scholarly journals Role of In-service teacher training as a tool for the student’s performance in selected public secondary schools in Kisoro District

2022 ◽  
Vol 9 (1) ◽  
pp. 1-13
Author(s):  
Ponsiano Mugarura ◽  
Fredrick Ssempala ◽  
Sarah Nachuha
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Teacher Training ◽  
Mixed Methods Research ◽  
Quality Teachers ◽  
Major Purpose ◽  
Service Training ◽  
Student’S Performance ◽  
Time To Learn

In-service training is very important in the life of a learner and general performance of the school. Student achievement is linked to numerous factors, but quality teachers are one of the most important components of student success. If school teachers do not have the tools they need to teach students effectively, their students will not get quality education. The major purpose of the study was to assess the role of teacher In-service training as a tool for the student’s performance in selected public schools in Kisoro district. The study applied a mixed methods research design which involved both quantitative and qualitative methods to collect and analyze data. Quantitative data were collected using questionnaire while qualitative data, in-depth interviews. Study sample included the district inspector of schools and District Education Officer and 238 teachers in Kisoro district. It also positively contributes to teacher’s performance. Importantly also, in-service teacher training according to the findings motivates teachers for better results. To teach effectively, teachers need access to ongoing teacher professional development. This professional development enables teachers to improve their own education through seminars, workshops, and classes among others. The study therefore recommends that teachers should frequently be afforded study leaves or time off to do training. During this period, the school can hire part-time teachers so that normal learning is not disrupted. It’s important to appreciate that continual professional development gives teacher’s time to learn and implement new strategies.

scholarly journals IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES

2017 ◽  
Vol 75 (2) ◽  
pp. 194-203
Author(s):  
Nina Raud ◽  
Olga Orehhova
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Education Policies ◽  
Efl Teachers ◽  
Service Training ◽  
Training Programmes

In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.

scholarly journals Teacher Training in the School Context of Distrito Federal Countryside - Brazil

2020 ◽  
Vol 8 (10) ◽  
pp. 453-483
Author(s):  
Simone da Conceição Rodrigues da Silva ◽  
Érika Rodrigues de Freitas
Keyword(s):  
Rural Education ◽  
Public Schools ◽  
Teacher Training ◽  
Continuing Education ◽  
Rural Areas ◽  
Public Policies ◽  
Historical Materialism ◽  
School Context ◽  
Service Training ◽  
Distrito Federal

The article aims to analyze the continuing education of teachers working in public schools in the countryside in Distrito Federal (DF) - Brazil. In the light of Cruz (2017), García (1999) Molina (2008, 2011, 2012 and 2019), Arroyo (2012), Caldart (2008 and 2012), Freire (1980), Freitas (2019), Libâneo (2010) among others, the on-screen study underlies the materiality of teacher training, through a humanizing look at the bias of educating in schools located in rural areas of DF. The methodology is of a qualitative approach, being based on the theoretical methodological assumptions of Dialectical Historical Materialism as a way of explaining the real lived in history and work, permeated by the contradictions and mediations that make up the continuing education of teachers working in schools in the countryside of State Secretariat of Education of Distrito Federal (SEEDF). The results showed that public policies, research, construction of works and the “knowing and doing” of teachers advanced towards the construction of rural education in DF. It is worth mentioning that, despite advances, the study demonstrated that the specific training for the countryside at SEEDF, still needs to make progress with regard to teacher training schools (EAPE), as well as in-service training in times of coordination collective. In addition, the study showed the need for dissemination to the knowledge of teachers, with regard to legislation, public policies and Guidelines on Rural Education, as they also integrate training and can enable moments of action-reflection-action.

scholarly journals Effectiveness of Supervisory Coaching in Developing Professional of Islamic Teachers

2019 ◽  
Vol 8 (4) ◽  
pp. 8107-8112
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Teacher Training ◽  
Human Resources ◽  
Religious Education ◽  
Teaching Profession ◽  
Research Subjects ◽  
Teacher Professional ◽  
Communication And Coordination

