Teacher Registration Research Articles

Teachers’ Quality and Students’ Academic Performance in Osun State Public Senior Secondary Schools, Nigeria

Effective and efficient quality of teachers improves the level of students’ academic performance. This study investigated teachers’ quality and students’ academic performance in Osun State Public Senior Secondary Schools, Nigeria. The objectives of this study were to establish the relationship between teachers’ academic qualifications; teachers’ years of teaching experience; teachers’ professional qualifications and teachers’ exposure to in-service training and students’ academic performance in Osun State Public Senior Secondary Schools. The study adopted a descriptive survey of correlational type. Three hundred respondents were used for the study. Teachers’ Quality Questionnaire” (TQQ) and Students’ Academic Performance Proforma (SAPP) were used for data collection. Five research questions were raised and answered to guide the study's conduct using descriptive statistics of frequency and percentages. Five research hypotheses were formulated and tested using inferential Pearson Product-Moment correlation statistics at 0.05 significance level. Findings showed that teachers’ quality has a positive and significant relationship with students’ academic performance in Osun State Public Secondary Schools, Nigeria. Based on the findings, it was recommended among others that; school management should ensure that teachers yet to register as professionals should be encouraged to do so. This will enable teachers to register with the Teacher Registration Council of Nigeria (TRCN) and be identified as qualified teachers also endeavours to motivate teachers to attend educational conferences to improve their teaching skills to be effective and efficient.

Professionalization of Teaching in Nigeria

Purpose: The purpose of this study was to examine professionalization of teaching in Nigeria.
 Methodology: A descriptive survey approach and the population of the study consists of secondary school teachers in Edo State. One research question was formulated to guide the study while three hypotheses were formulated and tested at .05 alpha level. The sample of the study was 546 teachers (males 285 females 261). The method of collecting data was by the use of questionnaires. Data collected were analyzed with the use of descriptive statistics to answer the research question and inferential statistics t- test and analysis of variance to test the hypotheses. Results were presented in tables.
 Findings: The results showed that there is significant difference in the variables (gender, (X =35.13; SD=9.38) age, (F( 2,545) = 7.880P<.001) and academic status, (F(2,545) = 21.507;P < .001 ) in the study of professionalization of teaching in Nigeria. The findings indicated that professionalization of teaching in Nigeria is not a mirage but a reality, due to a lot of positive efforts the Teachers Registration Council of Nigeria (TRCN) had made towards teachers’ registration, accreditation, certification, promotion, and development, discipline and making regulations to control the practices of teaching as a profession.
 Unique Contribution to theory, Policy and Practice: The study recommended among others that the Teachers’ Registration Council Nigeria should stand up to their responsibility and continue to create the enabling environment and bring up innovative ideas to upgrade the quality of teachers in the teaching profession in Nigeria. Vibrant Orientation and enlightenment should be carried out at intervals nationwide by TRCN

PEMANFAATAN APLIKASI PRIMASI DI YPPSB DALAM PENYELENGGARAAN LAYANAN PENDIDIKAN BERBASIS DIGITAL

The developments in the globalization era have made technological developments rapidly develop in all lines of human life. The technological developments are not only limited to the development of fission tools or hardware therapy but also in the form of software. The development of application technology in the world of education for orderly administration and the digitalization of educational administration is growing rapidly. One of them is YPPSB, which is developing an application for administrative services for teachers and employees called the PRIMA application. In 2022, YPPSB, through the business manager and support, published an application called PRIMA. With this application, YPPSB provides easy administrative services, especially for teachers and employees who are under the auspices of YPPSB. Based on this, researchers are interested in knowing how to use the administrative services of teachers and employees at YPPSB through the PRIMA application at YPPSB. The research was conducted using qualitative methods by collecting data from results, interviews, observation, and documentation. Furthermore, the data was analyzed using interactive analysis, namely by condensing data, presenting data, and ending with conclusions. The results of the study can convey that the use of the PRIMASI application service at YPPSB has been going well with the convenience of teachers and employees in reporting administration at school. Based on the results of this analysis, it can be concluded that administrative services through the PRIMA application are registration and data collection of teachers and employees, validating teacher data, payroll and payment of overtime allowances for teachers and employees, submission of proposals, and data collection and repair of assets. Everything automatically uses the PRIMA application held by the operator at YPPSB, although I still found various obstacles.

