Teacher Registration Research Articles

School English, literature and the knowledge‐base question

AbstractThis article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge‐base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge‐base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education.

From Our Own Correspondent: teachers’ professional learning in the Republic of Ireland context

ABSTRACT Teacher professional learning will become a legislative requirement for all Irish teachers in 2020. This paper discusses likely future developments of this new policy, Cosán (TCI), 2016), within the current educational context. Similar to other international mandatory professional learning policies, Cosán has potential to enhance teacher professional learning but many contentious factors remain: contestation between the policy as a mode of accreditation or a vehicle for public accountability; the necessity to provide evidence of professional learning to retain teacher registration; allocation of funding and time for professional learning; and evaluation of professional learning opportunities. In order for the positive effects of Cosán to be realised, these key issues need to be addressed.

Psychological Contract: Structural Explanations of Breach among Secondary School Teachers in Kenya

The study of employer and employee relationship among teachers is important to scholars and human resource practitioners. This paper, in perspective of psychological contract, analyzes the characteristics of psychological contract of secondary school teachers in Kenya, the relationship between psychological contract and psychological contract breach, and the influencing factors of contract breach and gives recommendations to improve on this relationship. The government of Kenya through the Teachers Service Commission which is the sole employer of teachers in public schools has made tremendous steps in the recent years to professionalize teaching, through introduction of registration of trained teachers, introduction of performance contracts (PC) to the heads of schools and teacher performance and appraisal development tool (TPAD). However, despite teachers devoting their time to these policy practices, they find themselves drifting to businesses that have nothing to do with teaching and scientific research which finally cause a misplacement of the primary objectives of these tools because of unfulfilled perceived employment promises. Studies show that psychological contracts impose certain inner drive on human behavior, which influences employees’ performances and attitudes to a certain degree. In other words, In order to make secondary school teachers devote themselves to the education cause completely, it is imperative to build up a positive psychological contract between secondary school teachers and their employer.

Teacher performance evaluation techniques in public and private secondary schools in south east Nigeria

Teacher performance assessment is critical to rational training and development. This study therefore examined the techniques adopted and the frequency of their utilization among public and private secondary schools in South East Nigeria. The design was descriptive. The population was 2,214 schools with 27,986 principals and teachers. 108 schools were sampled with 877 principals and teachers as respondents. Stratified random sampling technique was adopted, each state served as a stratum. The instrument for data collection was questionnaire. Percentage, mean and standard deviation were used to answer the research questions, while t-test was used for the hypothesis. The study revealed that all the seven techniques examined are all utilized by both schools, but the frequency is significantly more in private schools. The government in collaboration with the Teachers Registration Council of Nigeria (TRCN) should provide a legal framework that will ensure that teachers are regularly assessed. The personnel to carry out the exercise should be professionally trained. Keywords: Teacher performance, evaluation techniques, quality secondary education

Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform

PurposeThe purpose of this paper is to understand, from principals’ points of view, how a teacher registration reform is enacted by examining the potential changes in the relationships between principals and newly qualified teachers (NQTs). The reform entailed principals performing an aptitude assessment of new teachers in their probationary year.Design/methodology/approachSemi-structured interviews were conducted with five principals from two Swedish municipalities on three occasions in one academic year. A third follow-up interview was conducted one year later with four of the principals, the fifth no longer being in post.FindingsThe assessment appears to be downplayed by the principals, whereas the supportive dimension and the facilitation of NQTs’ professional development seem to be acknowledged and made explicit. For some of the principals, their creative translation of the reform’s intentions transformed these relations and strengthened their leadership.Research limitations/implicationsThe study is small-scale and was carried out in a specific period of policy implementation from the principals’ perspectives. Future studies would benefit from involving both principals’ and teachers’ perspectives.Practical implicationsPolicymakers appear to have underestimated the structural aspects of the reform, even though in general the reform enactments had some kind of positive effect on these relations.Social implicationsFor some principals, their creative translation of the reform’s intentions transformed relations and strengthened their leadership.Originality/valueThe data are from a unique period when a reform was implemented and later partly withdrawn. The study deepens the understanding on how principals tries to enact and balance their roles as evaluators of NQTs and pedagogical and instructional leaders.

