School-based Teacher Development Research Articles

PRINCIPALS' PERSPECTIVE ON SCHOOL-BASED TEACHER EDUCATION

Teaching is one of the most important professions in the society. The teacher is the main facilitator of the education provided to the students. The teacher should update the knowledge by completing his / her training requirements from time to time after the basic teacher education he / she receives. A school-based teacher education program has been introduced for school teachers for this purpose. The main objective of the study was to identify the professional development needs of school teachers through this school-based teacher education programs. The main objective is to study the existing school-based teacher education. Accordingly, the study was conducted based on three specific objectives. Identify principals' perspective on school-based teacher education, identify problems and issues faced in the implementation of school-based teacher education and Make recommendations for the development of school-based teacher education. Data obtained from a questionnaire and an interview revealed that principals have gained awareness and training in school-based teacher education programs. It was also observed that a school-based teacher education program has been included in the annual plan of the school and the training needs of the teachers have been identified and there is an active contribution of the teachers. It was revealed that they must seek the help of experts and face financial problems. Accordingly, it was concluded that the Denuwara Zone principals have a good understanding of school-based teacher development. Recommendations were also made to further raise awareness on a school-based teacher development program, to establish an expert pool, to formulate a regulatory program and to increase financial allocations.

Mathematics Teacher's Belief on Students' Low Achievements at Junior Secondary Level of Education in Sri Lanka and Their Implications for School Based Teacher Development (SBTD)

The purpose of this paper is to understand the teachers’ beliefs on students’ low achievement in mathematics at junior secondary level of education and their suggested strategies for improvement of student achievements. A qualitative approach was used to investigate three research questions: (a) what are the beliefs of teachers towards students’ low achievement in mathematics? (b) What strategies do they implement or suggest for improving achievements? (c) What are the implications of their beliefs for policy, practice, and research? Semi-structured interviews were used to collect data from fifty mathematics teachers selected from a stratified random sample of fifty schools in the Central Province of Sri Lanka. Three main themes of teachers’ beliefs about students’ low achievement emerged in the analysis of data. First, students’ factors affecting mathematics achievements, mainly focused on students’ interests, attitudes and motivations, prior knowledge, language ability and cognitive skills such as memory, attention, logical thinking and reasoning. Second, factors pertaining to students’ home environment, which included parent’s education level, their attitudes towards education and level of intelligence. Third, factors related to school, which included the lack of human and physical resources, teacher’s workload, and the support of the principal. Most of the teacher’s belief include their current and suggested strategies included providing more physical resources such as math laboratories, more space and technology in the classroom, providing adequate time and opportunities to interact with other mathematics teachers, opportunities to share in-service training experiences, increasing frequency of testing, providing practice tests, conducting extra classes and the use of new teaching methods. Thus, the teachers’ beliefs of students’ low achievement appear to be mostly focused on aspects that can be addressed at the school levels through classroom-based action research and SBTD. (This study is funded by the AHEAD operation of the Ministry of Higher education, Sri Lanka and the World Bank).

Using action research to initiate school-based teacher development activities: insights from Northern Sindh, Pakistan

ABSTRACT The latest trends in Professional Development (PD) support grounding teacher development activities in the school context. This shift carries remarkable implications for school leadership through the realization that school leaders have a major role to play in PD of teachers. On this basis, action research was undertaken in a higher secondary school in Northern Sindh so as to introduce and sustain school-based PD activities. The research lasted eight months. The school leader, as a researcher, initially played a major role in organizing PD sessions, gradually involving teachers in planning and facilitating such sessions, and finally shifting the overall responsibility to the teachers. The outcomes of this research project suggest that, although challenging, it is possible to initiate and sustain school-based PD activities even in this remote region. The paper discusses several interesting contextual and cultural insights determining the viability of school-based PD activities in this particular region which carry significant implications for school leaders, PD providers, change agents and policy makers.

Teachers’ Awareness and Participation in the School-Based Teacher Development Programme in Mathugama Education Zone

Teachers’ Awareness and Participation in the School-Based Teacher Development Programme in Mathugama Education Zone

Effectiveness of Multimodal Microlearning for In-service Teacher Training

To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.

