This article examines effectiveness of the self-directed supervision strategy as a tool for improving teaching quality. Special reference was made to the implementation of the South African Integrated Quality Management system (IQMS). A mixed method approach characterised by the explanatory sequential design addressed the research questions. 301 out of 350 randomly selected participants in 15 districts of the Gauteng Province responded to the quantitative phase in the form of questionnaires. Three conveniently selected focus group interviews each comprising often (10) purposefully selected school-based managers and educators gave in-depth exploration of the quantitative results. Self-directed supervision was found to comply with the Total Quality Management principle of continuous improvement which was perceived to have a positive influence on improving teaching quality. In contrast, the IQMS self-evaluation was perceived to lack compliance to continuous improvement for professional development due to characteristics related to traditional inspection approaches.
{"title":"The Effectiveness of Self-Directed Supervision on Improving Quality of Teaching","authors":"A. Musundire","doi":"10.4018/ijtepd.304873","DOIUrl":"https://doi.org/10.4018/ijtepd.304873","url":null,"abstract":"This article examines effectiveness of the self-directed supervision strategy as a tool for improving teaching quality. Special reference was made to the implementation of the South African Integrated Quality Management system (IQMS). A mixed method approach characterised by the explanatory sequential design addressed the research questions. 301 out of 350 randomly selected participants in 15 districts of the Gauteng Province responded to the quantitative phase in the form of questionnaires. Three conveniently selected focus group interviews each comprising often (10) purposefully selected school-based managers and educators gave in-depth exploration of the quantitative results. Self-directed supervision was found to comply with the Total Quality Management principle of continuous improvement which was perceived to have a positive influence on improving teaching quality. In contrast, the IQMS self-evaluation was perceived to lack compliance to continuous improvement for professional development due to characteristics related to traditional inspection approaches.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"18 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81119291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on the findings in relation to the implications of social climate for the professional development of teachers. The study was conducted in the context of the secondary education expansion plan in Tanzania which initiated the construction of new schools within communities. The main purpose of this study was to gain insights into how teachers’ interaction with diverse policy contexts shaped them to grow as teaching professionals. This study was qualitative in nature. Participants were 28 teachers from four community secondary schools. Data were collected by using individual and focus group interviews which were inductively analyzed. Findings identified specific social conditions within and beyond the school that impacted the development of teachers, and in turn, affected student learning achievement. The article suggests that improving the social climate enhances the sustainability of the teaching profession.
{"title":"Social Climate and Teacher Professional Development in Tanzania","authors":"Godlove Lawrent","doi":"10.4018/ijtepd.295546","DOIUrl":"https://doi.org/10.4018/ijtepd.295546","url":null,"abstract":"This article reports on the findings in relation to the implications of social climate for the professional development of teachers. The study was conducted in the context of the secondary education expansion plan in Tanzania which initiated the construction of new schools within communities. The main purpose of this study was to gain insights into how teachers’ interaction with diverse policy contexts shaped them to grow as teaching professionals. This study was qualitative in nature. Participants were 28 teachers from four community secondary schools. Data were collected by using individual and focus group interviews which were inductively analyzed. Findings identified specific social conditions within and beyond the school that impacted the development of teachers, and in turn, affected student learning achievement. The article suggests that improving the social climate enhances the sustainability of the teaching profession.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"3 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87845866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital literacy and the practical application of technology are essential skills for pre-service teacher (PST) candidates. PSTs’ abilities to effectively implement and foster digital literacy among their students could be influenced by the degree to which digital literacy is emphasized in their teacher education preparation programs. Such disparity factors as age and race have been noted between digital natives and digital immigrants. This study uses a two-phase qualitative design to explore how Black PST candidates perceive (a) digital literacy, (b) digital literacy instruction during their programs at Florida colleges and universities, and (c) the degree of importance of teacher education faculty placed on digital literacy. Preliminary data was collected using a qualitative questionnaire and focus groups. Findings revealed four themes: (1) computer savvy is not the same as digital literacy, (2) personal uses do not transfer to professional skills, (3) more significant need for explicit instruction, and (4) Generation Alpha is on top.
