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Teachers’ professional learning in the workplace is of great interest, for it is believed to positively impact the quality of teaching and learning. To this end, this qualitative case study explore...

This study aimed to explore the nature of the continuous professional development (CPD) programme adopted in Ethiopian schools and the underlying contextual factors that constrained its implementat...

Objective and Method: This review unravels the complexity of trust in home–school contexts across the globe by drawing on 79 peer-reviewed quantitative empirical studies spanning over two decades (2000–2020). The goal is to refocus attention on how trust has been defined and operationalized in recent scholarship.Findings: The findings reveal four essential pillars in the conceptualization of trust: the trustor’s propensity to trust, shared goals, the trustor–trustee relationship, and the trustee’s trustworthiness. However, the operationalization of trust in existing measures does not fully capture these essential pillars, as it is mainly based on trustee characteristics of benevolence, reliability, openness, competence, and honesty rather than on the trustor’s actual trust behavior.Conclusion: Most “trust studies” are essentially measuring trustworthiness and not the purported trust. Therefore, a shift in the conceptualization and measurement of trust is proposed. The review contributes to the understanding and assessment of home–school and workplace relationships.

Teaching practice is one of the main components of and indispensable link in teacher preparation. It is one of the focuses and tendencies in the field of teacher education reforms in the world. Although there is a high degree of consensus as to the importance of teaching practice in teacher preparation, controversies and disputes exist over the amount (how much practice is necessary for teacher preparation), kind (what kind of practice is appropriate for teacher preparation) and timing (when should teaching practice be arranged) of teaching practice. In view of this subject, this study uses questionnaire and interview to survey 1,024 pre-service teachers of D Normal University, in order to understand the overall effect of teaching practice on pre-service teachers’ feeling of preparedness to teach and reveal the relative contribution of different kinds of teaching practices to that preparedness. It is found that the contribution of teaching practice to pre-service teachers is higher than that of other types of courses and activities in the teacher preparation program. The relative contribution of various teaching practices to pre-service teachers’ feeling of preparedness to teach is rated in the following order: field teaching practice; microteaching; and school visit and classroom observation. There is a time threshold for teaching practice to have influence on preparedness to teach, which is about 20 h. Mentoring is an important factor that affects the effectiveness of the teaching practice and therefore bears on pre-service teachers’ feeling of preparedness to teach. Moreover, the effect of dual mentoring is significantly greater than single mentoring. School visit and classroom observation are less effective maybe due to the wrong timing of these measures in teacher preparation.

Since the mid-1990s, teacher education in China has entered a new period of transformation, mirroring larger rapid societal development. Although quality improvement has been the theme of teacher education development in China since the mid-1990s, this period of more than 20 years can still be divided into three periods: the phase of system restructuring (from the mid-1990s to 2005), the phase of capacity building (from 2005 to 2016), and the phase of revitalization (since 2017). This chapter reviews the changes to the background, goals, content, and impacts in teacher education policies since the 1990s and then discusses its future development.

The study intentions were to examine the correlation and impact of the style of leadership of the principals on job performance of the teachers of secondary school in private sector in Lahore district, Pakistan. It is correlational study in terms of research design. The data was collected from 106 principals and 543 teachers of secondary schools in private sector in Lahore district through adapted instrument. The first tool of the instrument “Principal Leadership Style Questioner (PLSQ) had cronbach alphas of 0.834 for autocratic leadership sub-scale, 0.764 for democratic leadership sub-scale and 0.861 for laissez-faire leadership sub-scale. The Second tool of the instrument “Teacher Job Performance Questioner” (TJPQ) had Cronbach alpha of 0.816. The research question and hypotheses were tested by using percentage, multiple regression, Pearson correlation at the level of p

Achievement-oriented leaders let their followers know their expectations. They regularly set clear goals with potential high-performance standards, they trust in the capabilities of their subordinates, and they encourage the continued performance improvement of their subordinates. This investigation studied the effects of private secondary school principals&rsquo, leadership styles on teachers&rsquo, job performance. Four leadership styles outlined in the path&ndash, goal theory and five key performance indicators (KPIs) of teacher job performance were chosen for the present research. Numerous prior studies have documented this subject. However, they reported on teacher job performance as a single unit. Therefore, a concerted effort was required to examine the effects of adopted principal leadership styles on each of the five key performance indicators of teacher job performance. A total of 253 middle management personnel took part in this empirical study. The correlation findings from the structural equation modeling revealed that the directive leadership style had a significant effect on teacher job performance in the studied schools, followed by the supportive and achievement-oriented leadership styles. Conversely, although participative leadership was identified as a significant predictor, it was not considered a promising predictor of teacher job performance. This research was conducted in a non-Western culture, where directive leadership is beneficial for encouraging teacher job performance, this claim is greatly supported by the available rigorous literature.