Beyond performativity: a pragmatic model of teacher professional learning

The intent and content of teacher professional learning has changed in recent times to meet the demands of performativity. In this article, we offer and demonstrate a pragmatic way to map teacher professional learning that both meets current demands and secures a place for teacher-led catalytic learning. To achieve this, we position identified characteristics of performative professional learning on intersecting continua modelled on Bourdieu’s mapping of social capital, which we have called a Pragmatic Model of Teacher Professional Learning. The continua are labelled (after) as: domain of influence, sphere of action, and autonomy-transformation. While the pragmatic model is illustrated through three examples of teacher professional learning in use in Australia and its characteristics have been drawn from Australian regulatory requirements for teacher registration, it will be applicable in other national jurisdictions. The model aims to move ‘beyond performativity’ and to define a systematic and pro-active approach for regulators, managers, professional learning providers and teachers to actively contribute to ongoing innovation and directedness of teacher professional learning toward real student outcomes.

School Register, Duty Report and Assessment: Implication for Classroom Teachers

Teaching is a legally recognized profession in Nigeria. In this regards, government has set up the Teachers Registration Council of Nigeria (TRCN) to control and regulate the practice of the profession. Since no education system may rise above the quality of its teachers, teacher education shall continue to be given major emphasis in all educational planning and development in order to take cognizance of innovations in methodology and in the curriculum (National Policy on Education, 2004). Teachers shall be regularly exposed to innovations in the profession, in-service training shall be developed as an integrated part of continuing teacher education and shall also take care of all inadequacies. From the foregone, it become imperative that those already engaged in teaching be further exposed to some vital school records and ethical issues in teaching profession for effective and efficient administration of school to enhance teaching and learning.

ESTUDIO DE LOS FACTORES DE CALIDAD EDUCATIVA EN DIFERENTES INSTITUCIONES EDUCATIVAS DE CÚCUTA

The objective of this research is to analyze educational quality factors in some schools in the municipality of Cucuta. It is a qualitative study of descriptive-non-experimental-transectional type in which it participates in teachers and teaching directors of 29 public educational institutions. For the collection of information, a matrix of evaluation of the educational quality was designed based on the available literature and the selection of variables implemented in other specific models of evaluation of the educational quality. In addition, pedagogical sessions were held with ten educational institutions in which they participated in manager-teachers and teachers, and the registration of teachers' contributions allowed supplementing the information contained in the completed instrument. The findings show that the educational institutions evaluated have focused on administrative and technical aspects and the formulation of documents and reports, but also important themes such as praxis and pedagogical reflection, writing and reading, citizenship training, curriculum, teaching-learning process and innovative and scientific practices. Consequently, it is invited to rethink the vision of quality in education so as to overcome the vision that reduces the school to reports and documents, moving it to pedagogical practice and what it implies.

The Proportion of School and Society on the Education of Gifted Pupils in the Czech Republic

The readiness of Czech schools to work with talented pupils in the process of education is still not reflected by teachers in legislative support. This article is the reaction to this reality and offers a current view on the issues of registration of talented pupils and teachers’ readiness to work with these children in school. The article indicates some of the outcomes of the research project “The special needs of pupils in the context of the framework of the training programme for basic education” ID-0021622443. It focuses on the education of children, pupils and students with special educational needs, and extremely talented pupils and students, and points to the possibilities of training corresponding to the necessary quality for appropriate development of the individual talents of each individual.

Innovation in Course Design

Initial teacher education programs offered at Australian universities tend to qualify graduates to teach in the age-related contexts of early childhood/primary or secondary, a model that reflects the organisational evolution of schools. Greater flexibility is required in the design of teacher preparation courses in order to produce graduates who meet teacher registration requirements for early childhood/primary and secondary and who have a better understanding of and focus on the academic and developmental needs of a diverse range of young people. A teacher who can combine a deep understanding of approaches to child and adolescent development, teaching and learning theories, together with a critical approach to pedagogical principals and practice across the stages schooling with content specialisation knowledge is an asset to any twenty-first century school. A graduate qualified to teach across the primary and secondary school divide has enhanced employment opportunities and a more flexible career pathway.

Inserción laboral docente: ¿una oportunidad perdida para la Formación Inicial Docente?