{"title":"Digital Literacy Skills Among Black Pre-Service Florida Teachers","authors":"C. Davis, P. Jones","doi":"10.4018/ijtepd.295544","DOIUrl":"https://doi.org/10.4018/ijtepd.295544","url":null,"abstract":"Digital literacy and the practical application of technology are essential skills for pre-service teacher (PST) candidates. PSTs’ abilities to effectively implement and foster digital literacy among their students could be influenced by the degree to which digital literacy is emphasized in their teacher education preparation programs. Such disparity factors as age and race have been noted between digital natives and digital immigrants. This study uses a two-phase qualitative design to explore how Black PST candidates perceive (a) digital literacy, (b) digital literacy instruction during their programs at Florida colleges and universities, and (c) the degree of importance of teacher education faculty placed on digital literacy. Preliminary data was collected using a qualitative questionnaire and focus groups. Findings revealed four themes: (1) computer savvy is not the same as digital literacy, (2) personal uses do not transfer to professional skills, (3) more significant need for explicit instruction, and (4) Generation Alpha is on top.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"49 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74796087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Creating authentic and relevant field clinical experiences for teacher candidates is an essential foundational component of an effective educator preparation program (EPP). It is through these classroom interactions that teacher candidates gain meaningful insight into the day-to-day processes that accompany Once remote instruction began due to COVID, field clinical and internship placements were immediately suspended leaving faculty in EPPs having to turn to virtual alternatives to complete course hours and key assignment requirements. These changes included the introduction of virtual learning modalities and venues such as tutorials, webinars, and even faculty and alumni-generated online learning series to compensate for the lack of contact hours. This work explores how the virtual-focused clinical experiences were conceptualized in addition to a qualitative analysis of teacher candidate self-efficacy as well as academic performance evaluated using a specially designed metric-based rubric emphasizing the transition from face-to-face to the virtual venue of clinical practice.
{"title":"Creating Relevant Extended RealityField Clinical Experiences for Teacher Candidates in the COVID-Era","authors":"","doi":"10.4018/ijtepd.295543","DOIUrl":"https://doi.org/10.4018/ijtepd.295543","url":null,"abstract":"Creating authentic and relevant field clinical experiences for teacher candidates is an essential foundational component of an effective educator preparation program (EPP). It is through these classroom interactions that teacher candidates gain meaningful insight into the day-to-day processes that accompany Once remote instruction began due to COVID, field clinical and internship placements were immediately suspended leaving faculty in EPPs having to turn to virtual alternatives to complete course hours and key assignment requirements. These changes included the introduction of virtual learning modalities and venues such as tutorials, webinars, and even faculty and alumni-generated online learning series to compensate for the lack of contact hours. This work explores how the virtual-focused clinical experiences were conceptualized in addition to a qualitative analysis of teacher candidate self-efficacy as well as academic performance evaluated using a specially designed metric-based rubric emphasizing the transition from face-to-face to the virtual venue of clinical practice.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"13 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84081412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the teacher recruitment policies of Laos and Malawi in relation to rural teaching motivation. It evaluates the policies and analyzes the main issues affecting such policies. The study is qualitative, largely relying on available literature such as policy documents from education ministries in Laos and Malawi, UNICEF, UNESCO and World Bank education reports, published journal articles, and any supplementary material available in both the print and online media among others. The study finds that strategies to attract teachers to the rural and remote schools in both countries mainly include rural or hardship allowances and housing schemes. However, due to lack of financial capacity, the strategies have not been fully effective. Thus, the study recommends for improvement of the strategies through readjustment and extension of the benefits to include better housing schemes, provision of in-service training to rural and remote teachers, improved promotion criteria for rural teachers, and increment of the rural or hardship allowances.
