Systems Research in Education: Designs and methods - Magrath, Bronwen; Aslam, Monazza; Johnson, David (Research in Comparative and International Education, 2019)
Keywords: ___working_potential_duplicate; ❓ Multiple DOI

Systems Research in Education: Designs and methods - Magrath, Bronwen; Aslam, Monazza; Johnson, David (Research in Comparative and International Education, 2019)
This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research.
Keywords: Research methodology; ___working_potential_duplicate; education systems; mixed-methods research

Systems Research in Education: Designs and methods - Magrath, Bronwen; Aslam, Monazza; Johnson, David (Research in Comparative and International Education, 2019)
This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research.
Keywords: Research methodology; ___working_potential_duplicate; education systems; mixed-methods research

Systems theories: Their origins, foundations, and development - Laszlo, Alexander; Krippner, Stanley (ADVANCES IN PSYCHOLOGY-AMSTERDAM-, 1998)

Systems theory - Lai, Chih-Hui; Huili Lin, Sapphire (The international encyclopedia of organizational communication, 2017)

Systems Theory - Wilkinson, Lee A. (Encyclopedia of Child Behavior and Development, 2011)

Systems theory of systems thinking: General and particular within modern science and technology education - Broks, Andris (Journal of Baltic Science Education, 2016)
Keywords: ⛔ No DOI found

Systems thinking - Senge, Peter (Executive Excellence, 1996)
Keywords: ⛔ No DOI found

Systems thinking for social change - Stroh, David Peter (Chelsea Green Publishing, 2015)

Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results - Stroh, David Peter (Chelsea Green Publishing, 2015)

Systems thinking | RISE Programme - RISE

Systems thinking, systems practice, and practical philosophy: A program of research - Ulrich, Werner (Systems Practice, 1988)

SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria International Federation for Systems Research Impressum - Metcalf, Gary; Chroust, Gerhard; Edson, Mary; Nguyen, Nam (2014)
SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria

T-TEL (Transforming Teacher Education and Learning)

T-TEL Covid-19 Impact Assessment Study - Ananga, Eric; Kadiri, Abdul-Karim; Kporwodu, Marie; Nkrumah, Yahya; Whajah, Francis; Tackie, Majorie (2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted

T-TEL's Terms, Messages and Communications Guide - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)

T4 Insights Report: World's largest teacher post-Covid-19 - T4 (2021)

Tablet-based Learning for Foundational Literacy and Math: An 8-month RCT in Malawi - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie (2020)
Our 8-month randomized controlled trial (RCT) in government primary schools in Malawi shows significant positive effects for learners in overall literacy and in key early math skills, with similarly positive results for both girls and boys.

Tablet PCs, academic results and educational inequalities - Ferrer, Ferran; Belvís, Esther; Pàmies, Jordi (Computers & Education, 2011)

Tablet PCs–An Assistive Technology for Students with Reading Difficulties? - Gasparini, Andrea A; Culén, Alma Leora (2012)
Keywords: ⛔ No DOI found

Tablet use in schools: a critical review of the evidence for learning outcomes - Haßler, Björn; Major, Louis; Hennessy, Sara (Journal of Computer Assisted Learning, 2016)
Keywords: Android; Author:Haßler; dode_eth-src-dode; dode_eth-trf2-dode; iPad; learning outcomes; school; systematic reviews; tablets

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
Keywords: ⛔ No DOI found

Tackling coloniality in EdTech: Making your offering inclusive and socially just - Adam, Taskeen; Moustafa, Nariman; Sarwar, MoizzaBinat (2022)
On 29 June 2022, Bertha Centre, EdTech Hub, Open Development & Education and the Overseas Development Institute (ODI) presented a workshop on Tackling Coloniality in EdTech. The workshop was hosted by Ntombini Marrengane (Bertha Institute). This slide deck shares the resources and activities used at the workshop, in the hope that it inspires others to host similar workshops that critically reflect on how coloniality can be embedded in EdTech designs, projects, programmes, processes, structures, values, knowledge systems, and philosophies.
Keywords: _r:AddedByZotZen

Tackling inequity in education during and after COVID-19 - Alasuutari, Hannah (UKFIET, 2020)

Take advantage of demographic dividend - Kibaru-Mbae, Josephine; Chatterjee, Siddharth (UNFPA Kenya, 2016)
Kenya is at the cusp of a “demographic dividend” that could change the country’s fortunes in the first half of the 21st century, but only if the country takes the right steps towards investing in its youth.

Take-up, Use, and Effectiveness of Remote Learning Technologies in Bangladesh during COVID-19 - Beam, E; Mukherjee, P; Navarro-Sola, L (2021)

Take-Up, Use, and Effectiveness of Remote Technologies Endline Report - Beam, Emily A.; Mukherjee, Priya; Navarro-Sola, Laia; Ferdosh, Junnatul; Sarwar, Md. Afzal Hossain (2021)
Keywords: ⛔ No DOI found

Taking responsibility for complexity - Jones, Harry (ODI, 2011)
This Briefing Paper reviews the implications of complexity for policy and programme implementation. It aims to give readers the tools to decide when a problem is complex, outline why this matters and provide guidance on how to achieve results in the face of complexity.

