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In: New labor forum: a journal of ideas, analysis and debate, Band 22, Heft 2, S. 60-68
ISSN: 1557-2978
In: Social policy and society: SPS ; a journal of the Social Policy Association, Band 7, Heft 1, S. 41-52
ISSN: 1475-3073
The Purpose of this Booklet This booklet is intended to provide succinct guidance to teachers, leaders and other practitioners in schools on current research and methodologies related to coaching. Coaching is increasingly seen as an important, key element in practitioner professional learning. The Welsh Government's recent publication 'Investing in excellence: Our national workforce development plan 2019–21' (Welsh Government, 2019) includes commitments to: • a dedicated programme of coaching and mentoring and a set of standards for mentor support along with a programme of common professional learning for mentors. (designed for) practitioners in the early career stages • the introduction of an enhanced programme that includes coaching, mentoring and a high-level development programme (to support leadership and succession planning) The national professional learning model (NAPL) is the government's vehicle for the design and delivery of professional learning (https://gov.wales/national-approach-professional-learning-napl ). In the context of practitioner coaching and mentoring, the following design features are particularly pertinent: The professional learner is near the centre of our national approach. Professional Learning should be intended and designed to be a personalised response to individual professional learners' needs, taking into account their experience, expertise and aspirations. (Welsh Government, 2019) There are clearly links to effective teaching and learning also, and hence to the Welsh Government's professional standards for teaching and leadership (Welsh Government, 2018). Whilst the focus in this booklet is on the teaching profession, coaching has already been shown to be truly beneficial for the development of a wide range of professions, and for activities both inside and outside work (Passmore & Fillery-Travis, 2011). Photo by Toa Heftiba on Unsplash
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In: HELIYON-D-23-12274
SSRN
In: Opening the mind or drawing boundaries? History texts in Nordic schools., S. 99-105
Poor academic achievement of pupils in Nigerian primary schools together with its attendant problems has been worrisome to stakeholders in education system such that several factors like teachers' incentives and other perennial problems has been pointed to as the cause of its occurrence. This study investigates the impact of teachers' incentive on teachers' performance in primary schools in Ogun State. A descriptive survey research design and simple random sampling technique was used to select 100 teachers from both private and public schools for the study. A self-developed questionnaire was used to collect data for the study while collected data analyzed using ANOVA statistics. The findings showed that (i) there is significant difference in teachers' condition of service and teachers performance in primary school (F (1,98) = 10.245, P < 0.05), (ii) there is significant difference between teachers' fringe benefit and teachers performance (F (1,98) = 8.133, P < 0.05), (iii) the relationship between teachers' incentive and teachers' performance in primary school is positive and significant (r = 0.146* at p < 0.05). It was suggested that government should improve welfare packages, condition of service and other benefits of teachers. Article visualizations:
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Poor academic achievement of pupils in Nigerian primary schools together with its attendant problems has been worrisome to stakeholders in education system such that several factors like teachers' incentives and other perennial problems has been pointed to as the cause of its occurrence. This study investigates the impact of teachers' incentive on teachers' performance in primary schools in Ogun State. A descriptive survey research design and simple random sampling technique was used to select 100 teachers from both private and public schools for the study. A self-developed questionnaire was used to collect data for the study while collected data analyzed using ANOVA statistics. The findings showed that (i) there is significant difference in teachers' condition of service and teachers performance in primary school (F (1,98) = 10.245, P < 0.05), (ii) there is significant difference between teachers' fringe benefit and teachers performance (F (1,98) = 8.133, P < 0.05), (iii) the relationship between teachers' incentive and teachers' performance in primary school is positive and significant (r = 0.146* at p < 0.05). It was suggested that government should improve welfare packages, condition of service and other benefits of teachers.