This research shows a depiction of the first years of working career of school teachers, using data from graduates’ records, and the official teacher registration of the Ministry of Education. Some of the findings of this research stand on the fact that most of the Education Careers Graduates join to the labor market as teachers (79%), and from this group 65% do it in a permanent way. The teaching career attracts and retains mainly women and teachers from a lower social class. Meanwhile, teachers with the best academic performance are more likely to be employed permanently instead to be employed temporarily. And for graduates from non-traditional institutions and low years of accreditation is more likely not to have access to schools than graduates of traditional institutions, but when this first group achieved to get into the classroom, they probably to stay on it. Finally, it seems this differences are not enough to keep away the best candidates from schools; so it would not be a lost opportunity for Initial Teacher Training (ITT) in terms of the efforts made for attracting the best to the teaching profession.

Job Initiation for Teachers: Is it a Missing Opportunity for Initial Teacher Training?

This research shows a depiction of the first years of working career of school teachers, using data from graduates’ records, and the official teacher registration of the Ministry of Education. Some of the findings of this research stand on the fact that most of the Education Careers Graduates join to the labor market as teachers (79%), and from this group 65% do it in a permanent way. The teaching career attracts and retains mainly women and teachers from a lower social class. Meanwhile, teachers with the best academic performance are more likely to be employed permanently instead to be employed temporarily. And for graduates from non-traditional institutions and low years of accreditation is more likely not to have access to schools than graduates of traditional institutions, but when this first group achieved to get into the classroom, they probably to stay on it. Finally, it seems this differences are not enough to keep away the best candidates from schools; so it would not be a lost opportunity for Initial Teacher Training (ITT) in terms of the efforts made for attracting the best to the teaching profession.

Teachers’ Perception on Laws and Education in Nigeria

This study sought to find out the perception of teachers on the applicability of the federal laws on education. 1,480 teachers were randomly selected from 3 geo-political zones in Nigeria. A 20 item questionnaire titled “Applicability of Federal Laws in Nigeria” (AFLEN) was designed by the researcher. This instrument was validated by experts in law as well as Test and Evaluation. The instrument was further subjected to a test of reliability using the test-retest method and the data were analysed using the Pearson Product Moment Correlation Coefficient. The questionnaire were administered by the researcher as well as 158 research assistants. They were collected on the spot. The data collected were analysed using simple descriptive statistics. The findings of the study include federal laws are made concerning education but not properly implemented by the various agencies as perceived by teachers. Laws on Examination malpractice, National Teachers Institute, Teachers Registration, free and compulsory education are not properly handled as expected by teachers. Recommendations were therefore made to ensure effectiveness and efficiency of the federal laws on education.

‘Relationships for Me are the Key for Everything’: Early Childhood Teachers' Subjectivities as Relational Professionals

Relational professionalism in early childhood teaching has been described as reflecting professional ethic of care values, as well as historical maternalist views. In Aotearoa/New Zealand, early childhood teachers negotiate conflicting contexts of professionalisation and maternalism. A strategic plan for early childhood education has emphasised teaching qualifications, and professional standards regulate early childhood teacher education and teacher registration. This article discusses findings from two participants involved in a post-structural study of newly qualified early childhood teachers' negotiations of their subjectivities within three dominant discourses. The authority discourse positioned the participants as claimed by the authority of qualifications and accountability requirements, while also claiming authority as knowledgeable and qualified. The identity work discourse positioned participants as responsible for shaping their own professional identities. A dominant discourse of relational professionalism positioned participants as relational professionals who engaged in warm, trusting and positive professional relationships. Data from two participants shows how they engaged in discursive practices in individual and complex ways in order to actively negotiate their subjectivities within the relational professionalism discourse.

A Content Analysis of Early Childhood Teachers’ Theoretical and Practical Experiences With Infants and Toddlers in Australian Teacher Education Programs

In Australia, the growth in the provision of early childhood services for very young children aged birth to three years has placed increased demands on pre-service teachers as new policy stipulates the need for qualified early childhood teachers. While many teacher education programs offer early childhood courses, they have traditionally had a greater focus on kindergarten and the formal years of schooling. Less is known about the amount of time devoted to developing the specialist educational capacity for teaching and caring for infants and toddlers. This paper explores 55 Australian early childhood teacher undergraduate education programs to provide data regarding what pre-service teachers learn about children from birth to three years of age during their formal program of study. It explores: if pre-service teachers engage in practical experiences with this age range; what content they learn; and how knowledge for this age range is assessed. Utilising information from fully accessible public program websites, data in the form of course details were examined to reveal the extent and nature of courses inclusive of teaching and learning focusing on children aged from birth to three years. Of the 55 programs, 18 programs provided practical experience with infants and toddlers, and to a lesser extent content was evident and assessed. Most of the programs which included a focus on birth to three years of age were delivered by Victorian institutions. Findings are important for the future of early childhood teacher education in Australia and hold key messages for teacher registration bodies.