School Based Teacher Development Study About a School as Professional Learning Community

The teacher's understanding of CPD is still very low. The main objective of this research is to obtain a picture of school-based teacher development through PLC in the continuous professional development in schools.The research method used is qualitative method. Pre-field includes literature review and field survey. Phase of field work, researcher entered the field in order to collect data. In the data analysis phase the researcher conducts a series of qualitative data analysis process up to the interpretation of the data. In addition, the process of data triangulation compared with library theory. While the evaluation and reporting stage conducted consultation and guidance and reporting of research results.The research findings indicate that the elements of PLC forming are commitment, responsibility, usefulness, collaboration collegial, as well as school culture and climate. While the role of the principal in this PLC is as an instructional leader, motivator, and facilitator. The conclusion of the research shows that PLC is able to promote CPD which leads to improving the quality of learning service.

Fulfilling Set Objectives: A Case Study of Teacher Development in Two Primary Schools in Beijing

Purpose: This study aims to reveal the recent characteristics of school-based teacher development (STD) in China since it is perceived as a key measure to achieve success in raising educational quality in the country. Design/Approach/Methods: A qualitative research approach with in-depth interviews of 18 teachers at two primary schools in Beijing was used. Findings: Through the lens of cultural-historical activity theory (CHAT), it was observed that the objectives adaptation of teacher communities was made under the control of the District Education Bureau. STD provides the venue for ordinary teachers to learn, understand, and implement the teaching initiatives promoted by the district. Teacher communities at school level therefore implement continuous professional development initiatives promoted by Education Bureau teaching research officers. Originality/Value: This article argues that the administrative style of local government affected teacher community’s object, rules, and division of labor. It also contributes an indigenous interpretation of the CHAT theory.

SCHOOL-BASED TEACHER DEVELOPMENT PROGRAMS IN SECONDARY SCHOOLS IN SRI LANKA

Teacher professional development is the ‘key’ of the developing students’ quality of the outcomes in the 21st century. Under such a situation, teachers have to update and intensify their knowledge, skills, attitudes and practices according to students’ current expansive demand. In this context, School-Based Teacher Professional Development is a very important concept, because it allows teachers to plan, organise and implement their own professional development programs, considering their particular needs, as well as those of students and school. However, this concept has not been extensively developed in the Sri Lankan education context. Focusing on the Sri Lankan secondary school context, this study examines the possibilities, effectiveness, strategies, issues and challenges involved in implementing these programs in the teachers’ professional development. Simultaneously, the situation of the Non-School-Based Teacher Development programs are also examined because these are currently prominent and this study assumed that both programs need to be integrated in order to provide balanced teacher professional development. The qualitative research approach and the case-study method has been employed. The data were collected by conducting interviews, non-participative observation and sample-based documentary searching. According to the findings, strong recommendations were proposed and relevant guidelines were suggested for future researches.

SCHOOL-BASED TEACHER DEVELOPMENT PROGRAMS IN SECONDARY SCHOOLS IN SRI LANKA

SCHOOL-BASED TEACHER DEVELOPMENT PROGRAMS IN SECONDARY SCHOOLS IN SRI LANKA

Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing

In recent years, the main concern of the Chinese Ministry of Education has been the quality of education. Principals are expected to play a key role in guiding the developmental direction of their schools, in guaranteeing the implementation of curriculum reform and in facilitating school-based teacher development. The aim of the study referred to in this article was to investigate the characteristics of principals' educational leadership through a case study of two secondary schools in Beijing. The study employed a qualitative research method to investigate educational leadership in two secondary schools in Beijing. The observations of our study indicate a strong tendency for principals to implement the traditional top-down instructional type of leadership promoted by the District Education Bureau. At one of our sample schools, the principal employed a paternalistic leadership style, and teachers at both schools emphasized the paternalistic role of the principal, including in engaging in various aspects of their personal lives. At our second sample school, the principal was attempting to delegate certain levels of authority and responsibility to ordinary teachers. However, we found that her efforts were being hindered by middle managers.