Taking responsibility for complexity: how implementation can achieve results in the face of complex problems - Jones, Harry (ODI, 2011)
Keywords: ___working_potential_duplicate

Taking responsibility for complexity: how implementation can achieve results in the face of complex problems - Jones, Harry (ODI, 2011)
Keywords: ___working_potential_duplicate

Taking responsibility for complexity: how implementation can achieve results in the face of complex problems - Jones, Harry (ODI, 2011)
Keywords: ___working_potential_duplicate

Taking Stock of the Global Partnership for Development (MDG 8) - MDG Gap Task Force (UN, 2015)

Taleem Ghar - Government of the Punjab (2020)
Keywords: auto_merged

Taleem Ghar - Government of the Punjab (2020)

Taleem Ghar: An initiative by Government of the Punjab - Government of the Punjab

Taleem Ghar: An initiative by Government of the Punjab - PITB

Taleem Ghar: Delivering Education In The Safety Of Homes - The Academia (2020)
Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education
Keywords: auto_merged

Taleem Ghar: Delivering Education In The Safety Of Homes - The Academia (2020)
Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education

Taleemabad - Orenda Project

Taleemabad - Orenda Project (2020)

Taleemabad - Orenda Project (2020)

Talking about education: exploring the significance of teachers’ talk for teacher agency - Biesta, Gert; Priestley, Mark; Robinson, Sarah (Journal of Curriculum Studies, 2017)
The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.

Tangerine for Principals: Pilot Report - Leh Wi Lan (2020)

Tangerine: Mobile Assessments Made Easy - Principles for Digital Development (Principles for Digital Development, 2014)
Overview Tangerine is an open source software application initially designed to collect and analyze reading and mathematics assessment data in primary schools (typically grades one through four), most commonly in low-income countries. Data collectors use the Tangerine platform on mobile devices like tablets and smartphones to administer the Early Grade Reading Assessment (EGRA) and Early […]

Tangerine® – Mobile Learning Assessments Made Easy - RTI

Tangerine® – Mobile Learning Assessments Made Easy - RTI International (RTI, 2016)
Since 2010, improving early grade reading has been a top priority for RTI and for many bilateral and multilateral donors, including the U.S. Agency for International Development (USAID), The World Bank, UK Aid and others. In support of this work and to improve upon paper forms of assessment, RTI developed a mobile assessment and coaching tool we dubbed Tangerine. Open source for all users, Tangerine is a first-of-its-kind software application optimized for offline data collection on low-cost Android tablets.

Tangerine Pilot: Report on pilot implementation - Leh Wi Lan (2018)

Tanzania - Demographic Dividend (2020)

Tanzania 2017 field testing report: Can out-of-school children make learning gains with Kitkit School? - Kitkit School (Kitkit School, 2017)

Tanzania: A political-economy analysis - Eriksen, Stein Sundstøl (Norwegian Institute of International Affairs, 2018)

Tanzania Commission for Science and Technology

Tanzania Commission for Universities

Tanzania Education Authority

Tanzania Higher Education

Tanzania: ICT in education: situational analysis - Swarts, Patti; Wachira, Esther Mwiyeria (Global e-Schools and Communities Initiative, 2010)

Tanzania Institute of Education

Tanzania Mainland Poverty Assessment: Executive Summary - World Bank (2020)

Tanzania National Development Vision 2025 - Government of Tanzania (2021)

Tanzania secondary education development plan 2010-2015 - Ministry of Education and Vocational Training (The United Republic of Tanzania Ministry of Education and Vocational Training, 2010)

Tanzania: The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa - UNICEF (UNICEF, 2017)

Tanzania TZ21 2015 endline reading fluency progress brief - Kiswahili - USAID (USAID, 2015)

Tanzanian Teachers’ Experiences of Teaching With Technology: Recommendations for policy and practice - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2022)
This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech Hub. Keywords: Educational technology; learning outcomes; teacher needs; teacher professional development; teacher voice; technology access An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Taonga Market Programme Review - USAID (2010)

Targeted Remedial Education: Experimental Evidence from Peru - Saavedra, Juan E; Näslund-Hadley, Emma; Alfonso, Mariana (Inter-American Development Bank, 2017)
Improving learning among low-achieving students is a challenge in education. We present results from the first randomized experiment of an inquiry-based remedial science education program for low-performing elementary students in a developing-country setting. Third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score at the bottom half of their school distribution in a science test taken at the beginning of the school year are randomly assigned to receive up to 16 remedial science tutoring sessions of 90 minutes each. Control group compliance with assignment is close to perfect. Treatment group compliance is 40 percent, equivalent to 4.5 tutoring sessions, or a 4 percent increase in total science instruction time. Despite the low treatment intensity, students assigned to the remedial sessions score 0.12 standard deviations higher on a science endline test, with all gains concentrated among boys. We find no evidence of remedial education producing within-student spillovers to other subject areas (math or reading) or spillovers on other students in the classroom. We conclude that low-intensity remedial education can have an effect on science learning among low-achieving students.