This research aimed at investigating the effectiveness of supervisors in developing the teaching profession of Islamic Religious Education in Jambi Province. The question in this research is why the effectiveness of supervisors’ guidance in developing the professionalism of Islamic Religious Education teachers has not been effective. This study used a descriptive qualitative approach. Data collection was done by observation, interview and documentation techniques. Determination of research subjects using purposive sampling techniques. Data analysis techniques were carried out by data reduction, data presentation and conclusion drawing and verification of the reliability of the research results obtained by the extension of participation techniques, observation accuracy, data triangulation and advisory counseling. The results of the study are: Firstly , there were many obstacles and challenges of supervisors in carrying out their duties, among which the lack of guidance and training to supervisors, the lack of teacher training, limited budgets, distance traveled to the target sites, there are still low supervisory competencies, lack of new human resources, lack of facilities, low mutual respect for Islamic supervisors in public schools, and limited visits to teachers due to the large number of Islamic teachers in each region. Secondly, development of the teaching profession by improving the professionalism of teachers and improve the competency of teachers and teacher certification. Thirdly, the efforts to create the effectiveness through enhancing communication and coordination made with Islamic religious teacher, a good cooperation between supervisors and teachers, improve teacher training, making professional development activities of teachers, increase creativity in teacher professional development, increase cooperation with various stakeholders, improve facilities and infrastructure, increase budget allocations, provide rewards to supervisors, increase supervisory competencies with supervisory training, reduce the workload of supervisors, and add quality supervisory human resources. In conclusion, the effectiveness of supervisors' guidance in the development of the teaching profession can be effective if it is well accompanied by factors supporting these effectiveness.

scholarly journals TECHNOLOGY OF COMPETENCE FORMATION IN THE FIELD OF PROTECTION AND PROTECTION OF TEACHERS 'INTELLECTUAL PROPERTY RIGHTS IN THE PROCESS OF QUALIFICATION IMPROVEMENT

2021 ◽  
pp. 120-131
Author(s):  
N. KRAVCHUK
Keyword(s):  
Professional Development ◽  
Secondary Education ◽  
Teacher Training ◽  
Intellectual Property ◽  
Property Rights ◽  
Intellectual Property Rights ◽  
Teacher Competence ◽  
Direct Formation ◽  
Service Training ◽  
Evaluation Stage

The paper presents a theoretical justification of the technology of competence formation in the field of protection and enforcement of intellectual property rights of teachers of general secondary education in the process of professional development. This technology is aimed at forming a base of knowledge, skills and abilities in the field of intellectual property, which will teach teachers to perceive the results of their own innovative activities as an economic product that can benefit, promote compliance with the rules and regulations of academic integrity in teaching.The outlined technology involves the implementation of five stages: preparatory-diagnostic, motivational-target, cognitive-orientational, activity-operational and control-evaluation.The preparatory and diagnostic stage of the technology consists in carrying out a set of diagnostic actions to determine the state of formation of competence in the field of intellectual property at different stages of professional development to ensure its effective formation.Motivational and target stage of teacher training technology in the field of protection and protection of intellectual property rights is based on information obtained at the preparatory and diagnostic stage, and is to develop a hierarchy of objectives and presentation of learning outcomes aimed at developing teacher competence in the field of protection and protection of rights intellectual property.During the cognitive-substantive stage of in-service teacher training in the field of protection and protection of intellectual property rights, a meaningful part of the process of forming competence in the field of protection and protection of intellectual property rights of teachers in the process of in-service training is realized. courses according to our goals and objectives.The activity-operational stage of the technology of advanced training of teachers in the field of protection and defense of intellectual property rights aims at the direct formation of knowledge, skills, abilities and professional qualities in the field of intellectual property of teachers of general secondary education. The control and evaluation stage of the technology of in-service training of teachers in the field of intellectual property involves the creation of a system for assessing the degree of formation of competence in the field of intellectual property of teachers based on the results of in-service training.

scholarly journals FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY)

2020 ◽  
pp. 79-84
Author(s):  
Надія Постригач
Keyword(s):  
Teacher Training ◽  
Organizational Structures ◽  
Training And Development ◽  
Educational Process ◽  
National System ◽  
Joint Activities ◽  
Agents Of Change ◽  
Service Training

