scholarly journals Teachers’ Professional Development and Quality Assurance in Nigerian Secondary Schools

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Adeolu Joshua Ayeni
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Secondary Schools ◽  
Teachers Professional Development

Organisational factors and teachers' professional development in Dutch secondary schools

2011 ◽  
Vol 35 (1) ◽  
pp. 24-44 ◽  
Author(s):  
Arnoud T. Evers ◽  
Béatrice I.J.M. van der Heijden ◽  
Karel Kreijns ◽  
John T.G. Gerrichhauzen
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Teachers Professional Development ◽  
Organisational Factors

scholarly journals Reflexiones en torno a la Investigación-Acción educativa

2014 ◽  
pp. 58-86 ◽  
Author(s):  
Dra. María Cecilia Martínez
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Secondary Schools ◽  
Working Conditions ◽  
Efficient Method ◽  
Professional Communities ◽  
School Interventions ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Research Demands

En la mayoría de los estudios publicados en el área de educación, la IA (Investigación-Acción) con docentes aparece romantizada presentándose como un método eficaz para que estos cambien sus prácticas de enseñanza. Desde una mirada crítica, el propósito de este artículo es realizar una reflexión metodológica, un análisis sobre cómo se ha construido el conocimiento en una experiencia de IA en donde se desarrollaron comunidades de aprendizaje docente en escuelas secundarias de Córdoba, Argentina. Esta reflexión metodológica analiza las tensiones que se generan entre las demandas de la investigación y las condiciones de trabajo, prácticas y creencias que atraviesan los docentes de las escuelas secundarias. El análisis de las tensiones nos permite comprender el potencial de la IA tanto para estudiar las intervenciones en las escuelas con la colaboración de los docentes, como para crear un modelo de formación de los docentes. Asimismo, los hallazgos de esta reflexión generan implicancias metodológicas para desarrollar IA en las escuelas. AbstractIn most papers published in the educational area, action research (AR) with teachers is romanticized as an efficient method to change teachers practices. From a critical stand point the purpose of this article is to conduct a methodological reflexion, an analysis on how teachers and researcher have constructed knowledge in an AR experience involving teacher professional communities in secondary schools located in Córdoba, Argentina. This methodological reflexion examines tensions that emerged among research demands and teachers believes, practices and working conditions in secondary schools. The tension’s analysis allowed us to understand the potential of AR to both, study school interventions in collaboration with teachers and as a model to teachers’ professional development. The findings of these reflexion generate methodological implicantions for the development of AR in schools. Recibido: 19 de diciembre de 2012Aceptado: 07 de agosto de 2013

scholarly journals Principals’ Role in Promoting Teachers’ Professional Development and Learners’ Performance In Secondary Schools in Murang’a and Kirinyaga Counties, Kenya

2019 ◽  
Vol 7 (4) ◽  
pp. 35
Author(s):  
Irungu Cecilia Mwihaki ◽  
Kagema Josphat N ◽  
Gachahi Michael Wambugu
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Ministry Of Education ◽  
Knowledge And Skills ◽  
Validated Questionnaires ◽  
National Examinations ◽  
Overall Performance ◽  
Practice Knowledge ◽  
Level Of Significance ◽  
Teachers Professional Development

Students’ overall performance in country wide national examinations in Kenya has recorded below mean achievement as attested by Kenya Certificate of Secondary Education (KCSE) results. The number of students scoring grade D+ and below has consistently remained high compared with those attaining grade C+ and above which is the country’s minimum university entry. Concerns have been raised regarding this trend in students’ achievement. This study examined the performance of the principals’ role in promoting teachers’ professional development and learners’ performance in Kirinyaga and Murang’a counties, Kenya. The study involved a sample of 205 principals and 367 teachers selected from secondary schools in the two counties. Researchers used validated questionnaires and interview schedules to collect data from teachers and principals and analysed data using descriptive and inferential statistics. The hypothesis was tested at p>0.5 level of significance using Pearson Product Moment Correlation. The study established that there was no statistically significant relationship between principals’ role in promoting teachers’ professional development and learners’ performance. The study recommended that principals should ensure that teachers put into practice knowledge and skills learnt during in-service courses so that students benefit from the investment. The Ministry of Education should also take keen interest in how in-service courses are conducted.

scholarly journals Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Secondary Schools ◽  
Rural Areas ◽  
Interaction Model ◽  
Information Communication ◽  
Rural Teachers ◽  
Lagos State ◽  
Professional Development Training ◽  
Teachers Professional Development