Targeting within universalism - Jacques, Olivier; Noel, Alain (Journal of European Social Policy, 2021)

Tarjemly Live (Tarjemly Live)
Tarjmly Live was created from the difficulty which Arab and foreigners face when they come to Turkey for tourism or residence purposes, the difficulty is in differences in languages, and the difficulty of the Turkish language

Tawjihi Pass Rates - Ministry of Education, Jordan (2019)

Tax Farming Redux: Experimental Evidence on Performance Pay for Tax Collectors - Khan, Adnan Q.; Khwaja, Asim I.; Olken, Benjamin A. (National Bureau of Economic Research, 2021)
Performance pay for tax collectors has the potential to raise revenues, but might come at a cost if taxpayers face undue pressure from collectors. We report the first large-scale field experiment on these issues, where we experimentally allocated 482 property tax units in Punjab, Pakistan into one of three performance-pay schemes or a control. After two years, incentivized units had 9.3 log points higher revenue than controls, which translates to a 46 percent higher growth rate. The scheme that rewarded purely on revenue did best, increasing revenue by 12.8 log points (62 percent higher growth rate), with little penalty for customer satisfaction and assessment accuracy compared to the two other schemes that explicitly also rewarded these dimensions. Further analysis reveals that these revenue gains accrue from a small number of properties becoming taxed at their true value, which is substantially more than they had been taxed at previously. The majority of properties in incentivized areas in fact pay no more taxes, but do report higher bribes. The results are consistent with a collusive setting in which performance pay increases collector's bargaining power over taxpayers, who either have to pay higher bribes to avoid being reassessed, or pay substantially higher taxes if collusion breaks down.

TCData360 - World Bank

TCdata360: Households w/ personal computer, % - World Bank (TCdata360)
Percentage of households equipped with a personal computer

TCF - The Citizens Foundation (2018)
TCF is a non-profit organisation which provides education for those people who cannot afford it. It is an NGO run by professional people.
Keywords: auto_merged

TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, Gervace; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Frederick; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2023)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

TCPD in Tanzania: Design-Based Implementation Research Cycle 2 Recommendations Policy Brief - Koomar, Saalim; Chachage, Kristeen; Swai, Calvin; Massam, Winston; Anthony, Gervace; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Frederick; Komba, Aneth; et al. (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; coming soon

TCPD Supervision Guidelines - Ministry of Education, Science and Technology (2022)
MWONGOZO WA KUSIMAMIA UTEKELEZAJI WA MPANGO WA MAFUNZO ENDELEVU KWA WALIMU KAZINI

Teach by Radio – MINISTRY OF EDUCATION, LIBERIA

Teach by Radio | Ministry of Education (Liberia) - Ministry of Education (Liberia) (2020)

Teach For Uganda - Teach For Uganda (Teach for uganda, 2022)
We are nurturing leaders who are committed to advancing equitable access to quality education in low-income communities in Uganda

Teach, Learn, and Make with Raspberry Pi – Raspberry Pi - Raspberry Pi

Teach - World Bank's Classroom Observation Tool - World Bank (World Bank)
Teach-Related Blogs

Teacher attendance and time on task in primary schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (2021)

Teacher Attitudes Survey - Koomar, Saalim; Hennessy, Sara (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Teacher career reforms: Learning from experience - International Institute for Educational Planning (International Institute for Educational Planning, 2019)

Teacher change in technology-rich classrooms - Sandholtz, Judith H.; Ringstaff, Cathy (Education and technology: Reflections on computing in classrooms, 1996)
Keywords: ⛔ No DOI found

Teacher coaching in Kenya: Examining instructional support in public and nonformal schools - Piper, Benjamin; Zuilkowski, Stephanie Simmons (Teaching and Teacher Education, 2015)
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
Keywords: AWP2; C:Kenya; CitedIn:AKFC; CitedIn:OER4Schools-HHH3-B; Coaching; Instruction; Kenya; Literacy; PRIMR; professional development

Teacher Coaching: What We Know - Evans, David (World Bank Blogs - Development Impact, 2017)
“Teacher coaching has emerged as a promising alternative to traditional models of professional development.” In Kraft, Blazar, and Hogan’s newly updated review “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence, ” they highlight that reviews of the literature on teacher professional development (i.e., ...

Teacher Continuous Professional Development in Tanzania: Lessons Learnt - Chachage, Kristeen; Thakrar, Jay (EdTech Hub, 2023)
This report shares the experience and learning from the activities carried out as part of the Government of Tanzania's efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development. It is among the first of its kind at a national level, particularly in low- and middle-income country contexts. Through a collaborative and responsive approach of adaptive technical assistance and innovation, the EdTech Hub team supported Government of Tanzania partners in developing and implementing a technology-enhanced, school-based, national TCPD system. This report begins with an overview of the activities implemented and then consolidates reflection through nine lessons learnt that could help inform current and future thinking on the design, delivery, and funding of TCPD programming in Tanzania. The TCPD reflected in this report is specific to Tanzania's teaching and learning environment. While we recognise that environments can vary widely, even between countries with similar goals and objectives, the report also seeks to contribute to any current and future analyses that collate features of effective TCPD from around the world. Keywords: teacher professional development; teacher training; technology; learning management system; communities of learning; teacher needs assessment; An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Teacher CPD: International trends, opportunities and challenges - Scutt, Cat; Baeyer, Sarah (Chartered College of Teaching, 2019)
Keywords: C:International

Teacher Deployment in Sierra Leone: Lessons learnt and moving forward - Beoku-Betts, Iman (EdTech Hub, 2023)
This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Teacher Deployment Protocol - Teaching Service Commission (2021)

Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania - Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke (Education and Information Technologies, 2016)
This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.
Keywords: CAREER development; CHEMISTRY education; Computer Software; Computers--Information Science And Information Theory; Cooperation; EDUCATIONAL technology; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Focus Groups; Foreign Countries; In-service science teachers; Interviews; Lesson design in teams; Lesson plans; MICROSOFT PowerPoint (Computer software); Observation; PROFESSIONAL education; Professional Development; Professional development; Questionnaires; Reflection; SCIENCE teachers; SECONDARY schools; Science Instruction; Science Teachers; Science teachers; Secondary Education; Secondary Schools; Secondary school teachers; TPACK; Tanzania; Teaching Methods; Teamwork; Technology Integration; Technology Uses in Education; Technology integration knowledge and skills; Visual Aids; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Open systems; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2096124; __finaldtb