{"title":"Attracting Teachers to Rural and Remote Schools","authors":"","doi":"10.4018/ijtepd.295541","DOIUrl":"https://doi.org/10.4018/ijtepd.295541","url":null,"abstract":"This article examines the teacher recruitment policies of Laos and Malawi in relation to rural teaching motivation. It evaluates the policies and analyzes the main issues affecting such policies. The study is qualitative, largely relying on available literature such as policy documents from education ministries in Laos and Malawi, UNICEF, UNESCO and World Bank education reports, published journal articles, and any supplementary material available in both the print and online media among others. The study finds that strategies to attract teachers to the rural and remote schools in both countries mainly include rural or hardship allowances and housing schemes. However, due to lack of financial capacity, the strategies have not been fully effective. Thus, the study recommends for improvement of the strategies through readjustment and extension of the benefits to include better housing schemes, provision of in-service training to rural and remote teachers, improved promotion criteria for rural teachers, and increment of the rural or hardship allowances.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"8 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74647656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/ijtepd.2022010102
Peter Adamy, Amy Correia, David R. Byrd
A cadre of school teachers took part in three semesters of online coursework to earn TESOL certification. They participated in a hybrid university math course and a face-to-face summer institute on effective teaching of math to English learners. Participants took pre and post-tests aligned to Common Core elementary mathematics content and the Praxis Test for Teachers of English to Speakers of Other Languages. They were observed teaching a math lesson in the beginning of the project to evaluate effectiveness in TESOL instructional strategies. A follow up observation was conducted the following semester. Both observations were scored using the sheltered instruction observation protocol (SIOP Model). Assessment and observation results indicated statistically significant growth in content and pedagogical knowledge and application. A qualitative analysis suggests flexibility in the form of online and hybrid courses, financial support, and practical application of new concepts to current practice are key factors in successful professional development for practicing teachers.
{"title":"A Case Study of the Effectiveness of Online Graduate Teacher Education in TESOL","authors":"Peter Adamy, Amy Correia, David R. Byrd","doi":"10.4018/ijtepd.2022010102","DOIUrl":"https://doi.org/10.4018/ijtepd.2022010102","url":null,"abstract":"A cadre of school teachers took part in three semesters of online coursework to earn TESOL certification. They participated in a hybrid university math course and a face-to-face summer institute on effective teaching of math to English learners. Participants took pre and post-tests aligned to Common Core elementary mathematics content and the Praxis Test for Teachers of English to Speakers of Other Languages. They were observed teaching a math lesson in the beginning of the project to evaluate effectiveness in TESOL instructional strategies. A follow up observation was conducted the following semester. Both observations were scored using the sheltered instruction observation protocol (SIOP Model). Assessment and observation results indicated statistically significant growth in content and pedagogical knowledge and application. A qualitative analysis suggests flexibility in the form of online and hybrid courses, financial support, and practical application of new concepts to current practice are key factors in successful professional development for practicing teachers.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"28 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88358383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/ijtepd.2022010101
Ellen Abakah
This study aims to understand teachers’ perceptions of their professional development needs and examine how these needs are utilised to design CPD interventions for teachers in Ghana. The study uses a qualitative case study research approach to collect data from 25 teachers and five key informants in in-depth interviews. The results demonstrate teachers’ on-going learning needs in pedagogical content knowledge, technology integration in teaching and learning, and school and student management practices. Teachers also revealed that existing CPD interventions inadequately address their specific development needs. Teachers expressed their lack of voice and self-directedness in CPD program planning, design, and implementation, which they attributed as a significant cause of CPD ineffectiveness. Thus, the study recommends that teachers’ learning needs be formed as the pivot around which CPD is organised; to increase teacher participation and CPD program effectiveness.