Advancement in technology and changes in knowledge delivery are making it imperative for teachers to acquire new skills and knowledge to meet the needs of today’s students. Teachers in rural areas rarely take advantage of professional development opportunities provided for them. This study explored the perspective of rural teachers on the constraints of accessing professional development programmes in order to situate Open Distance Learning (ODL) as an alternative method of delivering professional development training. Rubenson’s Recruitment Paradigm (1977), Cross’ Chain-of- Response Model (1981) and Darkenwald and Merriam’s Psychosocial Interaction Model (1982) guided the study. The study employed survey research design to answer the research questions raised. The population consisted of all teachers in public secondary schools in the rural areas of Lagos state. Ten secondary schools were randomly selected for the study. Twenty teachers were purposively selected from each school, making a total of 200 teachers. A self-developed questionnaire was employed to collect data. Data collected were analysed using descriptive statistics. The study revealed that teachers in the rural areas rarely go for professional development programmes as a result of constraints such as lack of time, lack of funds, inability to forego family time for development training and teachers’ disposition. Based on the findings, it was suggested that the effects of these barriers can only be mitigated through ODL which allows teachers to learn whatever, wherever, whenever, and however they want to learn through information communication technology.

scholarly journals Education for Sustainability in the Secondary Sector—A Review

2019 ◽  
Vol 13 (1) ◽  
pp. 102-122
Author(s):  
Neil Taylor ◽  
Frances Quinn ◽  
Kathy Jenkins ◽  
Helen Miller-Brown ◽  
Nadya Rizk ◽  
...  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Case Studies ◽  
Contextual Factors ◽  
Secondary Level ◽  
Education For Sustainability ◽  
Journal Articles ◽  
Secondary Sector ◽  
Curriculum Renewal ◽  
Teachers Professional Development

This article reviews Education for Sustainability (EfS) in the secondary sector across a range of countries. Drawing on journal articles, book chapters and official reports, it identifies some of the more successful approaches to implementing EfS within the secondary sector. The authors first discuss the importance of educating for sustainability at the secondary level and then explore barriers to effective EfS in secondary schools. They go on to share their insights into contextual factors that influence EfS practices which are reported in the case studies. In particular, they discuss the influence of (a) politics and curriculum renewal, (b) alignment of curriculum, resources and teaching, (c) the perceived state of EfS and (d) teachers’ professional development as determinants of EfS implementation and success.

scholarly journals A STUDY ON THE EMPOWERING TEACHERS’ PROFESSIONAL DEVELOPMENT AND QUALITY ASSURANCE TO INCREASE TEACHERS’ EFFECTIVENESS IN VOCATIONAL SECONDARY SCHOOLS

2016 ◽  
Vol 23 (2) ◽  
pp. 144 ◽  
Author(s):  
Istanto Wahyu Djatmiko
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Learning Process ◽  
School Quality ◽  
Quality Of Teaching ◽  
Quality Of Learning ◽  
Empowering Teachers ◽  
Teachers Professional Development ◽  
Teaching Learning

This study is to remind teachers that professional development and quality assurance are required to perform a good working in improving either learning process or school quality. Nowadays, teaching has been officially recognized as a profession. Consequently, teachers must be enforced professionally in their charges. To be professional in carrying their tasks, teachers must continuously improve competency themselves and perform quality assurance in their duties. This study is a literature review related to the importance of professional development and quality assurance in order to increase teachers’ effectiveness in providing learning services in Secondary Vocational Schools. Professional development is the need required by any teachers. Teachers’ professional development in Vocational Secondary School is expected to create changes in attitudes, improve the learning process and promote the students’ learning output and outcomes. In addition, teachers are not only responsible for improving the quality of learning outputs but also for working collaboratively with other teachers to elevate the quality of learning outcomes. It suggests the quality assurance as the key to achieve and to ensure the quality of teaching learning process and also the school’s effectiveness demanded by the stakeholders.

scholarly journals Profiles of Teachers’ Expertise and Professional Development in Technology and Engineering Expertise Program of Vocational Secondary Schools

2018 ◽  
Vol 24 (2) ◽  
pp. 238-247
Author(s):  
Istanto Wahyu Djatmiko ◽  
Sri Waluyanti ◽  
Thomas Sukardi ◽  
Lilik Chaerul Yuswono
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Training Program ◽  
Random Sampling ◽  
Employment Status ◽  
Government Employees ◽  
Teachers Professional Development ◽  
Teachers Training ◽  
Survey Approach ◽  
Descriptive Method

This study was aimed to identify the profiles of teachers' expertise and professional development in Technology and Engineering Expertise Program (TEEP) of Vocational Secondary Schools (VSSs). This study was conducted with a survey approach. The population consisted of 1025 teachers of TEEP at VSSs in Yogyakarta, Indonesia. The samples were 280 teachers selected with proportional random sampling. Data were collected by an open-ended questionnaire and analyzed with a descriptive method. Results of the study identified the profiles of expertise that included the majority of teacher’s employment status is government employees and scanty non-government employees. The range of working time is mostly from 7 and 18 years. Teachers mostly participate in the teachers’ certification through the professional teachers training program.  A few number of the teachers have the additional expertise certificates, and none of the teachers has the dual expertise certificates. Furthermore, types of the teachers’ professional development activities that followed by most of the teachers are seminars, journals, learning media, and participating as members of teachers association.

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