Perspectives on teacher standards in the mentoring process: insights from mentors and early career teachers in an Australian context

ABSTRACT Mentoring programmes are considered a core component of professional learning approaches for early career teachers (ECTs) as they commence in and progress through the first few years in the profession. Mentoring in the contemporary Australian context, however, is situated within a culture of high teacher standardisation, as is the case in numerous countries across the word. The Australian Professional Standards for Teachers (“the Standards”), for example, are the measuring device against which full teacher registration of ECTs is awarded as well as being put forward as the framework that informs teacher goal setting and development. In such circumstances, lines between mentoring purposed for teacher growth and for accountability may be blurred, and mentoring may be delimited to teachers’ work privileged in the Standards. In this paper, we report on data collected and thematically analysed from semi-structured interviews with 15 mentors and 15 ECTs from eight independent schools across Queensland and New South Wales in Australia about the role of the Standards in their mentoring work. Findings demonstrated that these mentors and ECTs address the Standards during mentoring ranging from regulatory to developmental to cursory. These findings have implications for the development of mentoring programmes, in Australia and elsewhere, where mentoring occurs in neoliberal cultures of audit.

Imperativeness of Teacher Registration Council of Nigeria on Teaching Professionalism of Teachers in Secondary School in Nigeria

This paper examines imperativeness of Teacher Registration Council of Nigeria on Teaching Professionalism of Teachers in Secondary Schools. Teacher Registration Council act as for reaching implication for the teaching profession in post primary education in Nigeria contributed meaningfully to the teaching and learning of the students. However, this reality can be appreciated by the fact the content of the TRCN Act is one and control with the contents of the Acts that established the council regulates the teaching. Presently, it is compulsory for all qualified and trained teachers to belong to the members after participated in examination and passed the examination. Yet, anyone of the teacher who does not belong to their member is not qualified to teach especially public in secondary schools in Nigeria. In addition, TRCN improves teaching in all pubic secondary schools in Nigeria. Similarly, it also improves the academic performance of students. yet, it creates room for only qualified, trained and intelligent teachers in all secondary schools. Undoubtedly, Teacher Registration Council of Nigeria make the teaching as professionalism like other fields in Nigeria. Consequently, it does not create room for non – qualified teachers to teach the students in all public secondary in Nigeria.

A new mixed reality tool for training in minimally invasive robotic-assisted surgery

Robotic-assisted surgery (RAS) is developing an increasing role in surgical practice. Therefore, it is of the utmost importance to introduce this paradigm into surgical training programs. However, the steep learning curve of RAS remains a problem that hinders the development and widespread use of this surgical paradigm. For this reason, it is important to be able to train surgeons in the use of RAS procedures. RAS involves distinctive features that makes its learning different to other minimally invasive surgical procedures. One of these features is that the surgeons operate using a stereoscopic console. Therefore, it is necessary to perform RAS training stereoscopically. This article presents a mixed-reality (MR) tool for the stereoscopic visualization, annotation and collaborative display of RAS surgical procedures. The tool is an MR application because it can display real stereoscopic content and augment it with virtual elements (annotations) properly registered in 3D and tracked over time. This new tool allows the registration of surgical procedures, teachers (experts) and students (trainees), so that the teacher can share a set of videos with their students, annotate them with virtual information and use a shared virtual pointer with the students. The students can visualize the videos within a web environment using their personal mobile phones or a desktop stereo system. The use of the tool has been assessed by a group of 15 surgeons during a robotic-surgery master’s course. The results show that surgeons consider that this tool can be very useful in RAS training.

