scholarly journals Promoting and Enhancing Effective Teacher Professional Development in Tanzania: Lessons from Chinese Teacher Professional Development

2021 ◽  
pp. 9-16
Author(s):  
Amani Abisai Lyanga
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Training ◽  
Teacher Practice ◽  
Educational Achievement ◽  
Effective Teacher ◽  
Related Factors ◽  
Teacher Professional ◽  
Significant Achievement ◽  
Chinese Teacher

This paper reports on promoting and enhancing effective teacher professional development in Tanzania: Lessons from Chinese teacher professional development. Teacher professional development is an important aspect in any country for educational achievement. In several years Tanzania has been facing ineffective teacher training and professional development. As a result, most of the teachers fail to plan their professional development as it expected to be. The analysis of findings indicated that Chinese teacher professional development has obtained significant achievement due to the presence of a strong policy, heavy investment in the teacher education sector, and other related factors. In this regard, these lessons are worth to Tanzania which still struggling to have effective teacher professional development through teacher practice. Therefore this study recommended that the Tanzanian government should encourage professional training programs for teachers through financial and material support.

scholarly journals Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

scholarly journals SOCIAL MEDIA AS A CONDUIT FOR TEACHER PROFESSIONAL DEVELOPMENT IN THE DIGITAL ERA: MYTHS, PROMISES OR REALITIES?

2018 ◽  
Vol 29 (2) ◽  
pp. 293
Author(s):  
Alberth Alberth ◽  
Mursalim Mursalim ◽  
Siam Siam ◽  
I Ketut Suardika ◽  
La Ino
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Learning Communities ◽  
Training Program ◽  
Teacher Professional Development ◽  
Educational Institution ◽  
Effective Teacher ◽  
Digital Era ◽  
Life Long Learning ◽  
Teacher Professional

It is generally accepted that effective teacher professional development is critical to effective educational improvements and reforms of any educational institution. However, a conventional form of teacher professional development is constrained by time and space and, more often than not, there is a lack of perpetual support to teachers in the wake of a training program. An alternative way of teacher professional development therefore needs to be sought. This article argues that social media and all its facets open up new avenues for sustainable professional development and life-long learning in which case support can be obtained through virtual learning communities.

scholarly journals Effective Teacher Professional Development

2017 ◽  
Author(s):  
Linda Darling-Hammond ◽  
Maria Hyler ◽  
Madelyn Gardner
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Effective Teacher ◽  
Teacher Professional

Teacher Education and Teacher Professional Development

2017 ◽  
pp. 112-137 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
New Technologies ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
College Courses ◽  
Educational Personnel ◽  
Teacher Professional

This chapter reveals the prospect of teacher education; teacher education and technology utilization; the issues with professional development (PD); and the perspectives on teacher professional development (TPD) in the digital age. Teacher education offers teachers ways to keep their classrooms and curriculum highly educational. By providing teachers with teacher education programs, they are able to continue their own education, gain vital skills that they may not have been able to learn while taking college courses, and stay current with new technologies. TPD is an essential method of improving teaching and learning for teachers. TPD provides time, resources, and educational personnel to support teachers to improve their skills about teaching and learning. The effective teacher education and TPD programs should include technology pedagogy, the 21st century skills, and ethical perspectives toward improving preservice teacher's technological skills and enhancing both learner's educational opportunities and learning outcomes.

scholarly journals Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana

2020 ◽  
Vol 12 (2) ◽  
pp. 17
Author(s):  
Richard Kwabena Akrofi Baafi
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
High Schools ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Teacher Professional Development ◽  
Teaching Quality ◽  
Effective Teacher ◽  
Teacher Professional ◽  
The Government

Teaching quality, as demonstrated by effective teacher instructional strategies, has dominated education process research in the recent past. This study sought to establish the effect of instructional strategies on student academic achievement in public senior high schools in Ghana. The study utilised a sample of 210 students and 160 teachers sampled through proportionate stratified sampling. The study attempted to establish which instructional strategies were inherent in public senior high schools in Ghana and how those strategies influenced students’ achievement in the national standardised mathematics test. The study found out that most teachers had an average experience of five years, with those over ten years’ experience exhibiting ineffective teaching strategies due to lack of structured teacher professional development. Further, the study established that classroom management strategies which promote discipline among students and teacher-prepared strategies were inherent among teachers. However, strategies which increase learner engagement, as well as those which increase learning during lesson delivery, were inadequate. The study recommends that the government of Ghana enhances a structured teacher professional development as well as effective school-based teacher supervision policies.

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