{"title":"Exploring the Continuing Professional Development (CPD) Needs of Basic Schoolteachers in Ghana","authors":"Ellen Abakah","doi":"10.4018/ijtepd.2022010101","DOIUrl":"https://doi.org/10.4018/ijtepd.2022010101","url":null,"abstract":"This study aims to understand teachers’ perceptions of their professional development needs and examine how these needs are utilised to design CPD interventions for teachers in Ghana. The study uses a qualitative case study research approach to collect data from 25 teachers and five key informants in in-depth interviews. The results demonstrate teachers’ on-going learning needs in pedagogical content knowledge, technology integration in teaching and learning, and school and student management practices. Teachers also revealed that existing CPD interventions inadequately address their specific development needs. Teachers expressed their lack of voice and self-directedness in CPD program planning, design, and implementation, which they attributed as a significant cause of CPD ineffectiveness. Thus, the study recommends that teachers’ learning needs be formed as the pivot around which CPD is organised; to increase teacher participation and CPD program effectiveness.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88250589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While there are success stories, the literature on lesson study indicates that the practice has often been implemented outside of Japan in a superficial and ineffective manner. This review attempts to explore the nature of authentic Japanese lesson study and to establish a set of principles that can be used to inform and guide future transfer efforts. The analysis shows that authentic lesson study consists of five main stages, each with its own purpose and principles. Crucially, this paper emphasises that in order to be effective, lesson study must be viewed by its participants as a process of research, the fundamental aim of which is to generate fresh insights into student learning.
{"title":"What Are the Key Principles of Lesson Study?","authors":"Stuart Burrows","doi":"10.4018/ijtepd.295548","DOIUrl":"https://doi.org/10.4018/ijtepd.295548","url":null,"abstract":"While there are success stories, the literature on lesson study indicates that the practice has often been implemented outside of Japan in a superficial and ineffective manner. This review attempts to explore the nature of authentic Japanese lesson study and to establish a set of principles that can be used to inform and guide future transfer efforts. The analysis shows that authentic lesson study consists of five main stages, each with its own purpose and principles. Crucially, this paper emphasises that in order to be effective, lesson study must be viewed by its participants as a process of research, the fundamental aim of which is to generate fresh insights into student learning.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90663936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) are methods for meeting the needs of all students in the United States and other countries throughout the world. The purpose of this study was to assess preservice teachers’ knowledge of and confidence in RtI/MTSS implementation and assess faculty knowledge and integration of this content into the teacher education curriculum. Participants were preservice teachers and faculty members of the same Midwestern University. Implications for in-service training and teacher preparation programs are discussed in light of the findings.
{"title":"An Investigation of RtI/MTSS Knowledge, Skill, and Confidence within Teacher Education","authors":"","doi":"10.4018/ijtepd.295540","DOIUrl":"https://doi.org/10.4018/ijtepd.295540","url":null,"abstract":"Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) are methods for meeting the needs of all students in the United States and other countries throughout the world. The purpose of this study was to assess preservice teachers’ knowledge of and confidence in RtI/MTSS implementation and assess faculty knowledge and integration of this content into the teacher education curriculum. Participants were preservice teachers and faculty members of the same Midwestern University. Implications for in-service training and teacher preparation programs are discussed in light of the findings.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"8 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89116956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This multi-site interpretive case study examined the roles of school culture, personal beliefs, and knowledge of RTI on implementation. Through individual interviews, observations and document reviews, the researcher was able to capture teachers’ and administrators’ pedagogical beliefs and interpret how these factors influence the general educators’ and administrators’ perception of RTI and implementation of programs for the general population of students. The theories that guided this study included cultural theory, conflict theory, and structural-functionalism. A variety of coding methods were used and thirteen themes were developed from the researcher’s interpretation of the participants’ responses. Participants also shared other factors that impact. Key findings also included educators’ varied perceptions of the purpose of RTI, which correlated with their professional disciplines.
{"title":"Response to Intervention","authors":"Beverly Sande","doi":"10.4018/ijtepd.307113","DOIUrl":"https://doi.org/10.4018/ijtepd.307113","url":null,"abstract":"This multi-site interpretive case study examined the roles of school culture, personal beliefs, and knowledge of RTI on implementation. Through individual interviews, observations and document reviews, the researcher was able to capture teachers’ and administrators’ pedagogical beliefs and interpret how these factors influence the general educators’ and administrators’ perception of RTI and implementation of programs for the general population of students. The theories that guided this study included cultural theory, conflict theory, and structural-functionalism. A variety of coding methods were used and thirteen themes were developed from the researcher’s interpretation of the participants’ responses. Participants also shared other factors that impact. Key findings also included educators’ varied perceptions of the purpose of RTI, which correlated with their professional disciplines.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"57 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76925569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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