PELAYANAN ADMINISTRASI GURU PAI PADA LEMBAGA PENDIDIKAN MELALUI APLIKASI SIAGA DI KABUPATEN KUTAI TIMUR

Globalization makes the use of technology in all fields very much needed. Technology is not only in the form of physical tools but in the form of software, one of which is the application of information systems and administration of Islamic education teachers (SIAGA Pendis). In 2019 the Ministry of Religion through the Directorate of Islamic Religious Education published an application called SIAGA. With this application, the Ministry of Religion provides easy administrative services, especially for PAI teachers who are in public schools. Based on this, researchers are interested in knowing how the administrative services of PAI teachers at public education institutions through the SIAGA application in East Kutai Regency. The research was conducted using a qualitative approach with data collection from observations, interviews, and documentation.Furthermore, the data was analyzed using interactive analysis, namely by condensing the data, presenting the data, and ending with drawing conclusions. Based on the results of the analysis, it can be concluded that administrative services through the SIAGA application are registration and data collection of Islamic Religious Education teachers, recruiting teachers to conduct Teacher Professional Education (PPG), validating teacher data, and opening teacher professional allowances. All of them automatically use the Religious Teacher Information and Administration System (SIAGA) application which is held by the operator in the Islamic Religious Education (PAIS) section of the Ministry of Religion of East Kutai Regency. Although there are still many obstacles, the Ministry of Religion always socializes the SIAGA application.

Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education

Teacher education is broadly seen as a policy problem in that it has failed to produce sufficient ‘classroom ready’ teachers. One accountability measure that has been introduced in Australia to address this purported problem is the capstone teacher performance assessments (TPAs). All Australian pre-service teachers must pass this hurdle assessment to be eligible for teacher registration, and all teacher education providers must provide evidence of the effectiveness of their programmes in producing classroom ready teachers to maintain accreditation. The research presented in this article investigated the experiences of a consortium of teacher educators from four Australian universities that implemented a nationally endorsed TPA known as the quality TPA (QTPA). Intelligent professional responsibility was used to consider the experiences and possibilities for educators working in a policy context characterised by increasing accountabilities. Our findings suggest that the introduction of the TPA in Australia created momentum for building collaborative national teacher education partnerships with a focus on improving programme quality and graduate readiness to teach. Our data illustrate how the introduction of a TPA policy mandate in Australia created an external accountability context that allowed for teacher educators to bolster the quality of teacher education programmes from within.

Quality early childhood education through self, workplace, or regulatory support: exploring the efficacy of professional registration for early childhood teachers in Australia

Teacher registration is increasingly utilised as a governance mechanism to audit teachers’ work and drive professional practice. There is limited and mixed empirical evidence, however, as to whether registration drives teaching quality. Our study extends this limited empirical base by critically examining the policy trajectory in Australia to bring early childhood teachers into a uniform system of registration with primary and secondary teachers. Adopting a relatively novel methodology, the study intertwined a critical social policy framing with a national quantitative survey. Results showed that respondents perceived their professional self, followed by their workplace (colleagues and employer) as key influencers of quality practice, and neither agreed nor disagreed that teacher registration was beneficial. Findings problematise the need for, and benefits of, teacher registration. That early childhood teachers’ practice and development was most driven by intrinsic motivation and, to a lesser extent, being employed in high-quality, not-for-profit, and preschool settings where other early childhood teachers are employed, suggests that more effective and progressive policy approaches to support quality early childhood education require an addressing of the contexts and conditions in which early childhood teachers work.

The Teaching Council, teacher registration fees, and pedagogic incursions

The Teaching Council, teacher registration fees, and pedagogic incursions

SpaceGeo_AR: augmented reality application for teaching and learning spatial geometry by deaf and non-deaf students

Objective: to present the SpaceGeo_AR application with augmented reality resources for teaching and learning spatial geometry aimed at deaf and non-deaf students. Methodology: the Heroku platform was used to program the application, a cloud system that allows the development of mobile applications through numerous resources of web technologies. Results: the application allows the registration of teachers and students, where the former has permissions to create, delete and edit classes and questionnaires, while the student is allowed access to the contents of Position Geometry (a chapter of Spatial Geometry), as well as how to answer questionnaires associated with this theme. Final considerations: applications to improve teaching and learning in the classroom have become a constant in an increasingly technological world, where augmented reality can help in this process, especially when considering Spatial Geometry, a topic strongly related to the three-dimensional. Another trend is the inclusion of people with disabilities in teaching processes, a feature that was also implemented in the application. With this, it is expected that the application can help deaf and non-deaf teachers and students with the learning of Position Geometry through the interactions that augmented reality allows to perform.