Teacher Development Programme End of Programme Report - Teacher Development Programme (2019)

Teacher Education and the Challenge of Development: A global analysis - Moon, Bob (Routledge, 2013)

Teacher Education at a Distance: Impact on Development in the Community - Binns, Felicity; Wrightson, Tony (DFID, 2006)
Keywords: C:Low- and middle-income countries; ⛔ No DOI found

Teacher education for realities of 21st century learners in rural South Africa - Chigona, A.; Chigona, W. (Human learning in the digital era, 2019)

Teacher Education in Sub-Saharan Africa: formative evaluation report - Harley, Ken; Barasa, Fred Simiyu (Teacher Education in Sub-Saharan Africa (TESSA), 2012)
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457446; __finaldtb; auto_merged; ⛔ No DOI found

Teacher Education in Sub-Saharan Africa: formative evaluation report - Harley, Ken; Barasa, Fred Simiyu (Teacher Education in Sub-Saharan Africa (TESSA), 2012)
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457446; __finaldtb; ⛔ No DOI found

Teacher Education Modality Rapid Review, Modes, Affordances and Evidence on Remote and Blended Initial and Continuing Teacher Education - Perry, Dr Thomas; Findon, Dr Madeleine; Braim, Dr Benjamin; Davison, Dr Ian; Whatmore, Dr Tracy; Cottle, Dan; Anbreen, Noshaba; Cordingley, Philippa; Crisp, Bart (STEM Learning, University of Birmingham, 2020)

Teacher education through school-based support in India (TESS-India): Business Case - Department for International Development (DFID)

Teacher educators and OER in East Africa: Interrogating pedagogic change - Wolfenden, Freda; Auckloo, Pritee; Buckler, Alison; Cullen, Jane (Adoption and Impact of OER in the Global South, 2017)
This study examines the use of Open Educational Resources (OER) in six teacher education institutions in three contrasting East African settings – Mauritius, Tanzania and Uganda – all of which had previous engagement with OER initiatives. Drawing primarily on interviews with teacher educators, the study examines how and when teacher educators engage with OER, the factors that support and constrain sustained OER engagement, and the influence of such engagement on their teaching practice. It seeks to answer the following three research questions: What kinds of OER are teacher educators aware of and how do they access them? How and for what purpose are they using the OER? What intended and enacted pedagogic practices are associated with OER use? The study takes a sociocultural approach, paying attention to the practices of teacher educators and the context and culture of the teacher education institutions within which they work, as well as the national policies relevant to these institutions. Surveys were sent to academic staff at each of the participating institutions who were, or had been, involved in curriculum development work involving OER. Male and female educators from different disciplinary backgrounds and with varying roles and periods of service within the institutions were targeted. From the respondents, selected individuals were asked to participate in semi-structured interviews concerning OER and their pedagogical practices. A total of 58 surveys were completed by teacher educators along with 36 in-depth teacher educator interviews and six institutional stakeholder interviews. The results of the study indicate that teacher educators’ understanding and use of OER is highly fragmented, with little traction at department or institutional level. At all the study sites there was dissonance between the ways in which individual educators are using OER and the dominant institutional values and discourse. There were also numerous structural and cultural factors acting to limit agency with regards to OER use. The demands of curriculum and assessment, professional identity, digital skills, provision of equipment and connectivity, values and weak cultures of collaboration all exerted an influence and enabled or constrained teacher educators’ efforts to achieve agency with OER. For a small number of teacher educators (OER “champions”), OER provides a tool for extending their agency to move towards more participatory practices. In their interviews, several of these educators spoke of the formative role of academic training and many were linked to external OER networks. These elements of historic identity formation influence how they respond to OER, and enhance their confidence to take risks in moving beyond conventional practice. Enabling educators to act in an agentive way with OER is not easy. Moving forward, attention should be given to issues of access so that educators are able to locate and view OER relatively easily and experiment with their use. This study recommends that time be made available for educators to enhance their skills in working digitally and to become familiar with principles of learning design such that these become integral dimensions of their professional identity. It is also argued that extending and deepening engagement with OER requires opportunities for professional dialogue and collaboration to support the development of productive educator identities with OER and transformation of the community’s field of practice.
Keywords: East Africa; Global South; Mauritius; OEP; OER; Open Education; Open Educational Resources; ROER4D; Tanzania; Uganda; _not_EdTechHub; _zenodoOTHER; agency; pedagogy; teacher education

Teacher educators’ perspectives of the introduction of ICT in education in Bangladesh - Chowdhury, M (Critical Literacy: Theories and Practices, 2012)
Keywords: ⛔ No DOI found

Teacher Efficacy: Capturing an elusive construct - Tschannen-Moran, Megan; Hoy, Anita Woolfolk (Teaching and Teacher Education, 2001)

Teacher Empowerment Through Curriculum Development: Theory Into Practice - Carl, Arend E. (Juta and Company Ltd, 2009)
Treating curriculum studies as an educational field in its own right, this critical resource gives teachers the power to control the focus and direction their classes take by revealing the variety of benefits gained from rigorous curriculum planning. Stressing the importance of a teacher’s own involvement in the creation of curriculum, the guide shows teachers how to deal with the constant changes they face. For educators looking to contribute responsibly and dynamically to the content of their classes, this valuable and updated tool reveals new techniques that will empower educators and the significance behind involved curriculum development.
Keywords: Education / Curricula; Education / Professional Development