Objectives: This study was aimed to assess quantitatively and qualitatively the students' perceptions of the clarity of objectives for the selected course content in the distance teacher education program at university level, to compare the perceptions of students towards selection and organization of curriculum content with regards of their enrolled distance learning teacher education program at university level and to explore the perceptions of Student teachers’ gratification towards the proportion of theory and practice in the curriculum with regards to the gender. Materials and Methods: A mixed methods study design was adopted. As a whole, 200 participants were selected randomly for survey. Four focus group discussions were conducted with the participants of the study. Because the investigation was about education problems and the participants also belonged to the education department, they were aware of the technicalities and seriousness of the problem. Results: Out of total one hundred eight seven (187) students (93.5%) returned the completed questionnaire. The overall mean score was 3.627 indicating "more positive than negative perceptions". M.Phil students had positive perceptions towards selection and organization of curriculum content in distance learning teacher education programs at university level than B.Ed, M.Ed and M.A students. Male students were more positive than females towards gratification about the proportion of theory and practice in the curriculum. Conclusions: It is important to assess the students' perceptions of curriculum objectives of their teacher training program. There is a need to improve the content of teacher education institutions according to levels of interest and maturity of student teachers. There is also a need to shift the focus of content from theory to practice. Quality of distance teacher educators needs to be addressed.

The main aim of the present study was to find out the views of Pakistani secondary science teachers about the necessity of creativity at the secondary level. The study was qualitative in nature and conducted among 14-secondary science teachers in Pakistan. 14 detailed interviews were administered for the data collection after that the data were analyzed through coding and the thematic process of Miles and Huberman (1994). In last, the findings of the study were concluded which showed that due to intrinsic and extrinsic reasons the teachers considered creativity very necessary at the secondary level.

This study examined History teachers’ perceptions and experiences on teaching and learning history in secondary schools in Kigoma region in Tanzania. The study focused on teachers’ perceptions of significance of teaching and learning History, teaching methods, perception of how students learn history, perception of learnability of History, and perceived challenges. About fifteen history teachers from seven secondary schools were involved. Data were collected through semi-structured interviews. The data were analysed using content analysis method. The findings indicated that the teachers highly perceived History as an important subject in secondary school education. They acknowledged the use of both teacher-centred and learner-centred teaching methods in teaching History, with more use of teacher-centred methods. Teachers highlighted various challenges to history teaching and learning in their schools. These include shortage of teaching and learning materials, use of English as the medium of instruction, lack of professional development opportunities and examination oriented teaching. It is recommended that educational authorities give priority to in-service teacher education and professional development and ensure availability of teaching and learning materials in schools.

The global education reform movement is searching for new models for twenty-first century pedagogy. A worldwide agreement exists that learners need to know how to think critically, communicate effectively, and solve problems through negotiation and cooperation (Scott, 2015, p.1). Learners also need support when using new tools for working and familiarizing themselves with various types of information and communication technologies.

espanolLa primera parte de esta investigacion consistio en un estudio experimental para investigar la utilidad comparativa del �metodo de traduccion gramatical� y la ensenanza comunicativa de la lengua (CLT) aplicada al ingles de nivel intermedio. Se utilizo un diseno de pre-test, post-test para medir los logros y la actitud de los estudiantes. La segunda parte de esta investigacion consistio en evaluar la percepcion del metodo CLT y los impedimentos percibidos en su aplicacion en la segunda etapa de educacion secundaria mediante una encuesta. Para este proposito se utilizo un cuestionario semiestructurado; un total de 10 profesores fueron entrevistados EnglishThe first part of this research is comprised of an experimental study to investigate the comparative usefulness of the Grammar Translation Method and Communicative Language Teaching (CLT) approach in teaching English at the intermediate level. A pre-test, post-test group design was used to measure achievement and attitude of the students. The second part of this research is comprised of a survey study to investigate the Pakistani teachers� perception of the CLT approach and their perceived impediments in its application at the higher secondary level. A semi-structured questionnaire was used for this purpose, and ten teachers were interviewed

As the world increasingly becomes a global society, many people consider education to be an important avenue for national development. The preparation of new teachers and the ongoing professional development of the current teaching force are both regarded as the keys to educational improvement (Cobb, Darling-Hammond, & Murangi, 1995). One example of this thrust is seen in two important East Asian countries: China and Japan.