Professional teaching standards and inclusion in teacher education: insights from a hearing-impaired Health and Physical Education pre-service teacher’s professional experience

ABSTRACT Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE professional experiences as defined by the professional standards for teachers in Australia and to which, PSTs’ must evidence to graduate and attain teacher registration. Drawing on documentary and interview data the paper focuses on tensions identified between the bureaucratic environment of ITE and the legislation of ‘reasonable adjustments’ for students with additional needs. Discussion highlights the expertise that PsTs with additional needs can bring to inform institutional and sector-wide work to advance equity and inclusion in ITE. Our research shows that graduate employability of peoples with additional needs in HPE teacher education relies on the inclusive interpretation and application of the professional standards for teachers. We advocate further research to increase knowledge(s) supporting (i) the representation of people with additional needs in HPE teaching and (ii) inclusive practice in HPE ITE courses.

Creating Greater Awareness of the Australian Professional Standards for Teachers in Initial Teacher Education

Throughout their initial teacher education training in Australia, students are informed about the Australian Professional Standards for Teachers (APST) and the necessity of gathering evidence to achieve these for teacher registration. Whilst the use of digital technologies as tools for reflection has become increasingly popular, there remains a paucity of research around the types of digital technologies that students use to document their ability to achieve accreditation requirements. This study presents details of how PebblePad, a specialised ePortfolio platform, can assist teacher education students to gain increased awareness about the 37 APST descriptors through the use of tagging. Results demonstrate that students found tagging an invaluable practice and that they recognised the importance of using this ePortfolio platform after graduation to build on their growth as educators in alignment with the APST. In this way, the study addresses a significant gap in teacher education literature in this era of accountability.

The IMPACT OF ACCREDITATION ON THE IMPROVEMENT OF TEACHER EDUCATION PROGRAMS/INSTITUTIONS IN PAKISTAN

The role of the education in the development of any country is very well accepted .In fact it is the only solution to socioeconomic, regional/geographical issues of any nation. Education and its quality are directly related to the quality of instruction by teacher in classroom. In-fact no system of education is better than its teacher. In Pakistan’s case serious and consistent efforts are needed to improve the quality of teachers on the priority bases. Because the qualitative dimension of teacher education programs have resulted in mass production of teachers with shallow understanding of content and methodology.
 In Pakistan accreditation system has been introduced to accredit teacher education programs and initiatives are been taking to initiate registration, licensing and certification process of teachers. The accreditation of teacher education programs has been declared mandatory by HEC. All the institutions offering any graduate level teacher education programs are required to get the accreditation of their programs. The purpose of initiating the accreditation process for Teacher Education was to ensure and improve the quality of teacher education, programs and institutions. Formal accreditation is being has been conducted since 2010-2011. The NACTE has accredited around 450 programs of more than 180 public and private sector teacher education institutions by 2019, which includes colleges and universities offering teacher education all over Pakistan. It was descriptive in nature, which focused on providing an accurate description of the impact of teacher education programs and institutions. This method was preferred as the study primarily sought to describe and understand the stakeholder’s response of the impact of accreditation on institution and program improvement, rather than determining any cause-and-effect relationship. The criteria for sample selection were based on the participation of the concerned faculty, HOD and external evaluators in the accreditation process of the programs offered by the institutions. Five point Likert scale was developed to collect data from the stakeholders HOD, Teacher Educators and External Evaluators. The use of mean, SD provided the basis for calculation, application and interpretation of t-test and ANOVA.
 Majority of participants said that accreditation process have high impact on improvement of teacher education programs. It is important question to participants about Program Accreditation whether it helped to improve teacher education program while some participants said that program accreditation sensitized the accountability of staff, administration and students. In conclusion, a number of important implications at both national and institutional levels for more effective accreditation are identified.

Sustainable Teacher Education in the 21st Century Nigerian Society

For quality education in any country, teacher education should be given utmost priority. In Nigeria, teacher education is still battling with the problem of sustainability owing to the questionable process of training and professionalising teaching. This paper critically examines the process of teacher education. It queries the ideas of a qualitative teacher education. The paper utilises unstructured interview among selected personnel of Nigeria Teachers’ Institute (NTI), Teachers Registration Council (TRC) for its findings. From these findings, it is inferred that government and its agencies have cogent roles to play in promoting sustainable teacher education in Nigeria. The paper therefore concludes that sustainable teacher education for the 21st century can only be guaranteed if teaching is seen and treated as profession like others in its ilk.