Teacher factors influencing classroom use of ICT in sub-Saharan Africa - Hennessy, Sara; Harrison, David; Wamakote, Leonard (Itupale Online Journal of African Studies, 2010)
This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.
Keywords: Schools, Secondary; Scientific literature; ⛔ No DOI found

Teacher knowledge and employer-driven professional development: a critical analysis of the Gauteng Department of Education programmes - de Clercq, Francine; Shalem, Yael (Southern African Review of Education, 2014)
There is growing consensus in international and local literature that, to be effective, professional development activities (PDAs) should focus on ways of teaching that improve learners' learning, but there is no clear consensus on the teaching focus and the form in which teacher learning is organised. Drawing from literature on teacher knowledge, in particular Shulman's distinction between subject matter and pedagogical content knowledge (PCK), this article critically reviews the PDAs provided by the Gauteng Department of Education (GDE), South Africa. It identifies 2009 as a turning point in the GDE provision of PDAs. Until 2009, most PDAs were targeted at the improvement of a few discrete aspects of teacher practice, to comply with a new curriculum framework. Around 2009, the GDE turned towards scripted teaching in a form of standardised lesson plans, to engineer a whole new practice for teachers in order to improve learners' results. The argument of this article is that teacher knowledge of subject matter, consisting of knowledge of the substantive and syntactic aspects of the curriculum content and beyond, has not been imparted to teachers by employer-driven curriculum implementation workshops or short courses, and that only a limited number of teaching routines such as sequencing and pacing of the curriculum content can be imparted by scripted lesson plans. Although the idea of scripting a new practice is understandable in the light of the general agreement that PDAs in South Africa failed to make a difference to teachers' practice and to learners' performance, it is essential to understand its limitations., Y. (2014) Teacher knowledge and employer-driven professional development: A critical analysis of the Gauteng Department of Education programmes. Southern African Review of Education, 20(1): 129-147.
Keywords: ⛔ No DOI found

Teacher learning and policy intention: selected findings from an evaluation of a large‐scale programme of professional development in the Republic of Ireland - Murchan, Damian; Loxley, Andrew; Johnston, Keith (European Journal of Teacher Education, 2009)

Teacher Learning Circles: A Locally Owned Complement to Coaching - Mohr, Emet; Morency Notario, Paige (2016)

Teacher Learning Circles: Reading Theory in Practice Through Dialogue - Suda, Liz (2007)

Teacher learning for educational change: A systems thinking approach - Hoban, Garry Francis; Hoban, Garry F. (Open University Press Buckingham, 2002)

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
Keywords: _C:Sierra Leone SLE

Teacher Monitoring Pilot - Sierra Leone Education Attendance Monitoring System (SLEAMS)
A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone.

Teacher Monitoring Pilot - SLEAMS

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (2006)

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (Centre for Educational Research and Training, University of Malawi, 2006)
Keywords: C:Malawi; _C:Malawi MWI; ⛔ No DOI found

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (Centre for Educational Research and Training, University of Malawi, 2006)
Keywords: C:Malawi; _C:Malawi MWI; ⛔ No DOI found

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (Centre for Educational Research and Training, University of Malawi, 2006)
Keywords: C:Malawi; _C:Malawi MWI; ⛔ No DOI found

Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda - VVOB (VVOB, 2021)

Teacher Motivation in Sub-Saharan Africa and South Asia - Bennell, Paul; Akyeampong, Kwame (Department for International Development: Educational Papers, 2007)
This is one of a series of Education Papers issued by the Central Research Department of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material produced would be of interest to a wider audience, particularly those whose work focuses on developing countries.This report synthesises the main findings and recommendations of an international research project on teacher motivation and incentives in sub-Sahara Africa and South Asia. The study has addressed the following four main questions: • To what extent is there a problem of poor motivation among teachers in sub-Saharan Africa and South Asia? Does this amount to a ‘crisis’, as has been suggested by some observers? • If so, what are the main reasons for poor teacher motivation? • How do poor motivation and incentives affect teacher performance and the overall effectiveness of national education systems? • What should be done to ensure that teachers are adequately motivated?
Keywords: C:sub-Saharan Africa and South Asia; ⛔ No DOI found

Teacher Motivation: Theoretical Framework, Situation Analysis of Save the Children Country Offices, and Recommended Strategies - Guajardo, Jarret (Save the Children, 2011)

Teacher peer support in social network sites - Kelly, Nick; Antonio, Amy (Teaching and Teacher Education, 2016)
This paper describes the types of support that teachers are accessing through the Social Network Site (SNS) ‘Facebook’. It describes six ways in which teachers support one another within online groups. It presents evidence from a study of a large, open group of teachers online over a twelve week period, repeated with multiple groups a year later over a one week period. The findings suggest that large open groups in SNSs can be a useful source of pragmatic advice for teachers but that these groups are rarely a place for reflection on or feedback about teaching practice.
Keywords: Beginning teacher; Facebook; Natural language processing; Online professional development; Social network; Teacher; Teacher education