SCHOOL-BASED TEACHER LEARNING: A REFLECTIVE APPROACH

Professional development is an important issue for every teacher. The recent trends in education favour teacher-centred, participant initiated and managed, school-based teacher development programmes, for example action research, lesson study, communities of practice, etc. Although there is no doubt that such initiatives offer ample learning opportunities for practitioners, it is important that higher level school or institutional development strategies be also considered, besides teachers’ individual learning agendas. This paper argues that it is possible to merge the needs of both individual practitioners and schools through a reflective, school-based developmental programme which is organised and supported by the school administration for the benefit of all involved. Being conceptual, the paper outlines a model for such a professional development course and discusses the principles it should be based on, its knowledge base, including possible content areas, skills, and learning processes. This paper may initiate professional discussion and further our knowledge of teacher development. Keywords: Developmental strategies, individual practitioner, school administration, teacher-centred, teacher professional developmentCite as: Kiss, T. (2016). School-based teacher learning: A reflective approach. Journal of Nusantara Studies, 1(2), 50-62.

Implementing school-based teacher development in Tanzania

This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.

English in action: school based teacher development in Bangladesh

In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school‐based curriculum development, which underlay the ideas on teacher‐as‐researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large‐scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh.

Towards a new architecture for teacher professional development in South Sudan

PurposeMobile phone adoption and diffusion in low economic development countries (LEDCs) may provide for greater information access using open educational resources to support large‐scale teacher education programmes. The purpose of this paper is to explore this.Design/methodology/approachDrawing on evaluations of the current basic services provision in South Sudan and the identified needs for improving English language teaching, this conceptual paper presents an analysis of the nature and extent of teacher training needs in South Sudan, and the capacity of the current system to deliver against those needs.FindingsThe education system in South Sudan is ranked among the lowest in the world for primary and secondary enrollment. South Sudan is faced with the almost impossible task of tripling its teacher work force, but the quantity and quality of training required cannot be delivered through existing teacher training institutes.Research limitations/implicationsThe immediate post‐conflict situation in the new nation state, transitioning from humanitarian relief to international development activities, means that hard national data are tentative and emergent.Practical implicationsThe author puts forth an argument for a radically different approach to teacher professional development capable of operating at sufficient scale to enable the government of South Sudan to meet its ambitious target of adequately educating 3.5 million students.Originality/valueThere is very little in the literature that examines the use of mobile phones to support professional learning within the educational domain, particularly in the context of LEDCs; equally, there is little in the literature that addresses how LEDC governments might meet the challenges of scale and access through appropriate models of school based teacher development (SBTD).

School-Based Teacher Development and Instructional Improvement in University—School Partnership Projects: Case Studies from Hong Kong

This article draws upon the experiences of a five-year government-funded university–school partnership project known as the Partnership for Improvement of Learning and Teaching (PILT) (2004–09), aimed at supporting teachers through improving their teaching quality and enhancing their professional growth in key learning areas – particularly mathematics, education and personal, social and humanities education – and initial experience of another completed project, the School Improvement Project for Early Childhood Education (SIP-ECE). The article first describes the rationale and operation of the PILT and SIP-ECE, respectively, and then explores the application of a 4-P (problem clarification, planning, programme action and progress evaluation) action learning approach to the improvement of subject teaching practice. This is followed, through case studies, by an exploration of teachers' own perceptions and university partners' perceptions of professional development and instructional improvement through the project. The final part of the article refers to Western concepts of professional development and university–school partnership, and suggests ways forward for school-based teacher development and instructional improvement in Hong Kong.

