 1982; Schlechty, 2009). One focus group with teachers at each school, with follow-up individual interviews, provided the data explaining colleagues’ influences on engagement in professional development. The findings of this study suggest that colleagues have an important effect on teachers’ engagement in professional development. Participants indicated that colleagues were a factor of engagement because they increased engagement through fulfilling their desire for face-to-face instruction, through their appreciation of being worked with, rather than worked on (Morewood & Bean, 2009), and through networking. As teacher participants worked together in professional development, they increased their school’s organizational capacity (Mitchell & Sackney, 2001).