Teacher Performance-Based Incentives and Learning Inequality - Filmer, Deon; Habyarimana, James; Sabarwal, Shwetlena (Rise Programme, 2020)
This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Teacher Perspectives on Peer-Peer Collaboration and Education Technologies in Rural Tanzanian Classrooms - Uchidiuno, Judith; Koedinger, Ken; Ogan, Amy (Association for Computing Machinery, 2021)
Teachers’ perspectives are critical for understanding classroom culture. They create and enforce rules in classrooms and are responsible for educating students using methods that they perceive to be most effective. Therefore, creating supplementary education technologies without understanding teachers and the culture they promote may lead to interventions that are underutilized or ineffective. Our research specifically investigates how technologies that foster student collaboration fit into teachers’ views of learning in a rural context with limited existing collaboration scaffolds. We interviewed 24 teachers and observed 39 classrooms in a rural Tanzanian village to understand how teachers value peer-peer collaboration in their teaching practice, and the unique challenges they face educating students in rural classroom settings. We uncover insights that inform the design and deployment of supplementary education technologies to support teachers in rural Tanzania and similar demographics.
Keywords: Early literacy; Sub-Saharan Africa; educational technologies; peer-peer collaboration

Teacher Policies, Incentives, and Labor Markets in Chile, Colombia, and Perú: Implications for Equality - Bertoni, Eleonora; Elacqua, Gregory; Jaimovich, Analía; Rodríguez, Julio; Santos, Humberto (Inter-American Development Bank, 2018)

Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:m; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations.
Keywords: C:Low-income countries; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:o; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher professional development and curriculum: Enhancing teacher professionalism in Africa by Education International - Issuu - Sayed, Yusuf; Bulgrin, Eva (Education International Research, 2020)

Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis - Basma, Badriah; Savage, Robert (Educational Psychology Review, 2018)
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.
Keywords: C: International

Teacher Professional Development around the World: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (World Bank, 2018)
Keywords: C:Low- and middle-income countries

Teacher professional development in sub-Saharan Africa: Equity and scale - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (Embedding Social Justice in Teacher Education and Development in Africa, 2021)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
Keywords: Author:Haßler; Björn-CV-OECS; _yl:a; dode_eth-src-dode; dode_eth-trf2-dode

Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (2020)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
Keywords: C:sub-Saharan Africa; _yl:t; dode_eth-src-dode; dode_eth-trf2-dode

Teacher Professional Development in Tanzania: Challenges and Opportunities - Komba, Sotco Claudius; Mwakabenga, Rehema Japhet (Educational Leadership, 2019)
This chapter is about teacher professional development in Tanzania. The authors have examined the current status of teacher professional development in Tanzania, focusing on predominant perspectives on the concept and provision modalities. In addition, the authors have identified challenges facing teacher professional development in Tanzania, most of which seem to be systemic. The challenges include lack of explicit policy and guidelines for teacher professional development, limited knowledge on teacher professional development among teacher professional development stakeholders, predominance of traditional approach to teacher professional development, and ineffective organization of teacher professional development activities. It is, thus, concluded that a number of opportunities are available for effective teacher professional development in Tanzania. These include strengthening the available institutions responsible for teacher professional development, making use of different teacher professional development providers available in the country to promote professional development activities for teachers through a harmonized scheme and capitalizing on the use of different communication networks and the national optic fiber to promote self-directed teacher professional development.
Keywords: _Tanzania; _final_bib

Teacher Professional Development Programme Document - Universal Basic Education Commission

Teacher professional development using mobile technologies in a large-scale project: lessons learned from Bangladesh - Shrestha, Prithvi (International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2012)

Teacher professional learning and development: best evidence synthesis iteration (BES) - Timperley, Helen (Ministry of Education, 2007)
Keywords: C:New Zealand

Teacher reflections and praxis: a case study of Indian teachers of English as a foreign language - Makarani, Sakilahmed A. R. (University of Hawai'i at Mānoa, 2012)
This case study engaged Gujarati English as Foreign Language (EFL) teachers in video-based reflection with the goal of increasing their reflective abilities and uncovering their understandings about reflective teaching practices in the Indian pedagogical and cultural context. The study aimed to explore, and gain a deeper understanding of how structural, institutional, and social dynamics of the larger socio-political cultural context of India affected the classroom teachers' thinking and their teaching practices. It was hoped that not only would the Gujarati teachers demonstrate an ability to reflect on their practice, but that they would also engage in a critical examination of the factors that impacted their context. The computer-based qualitative data analysis software, Atlas.ti, was used to analyze data using a grounded theoretical approach. The findings indicated that participants successfully engaged in reflection about their teaching using video as the tool for their professional development. Initially teacher participants had mixed feelings about recording and watching videos of their classroom instruction; however, teacher participants later enjoyed the experience, explicitly stating that such reflection helped them. The study also revealed that teacher participants perceived parental, social, institutional, and economic factors as influences on their students' learning, however these were simply identified as problems or conditions without any type of deeper critical analysis. Further, it was found that the teachers did not reach a critical level of reflection, nor did they consider taking action to address fundamental contextual issues. While this study showed that teacher reflection using digital video recordings of classroom practice can be a productive approach to meaningful teacher reflection in India, the study also demonstrated that teachers need specific exposure to deeper critical pedagogical thinking to go beyond simply identifying or blaming the social or economic issues embedded in their context. The study concludes with recommendations on how to reach critical teacher reflection. It is hoped that this case study will add to the growing body of research literature related to teacher self-reflection as a means to improving teaching practice and preparing teachers to take on social challenges in the Indian context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Keywords: Case Studies; Computer Software; Cultural Context; ERIC, Resources in Education (RIE); Economic Factors; English (Second Language); Foreign Countries; Grounded Theory; India; Indians; Language Teachers; Qualitative Research; Reflective Teaching; Second Language Instruction; Second Language Learning; Social Influences; Teacher Attitudes; Teaching Methods; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096525; __finaldtb