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Government of Thailand recognizes the need of Human Resources Development of teaching professionals as a key to maintain standards of education at an internationally competitive level. Considering the large number of teachers currently in service whose expertise in new teaching and learning approaches will be critical in implementing the educational reform, it is surprising that very little work has been done in planning, developing and delivering training in new teaching and learning methods. The biggest impact of the teaching and learning reform rests with the teachers currently in the classrooms and yet little attention has been given to (a) developing an in service training programme to help these teachers to adopt student centered learning and other new practices, and (b) considering innovative approaches to delivering. This is matter of serious concern as many of teachers have not had any training since they graduated some twenty or more years. ago and certainly no training in new teaching or learning methods. Since in-service training can't be taken away from classes, there is urgent need to direct resources to planning, developing and delivering of in-service training. (National Institute for Development of Teachers, Faculty Staffs and Educational Personnel, Ministry of Education, Annual report 2007) .
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In: Dissent: a journal devoted to radical ideas and the values of socialism and democracy, Band 58, Heft 3, S. 97-98
ISSN: 0012-3846
A commentary discusses the following four myths concerning education in the US: (1) the big problem with US education is the teachers; (2) charter schools are better than regular public schools; (3) unions stand in the way of all that is good in education because they keep unfit teacher in their jobs; and (4) tenure makes it so that teachers become complacent, because it's difficult to fire them and they have no motivation to improve. Adapted from the source document.
Humanities Open Book Program, a joint initiative of the National Endowment for the Humanities and the Andrew W. Mellon Foundation ; Japan's Militant Teachers is the first comprehensive English-language analysis of the origin and development of the fundamental issues in this struggle. It is an objective approach to the history of the teacher's movement from its prewar conception, through the birth of Nikkyoso in 1947, to that union's present strength encompassing a large majority of all public school teachers. It is significant that this study was undertaken by a non-Japanese. Professor Duke was accepted with full confidence by all parties in the dispute. His study includes material obtained from many firsthand interviews conducted between 1968 and 1970 with the leaders of Nikkyoso and government representatives form the Ministry of Education. He has thus been able to present an objective accounting without passing judgement. This book examines the problems of Nikkyoso within the greater context of Japanese society. It is a good introduction to, and analysis of, the problems facing organized teacher' movements as well as the problems facing Japanese education as a whole.
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This evaluation compares evidence from the literature with Australia's experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher education and training will result in better teaching and learning in schools. A significant limitation, acknowledged in this evaluation report, is insufficient attention to measuring learning outcomes. Follow-on evaluations involving the Office of Development Effectiveness are expected to help fill this gap.
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In: Academic leadership
ISSN: 1533-7812
Government of Thailand recognizes the need of Human Resources Development of teachingprofessionals as a key to maintain standards of education at an internationally competitive level.Considering the large number of teachers currently in service whose expertise in new teaching andlearning approaches will be critical in implementing the educational reform, it is surprising that very littlework has been done in planning, developing and delivering training in new teaching and learningmethods. The biggest impact of the teaching and learning reform rests with the teachers currently in theclassrooms and yet little attention has been given to (a) developing an in service training programme tohelp these teachers to adopt student centered learning and other new practices, and (b) consideringinnovative approaches to delivering. This is matter of serious concern as many of teachers have nothad any training since they graduated some twenty or more years. ago and certainly no training in newteaching or learning methods. Since in-service training can't be taken away from classes, there isurgent need to direct resources to planning, developing and delivering of in-service training. (NationalInstitute for Development of Teachers, Faculty Staffs and Educational Personnel, Ministry of Education,Annual report 2007) .
The beginning and the first years of teaching can be viewed in various ways. For example, the image of a triangle with the person's teaching in one of its vertices. As a person, the novice teacher has a particular vision of his work and a sense of mission or task. The beginning teacher feels more capable in some areas than others and with a confidence variable with respect to its initial preparation (although this perception may change with the first experiments). From the other sides of the triangle together towards this new professional messages that come from the context of work and messages of social and political context relating to education, quality or otherwise of their initial preparation and what they should or should not make teachers. In their place of work, in concrete form, is facing demands or conflicts, receives support, and asks questions that do not always have the answer. The beginning teacher welcomes, rejected, interpreted and reinterpreted these experiences as a sort of re-shaping the professional identity that maybe he thought he had acquired in their initial training. In this, no different from other professionals faced with his first work experiences, but those living in more complex by the interweaving of relationships that will demand accountability with students, parents, peers, authorities and his own social environment of friends, and possible by the diversity of expectations regarding their work, both personal and from others.
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