From preparation to practice: Tensions and connections

The links between initial teacher education, teacher registration and early career learning are problematic. The curriculum and control of initial teacher education is contested and the nature of relationships between the key parties (teachers, providers, and regulatory institutions) is under pressure. At present, providers of initial teacher education (ITE) in New Zealand prepare beginning teachers and at point of graduation, formal links with the student are severed. This feels unsatisfactory as it creates a division in the teacher professional learning process that, ideally, should be more seamless. Becoming and being a teacher is an ongoing, challenging process that requires continuing professional development. Therefore transition points in the process of becoming and being a teacher need to be as seamless as possible. To ensure greater connectivity in ongoing teacher professional development and learning for beginning teachers, all parties (from ITE onwards) need to take responsibility for developing understanding and respect for the different components of beginning teacher development. That simple statement hides issues of power and control that create tensions that threaten connections and professional respect. This paper explores the present context and identifies points of tension and connection between the key stakeholders. We argue that these tensions can, without understanding, goodwill and a commitment to the profession as a whole, undermine the development and maintenance of links between ITE, registration and early career learning. The challenge, for all parties involved, is how to mitigate the tensions and enhance respect for all stakeholders committed to the endeavour of teacher learning and development. The authors suggest that new working relationships are needed and identify ways in which the key parties might establish better links.

Enhancing the Teaching Profession in Nigeria: A Historical Perspective

Teaching is a special profession that should be given every encouragement if a society must grow in every ramification. The worth of society’s citizens makes that society important in comity of nations. The teaching profession in Nigeria has gone through many stages and even today there are disagreements as to whether it should be called a profession. The change in status actually came after the founding of its umbrella body The Nigeria Union of Teachers (N.U.T.). The formation of this body helped to radicalize the status of teachers in Nigeria as it fought many battles with government in order to enhance the status of the profession. This has culminated into the establishment of the Teachers Registration Council of Nigeria (TRCN) in charge of the registration of teachers and currently the approval of a special salary scale for teachers known as the Teachers Salary Scale. Although this has not been fully implemented, it is hoped that it will further enhance the profession when it finally takes off in all the states of the federation. The paper is an attempt therefore to bring history to bear on the rough roads of the teaching profession in Nigeria. DOI: 10.5901/ajis.2013.v2n5p51

The Teachers Registration Council, Decree 31 of 1993 and Its Implications for the Professionalisation of Teaching in Nigeria

The Teachers Registration Council, Decree 31 of 1993 and Its Implications for the Professionalisation of Teaching in Nigeria

Crossing the Primary and Secondary School Divide in Teacher Preparation

Teacher education courses at universities qualify graduates to teach in age-related contexts of primary/early childhood/secondary that reflect the organisational structure of schools. In terms of teacher employment, for some considerable time, these longstanding organisational divisions have been by-passed whereby a shortage of teachers in particular areas (for example a perennial shortage of science and mathematics teachers) has resulted in schools employing teachers in subjects and grade levels for which they are not qualified. More recently, the development of middle schooling, P/K to 10 and P/K to 12 colleges, has created demand for teachers with generic skills able to teach across a wide age range. As universities design teacher education courses that are required to meet the demands of teacher registration organizations, flexibility can be compromised. The intent of this article is to challenge the restrictions of early childhood/primary/secondary divisions and to advocate for more flexibility in the design of teacher education courses. An example of a K-12 Bachelor of Education degree course that produces graduates who meet teacher registration requirements for all three divisions, providing the option to teach across all years of school, is presented. A graduate from this program has enhanced employment opportunities as well as a more flexible career pathway.

Now what? First year student teachers' reflective journal writing

With the increasing focus for New Zealand teachers on reflective practice, initial teacher educators must take increasing responsibility in scaffolding students’ critical writing, developing reflection skills for working in schools, the teacher registration process and ongoing professional learning. This article reports a study of journal writing practices of a sample of student teachers in their first year of an undergraduate degree at the University of Waikato. Of particular interest in the findings are the sophistication of the students’ writing, choice of topic for each entry and the impact of feedback and support provided.