Fostering Professional Learning Communities Beyond School Boundaries

Much is known about what constitutes successful teaching in mathematics (Anthony & Walshaw, 2009; Australian Association of Mathematics Teachers, 2006; Franke, Kazemi, & Battey, 2007) and the key ingredients of effective professional development programs (D. J. Clarke, 1994; D. J. Clarke & Hollingsworth, 2002; Organisation for Economic Cooperation and Development, 2005; Sowder, 2007). In particular, successful programs are ongoing, and provide opportunities for practice, feedback and follow-up support. They ‘involve teachers in learning activities that are similar to ones they will use with their students, and encourage the development of teachers’ learning communities’ (OECD, 2005, Chapter 4, p. 1). Additionally, for mathematics teacher education, it is critical to develop teachers’ pedagogical content knowledge (AAMT, 2006; Malara & Zan, 2008; Sowder, 2007) and to view teachers as decision makers (Malara & Zan, 2008; Muir & Beswick, 2007; Ruthven & Goodchild, 2008). Knowledge of practice is a type of knowledge generated when teachers investigate learning and teaching in their own classrooms and school sites, which may be a form of school-based teacher development (Ruthven & Goodchild, 2008; Sowder, 2007). Sometimes these school-based studies of practice involve action research and the knowledge created is the result of a dialogic cycle comprising research, scholarly knowledge, teaching, and craft knowledge (Ruthven & Goodchild, 2008). Often teachers value the knowledge that arises from such activities because the outcomes are personally significant and context-specific (Putnam & Borko, 2000). Amid the array of school-based professional development initiatives reported (Gu & Wang, 2006; Johnson, 2009; Meiers, 2007; Muir & Beswick, 2007; Ruthven & Goodchild, 2008; Seidel, Sturmer, Blomberg, Kobarg, & Schwindt, 2010; Shepherd, 2006; Smith, 2002), there has been increased interest in

Exploring Educational Quality through Classroom Practices : A Study in Selected Primary School Classes in Burkina Faso

The paper reports on an exploratory study on the quality of education which attempts to identify and analyse classroom practices in a few Grade 5 (CM1) classes in Burkina Faso primary schools. The study is grounded on a model of the teaching-learning encounter and a framework for summarising the characteristics of a “good” teacher and an ideal classroom that underline the central place of classroom processes in a definition of quality education. The findings from the questionnaires and interviews summarize the views expressed by the various key actors of the educational system about the definition of quality education, some indicators that can be used to measure it, what one can expect to observe in an ideal classroom and the characteristics of a good teacher. The classroom observations revealed many of these “good” features of classroom practices. Some of the most important ones relate to a lively anxiety-free atmosphere and warm teacher-learner relations, and the special attention and initiative given to the pupils. These results as well as the feedback from the participants show that despite a certain number of methodological issues and practical diffi culties raised by this type of research, it can be further refi ned and used for monitoring quality and designing tools for school-based teacher development schemes.

The effect of in-service education and training (INSET) programmes in mathematics and science on classroom interaction: a case study of primary and secondary schools in Kenya

The purpose of this study was to assess the effectiveness of the Strengthening of Mathematics and Science in Secondary Education (SMASSE) and the School-based Teacher Development (SbTD) programmes on classroom interaction in secondary and primary schools in Kenya. It was a case study which focused on four districts, and included holding interviews with 185 teachers, observing lessons and holding focus group discussions with pupils and students. It was established that, while teachers evaluated the two INSET programmes as having been effective in exposing them to a student-centred approach, this was not reflected in their classroom practices which were largely teacher dominated. This is partly attributed to large classes, the use of English as a second language and pressure to cover the syllabuses in preparation of the national examinations. It is however, recommended that the Ministry of Education mainstream INSET programmes in its policy for teacher development in the country.

The facilitator as agent of change

The Vienna School-Based Teacher Development Project (SBP) is an inservice training project, established in Vienna in 1991 to meet the need for an entirely new form of teacher INSET. This article describes the background which led to the creation of the SBP, and explains the importance that the Project has come to have for the teaching of English in the Vienna area, and for the many teachers it has reached. A key feature of the Project has been that the teachers involved not only acquire knowledge and new professional skills, but also improve their group performance through an attention to group dynamics, and the experience of working in a team relationship with each other. In SBP training is seen as a process in which decisions should be taken by the teachers themselves, in their own schools.

School-based teacher development the experience of teacher professional groups in secondary schools in Chile

The article deals with a teacher professional development activity being implemented in Chilean secondary schools as part of the education reform aimed at improving quality and equity of public funded education. It focuses on the manner in which research results and international experience can illuminate policy decisions in a particular country context. The results of monitoring exercises in 1995 and 1996 and of a case study of two schools in 1996, serve to describe the implementation of the programme, its strong points and the factors affecting its results.