Building Inclusive Education Workforce Capability: School Principals’ Perceptions of Roles and Responsibilities

AbstractInclusive education workforce capability is the ability of the education workforce to meet individual student learning needs, regardless of educational context. In this study, we investigated the perceptions of 12 principals in Australian education settings on their views about roles and responsibilities related to the workforce’s preparedness for inclusive education. We used thematic analysis to identify 9 major themes and 3 subthemes across the 3 roles about which participants were asked: the principal’s role, the system’s role, and the teacher registration boards’ role. The findings indicated a number of areas of concern for these principals about ensuring the capability of the education workforce in the context of extensive student diversity. In summary, results indicated that principals, systems, and teacher registration boards each have a role in building inclusive education workforce capability, with a coordinated effort more likely to bring Australia closer to its pledge of inclusive education for all students.

Constructing a professional identity in VET: teacher perspectives

ABSTRACT A notion of being a professional and acting with professionalism suggests particular standards associated with identity and practice. For vocational education and training (VET) educators in Australia, the notion of ‘professional’ that is encased within association and registration does not apply. Yet these educators operate in contexts where a discourse of professionalism influences their enactment of their vocation. This paper reports on the findings from an exploration of professional identity in relation to vocational teachers in the VET/further education sector in Australia. Twenty-six TAFE teachers from a large government training provider in Australia participated in semi-structured interviews that explored current practices associated with continuing professional development, key motivations to act as a professional, and the consideration of appropriate qualification levels for VET teaching. The aspects of the research reported and discussed in this paper relate to the teachers’ perceptions of themselves as professionals and the bases on which they made those judgements. The findings reveal a clear belief in themselves as professionals, and ultimately as dual professionals. The teachers were strongly grounded in their industry vocation but regarded their second vocation, teaching, as legitimising their right to be regarded as professionals, even without teacher registration or membership of a professional association.

Secondary School Teacher Support and Training for Online Teaching during the COVID-19 Pandemic

In Italy, due to the Covid-19 pandemic, all schools were closed on March 5, 2020 and it was mandatory to switch to “distance learning”, in order not to interrupt the teaching continuity and to guarantee the right to education for all students. The Ministry of Education suggested several initiatives to teachers, including the PPS national project. In the paper we analyse why and how the PPS project, intended for teachers of secondary schools of the STEM disciplines but opened in the emergency to teachers of all disciplines, was able to provide much needed support and not only. Following this opening and the consequent registration of many new teachers, three different phases were carried out: an analysis phase of the teachers’ needs for online teaching, a phase of support and initial help, and a training phase. The results show an extremely high participation of the teachers and a wide online collaboration. All the teachers of the PPS will certainly have an advantage in the post-covid teaching, since they can take advantage of the work done and the experience and skills gained in the past.

Problematising early childhood teacher registration as a mechanism to improve quality early childhood education and care

Regulatory drivers of teacher quality and teacher professionalism are increasingly being utilised in Australia and internationally to improve children’s outcomes. In the context of a recent national review on teacher registration, this article reports on findings from a small-scale study that investigated three early childhood teachers’ perceptions of teacher registration in New South Wales, Australia. The participants rejected discursive truths about the need for and benefits of teacher registration, associating this relatively new mechanism of teacher accountability as a threat to teachers’ professional practice and job satisfaction, and to centres’ provision of quality early childhood education. The findings problematise a discourse of teacher professionalism made enticing by a vow to bring early childhood teachers in from the margins of the educator sector.

A Trackable Augmented Learning Media System for a Higher Education Level

Learning material is a factor that affects to a performance of a teaching and learning with learning management system, so this research presents a trackable augmented learning media system that contains with trackable learning material and a cloud based learning management system (LMS). The trackable learning material is combined with a printed book and a mobile application. An application augments a virtual reality to a printed book, keeps student learning log and sends to the LMS. The proposed LMS contains only required function to work with trackable learning material which are a teacher registration, a classroom management and a reports generation. Teacher need to operate with LMS manually. Reports of the LMS are automatically generated by collected students’ learning log. Reports show a performance and behavior of a students and teachers can use that information to adjust a pedagogy to be consistent with their students.