The urgency of studying the European tools for ensuring the quality of pedagogical education is determined by the international recognition of the importance of vocational training and teacher's development, which led to a significant improvement and increase in the educational process quality in the pedagogical education institutions. The key role of teachers in the modernization of European education, which is determined by the framework of all legislative documents that define the essence of the modern educational policy of the EU is emphasized. This causes challenges for the national system of pedagogical education in the context of the implementation of the concept "New Ukrainian School" of the XXI century. In the article the European common directions of ensuring the quality of pedagogical education in the late XX - early XXI centuries and its influence on the modernization of the national system of pedagogical education are analyzed. It is proved, that the main directions of ensuring the quality of pedagogical education in the European countries and Ukraine are: teacher training for educational reform, consolidating the organizational structures in the field of professional development and rationalization of national systems of pedagogical education; improving the quality of teacher training and development; focusing on pan-European joint activities in the area of in-service training for educators. The author established that the key provisions of international and pan-European documents set out a joint program of action to improve the quality of pedagogical education. In this program teachers are considered as the main agents of change in implementing the pan-European strategy for the development of education and training, developing the European space of pedagogical education and forming on this basis a global model of a modern teacher.

scholarly journals The Role of the school principal in the professional development of teachers from the school principals’ point of view in Bani Kenana District: دور مدير المدرسة في التنمية المهنية للمعلمين من وجهة نظر مديري المدارس في لواء بني كنانة

2020 ◽  
Vol 4 (19) ◽  
Author(s):  
Yusuf Mohammad Abu Alloush
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
School Principals ◽  
Statistical Significance ◽  
School Principal ◽  
Point Of View ◽  
Or Education ◽  
Female Principals ◽  
Professional Development Of Teachers

The study aimed to reveal the role of the school principal in the professional development of teachers from the point of view of school principals. The study also aimed to know the existence of differences related to statistical significance in the role of the school principal in the professional development of teachers in the school due to gender and educational stage variables. The study sample consisted of all principals of public schools in Bani Kenana District, and the sample was chosen in the (objective- purpose) method. The researcher used a questionnaire located on five levels according to Likert scale, which included (48) items distributed in (6) fields. An analytical descriptive approach was used to suit the study objectives. Statistical processing was carried out using the SPSS program, and the research reached the following results: that the role of the school principal in developing teachers professionally came at a low level, and that female principals give priority to developing teachers in the field of teaching methods and the use of educational methods, while school male principals give this field the last rank, the scientific field occupies the second rank for school female principals, while it takes the first rank for school male principals, and the researcher found through the results that there are no statistically significant differences in the role of the school principal in the professional development of teachers due to gender, or education stage. The researcher recommended paying attention to educating the principal of the school on the importance of his vital role in the professional development of teachers, And to have an active role in guiding and training teachers. That the principal of the school be of high scientific, professional, social and educational experience, and is aware of information, knowledge, skills, and methods that enable him to fulfill his role in the development of teachers. And that he has leadership qualities so that he can influence teachers positively, and provide them with services that help them perform their duties in a manner that is commensurate with the development of knowledge and technological progress.

Embracing the Inherent Messiness in Urban Education

2019 ◽  
pp. 60-83
Author(s):  
Inese Berzina-Pitcher ◽  
Akesha Horton ◽  
Leigh Graves Wolf ◽  
Christopher D. Seals ◽  
Punya Mishra
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Growth And Development ◽  
Development Program ◽  
Professional Development Program ◽  
Chicago Public Schools ◽  
Holistic View ◽  
K 12 ◽  
The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offered a professional development program to three cohorts of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. In addition, because the sustainability was an integral part of the program, the chapter describes the role of sustainability fellows. Finally, the authors provide some findings about the teachers' growth and development.

TPACK and Teachers of Spanish: Development of a Theory-Based Joint Display in a Mixed Methods Research Case Study

2017 ◽  
Vol 13 (2) ◽  
pp. 163-178 ◽  
Author(s):  
Carolina Bustamante
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Data Integration ◽  
Web 2.0 ◽  
Mixed Methods Research ◽  
Data Merging ◽  
Quantitative Results

This article describes the development of a joint display in a mixed methods research case study, using a theoretical framework as the start point. A case study of professional development on Web 2.0 technologies for teachers of Spanish illustrates how the qualitative results from interviews, observations, and documents, and quantitative results from pre, post, and follow-up surveys were integrated via a joint display using the TPACK model. The discussion focuses on the role of joint displays in data merging and how they facilitate the representation of fit of data integration, enriching the results in convergent designs.

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