Teacher Retention and Mobility in Sierra Leone: What factors motivate teachers to stay at or leave schools? - Lurvink, Anne-Fleur; Mansaray, Kabiru; Kamara, Josephine; Khanu, Alimamy James; Cameron, Emma; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
The current study is the third in a series of research studies, which aim to generate evidence that can support the MBSSE and TSC with their teacher allocation and deployment strategy. Our first study investigated teacher preferences for school choice and uncovered important considerations for teacher deployment. Following this, we investigated mobility patterns for teachers who are on the government payroll, and payroll teacher retention rates. The latter study helped us understand where teachers move to when they change schools, and also helped us identify areas with high (hot spots) and low retention rates (cold spots). The current study is explanatory in nature and aims to understand why teachers stay at or leave their schools. Keyword: teacher allocation; teacher retention; teacher mobility; Sierra Leone An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Teacher Rotation and Student Outcomes: Experimental Evidence from Uganda - Cohen, Isabelle; Dal Bo, Ernesto; Finan, Federico; Omala, Kizito; Schonholzer, David (2022)
This report summarizes an ongoing study of the effect of teacher rotation on student outcomes in Uganda. In the status quo, teachers are transferred (“rotated”) across schools at the discretion of district authorities. In randomized treatment schools, we incentivize teachers...

Teacher’s Guide, Part B: Teaching Mathematics (P 1-3) (2017)

Teacher shocks and student learning : evidence from Zambia - Das, Jishnu; Dercon, Stefan; Habyarimana, James; Krishnan, Pramila (Policy Research Working Paper Series, 2005)
A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers'own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning.
Keywords: Educational Sciences; Gender and Education; Girls Education; Primary Education; Teaching and Learning

Teacher Training and Support in Africa during the COVID-19 Pandemic. - ADEA; AU/CIEFFA; APHRC (Association for the Development of Education in Africa (ADEA); African Union’s International Center for Girls’ and Women’s Education in Africa (AU/CIEFFA); African Population and Health Research Center (APHRC), 2022)

Teacher Training Delivery Mode Research - Tiguryera, Scholastica (Comparative International Education Society Conference, 2019)
Keywords: ⛔ No DOI found

Teacher Training Program through Distance Education in Bangladesh Open University: The Challenges of Using ICT - Talukder, M (St. Theresa Journal of Humanities and Social Sciences, 2015)
Bangladesh Open University is the only public university in the country that imparts education in an open and distance mode. Since the establishment of this university in 1992, it has been providing teacher education and training throughout Bangladesh. Teaching is one of the most challenging professions today in Bangladesh where knowledge is expanding rapidly and modern technologies are attracting teachers to learn how to use these technologies in their teaching. Hence, the demand of teacher training is increasing day by day. Since teacher training program is an important issue in Bangladesh, it could be done through distance education using Information and Communication Technology (ICT). The present study attempts to find out the challenges of using ICT in teacher training program and provides a possible solution to it. A mixed-method approach was adopted by using a questionnaire, observation and semi-structured interviews with the faculty members of BOU. The findings show that, when teacher training program integrates ICT, it encounters a challenging operational environment – curriculum, skilled people, and infrastructures of the university, limitation of time and cost of the program.
Keywords: ⛔ No DOI found

Teacher Training Programs - AIMS Rwanda (2020)

Teacher Turnover in Malawi's Ministry of Education: Realities and Challenges - Kayuni, Happy; Tambulasi, Richard (International Education Journal, 2007)
The teaching profession is no longer a concern of academicians but the public in general who yearn for positive results. Internationally, the profession is continuously beset by several serious problems. One of the most serious problems in the teaching profession is teacher turnover. Governments are finding it difficult to retain teachers in schools. In Malawi, this problem is profound and overwhelming, even by Sub-Saharan standards. The paper heavily relies on secondary data derived from general trends and observations of several research findings as well as government publications, newspapers and several academic papers. The paper argues that main cause of this problem in Malawi can be attributed to general poor working conditions. The paper further argues that retention measures derived by the Malawi government may take time to bear fruits and it is unlikely that they can seriously affect teachers positively because they do not address the basic immediate needs of the teachers. (Contains 1 footnote.)
Keywords: Developing Nations; Educational Development; Educational Policy; Faculty Mobility; Foreign Countries; Teacher Attitudes; Teacher Persistence; Teaching (Occupation); Teaching Conditions; ⛔ No DOI found

Teacher Turnover in Rwanda - Zeitlin, Andrew (Journal of African Economies, 2021)

Teacher Wellbeing Resources Mapping & Gap Analysis - Inter-Agency Network for Education in Emergencies (2021)

Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry - Zhang, Xiangling; Tlili, Ahmed; Shubeck, Keith; Hu, Xiangen; Huang, Ronghuai; Zhu, Lixin (Smart Learning Environments, 2021)
With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books.

Teachers and mothers join forces to keep girls in school in Malawi - United Nations Population Fund (Africa Renewal, 2020)

Teachers' and Pupils' Experiences of Integrated Education in Uganda - Arbeiter, Susanne; Hartley, Sally (International Journal of Disability, Development and Education, 2002)
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the ndings con rmed the information drawn from the review of literature. In addition to the high teacher–pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these dif cult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs.

Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya - Rugut, E.; Role, Jesse (2016)
The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.
Keywords: ___working_potential_duplicate

Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya - Rugut, Eunice; Jesse, Role (International Journal of Science and Research (IJSR), 2016)
Call for Papers - International Journal of Science and Research (IJSR) is a Fully Refereed - Peer Reviewed International Journal. Notably, it is a Referred, Highly Indexed, Online International Journal with High Impact Factor.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya - Rugut, Eunice; Role, Jesse (2013)
The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.
Keywords: ___working_potential_duplicate; auto_merged

Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya - Rugut, Eunice; Role, Jesse (2013)
The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.
Keywords: ___working_potential_duplicate

Teachers and Teacher Education Policies - Steiner-Khamsi, Gita (Education and International Development: An Introduction, 2015)
'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.
Keywords: Education / Comparative; Education / Multicultural Education

Teachers and teacher policy in primary and secondary education - Mulkeen, Aidan; Ratteree, William; Voss-Lengnik, Ilse (2017)

Teachers and Teaching in Sierra Leone - The World Bank (2021)

Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study - World Bank (2021)
Keywords: _C:Sierra Leone

Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis - Wright, Cream (TSC, 2017)

Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya - Radhakrishnan, Dhinesh; DeBoer, Jennifer; Kimani, Samuel (Purdue University, 2018)

Teachers' Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools - Onivehu, Adams Ogirima; Ohawuiro, Onyiyeche Emilia; Oyeniran, Bunmi Juliana (Acta Didactica Napocensia, 2017)
This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire" ("TACUATQ") was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders.
Keywords: Assistive Technology; Elementary Secondary Education; Foreign Countries; Gender Differences; Questionnaires; Special Needs Students; Special Schools; Teacher Attitudes; Teacher Competencies; Teacher Surveys; Teaching Experience

Teachers' Attitudes Towards Gender Equality - Tavdgiridze, Lela; Khasaia, Ia; Sherozia, Nato; Turmanidze, Lela (13th International Conference on Education and New Learning Technologies, 2021)

Teachers’ attitudes towards the utility of computers in education in Kenya - Buliva, Newton (African Educational Research Journal, 2018)

Teachers Co-creating for Teachers: Design and Implementation of an Online Teacher Professional Development Course in Sub-Saharan Africa - Negeze, Lucian Vumilia; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)

Teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools: the case of Dodoma municipality - Manyama, Charles (University of Dodoma, 2017)
The current study sought to assess teachers' conception toward the use of social networks as a tool for professional development in Tanzania government secondary schools the case of Dodoma Municipality. Thus, the specific objectives of this study were to assess the influence of demographic characteristics on the use of social networks or as a tool for professional development. To assess teachers conception on the available social networks opportunity that can support professional development, to investigate teachers use of social networks available for professional development, to explore the perceived benefits of using social networks opportunity as a tool for professional development and to examine limitation that hinder teachers for professional development. The study was guided by social-cognitive theory, community of practice model (CoP) and technology acceptance model (TAM). A cross-section research design was used to collect data that involved 84 teachers‟ from ten secondary schools, six head of schools three quality assurers and one respondent from DEO office. SPSS computer program was used to analyze the data. Qualitative data were analyzes through content analysis and quantitative data were analyzed statistically using descriptive and inferential statistics by using SPSS Version 20, and Microsoft Excel were highly used. Linear regression techniques were used to seek whether there is a relationship between demographic characteristics and the use of social networks. The survey results showed that there is no significant relationship between demographic factors with the use of social networks as a tool for professional development. Either teachers have positive conceptions towards the use of social networks as a tool for professional development. Furthermore, teachers use SNs for communicating with their fellow from different groups but it is not effectively integrated into professional development. The findings indicate that, to a large extent, teachers agreed that SNs make them to be more creative and help them to improve their communication skills. In addition the findings indicated that teachers lack training on how to integrate SNs in TPD. Finally,the researcher recommend that, educational stakeholders should provide financial and material support to teachers in order to overcome challenge that limit the use of technology in teaching and learning.
Keywords: ⛔ No DOI found

Teachers deployment and retention | Education | IIEP Policy Toolbox - UNESCO-IIEP (2021)
The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.
Keywords: C:LMIC

Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana - Quaicoe, James Sunney; Pata, Kai (Education and Information Technologies, 2020)
This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.

Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms - Rana, Karna; Greenwood, Janinka; Henderson, Robyn (Technology, Pedagogy and Education, 2022)
This article reports on teachers’ experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers’ perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal’s attempts to operate on a global educational level as well as the challenges for teachers.
Keywords: ICT training; Nepal education; TPACK; rural education; teacher professional development

Teachers for All: Inclusive Teaching for Children with Disabilities - Lewis, Ingrid; Bagree, Sunit (International Disability and Development Consortium, 2013)
Keywords: ⛔ No DOI found

Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management - Mulkeen, Aidan (The World Bank, 2009)

Teachers’ Learning Communities for Developing High Order Thinking Skills—A Case Study of a School Pedagogical Change - Miedijensky, Shirley; Sasson, Irit; Yehuda, Itamar (Interchange (Toronto. 1984), 2021)
This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on memorization rather than developing high-order thinking (HOT) skills. The school therefore established teachers’ learning communities for peer learning and designing learning tasks that encourage the development of HOT skills. Quantitative and qualitative research tools were used in this study as a formative assessment. The data included learning tasks and interviews with teachers. The findings indicate an increase in the expression of critical thinking and the cognitive levels of application, analysis, and synthesis. The national test scores indicate an increase in students’ performance in most subjects. It appears that educators recognize the need for a transition from teaching that emphasize memorizing information to methods that develop students’ thinking skills and independent learning and initiated a successful pedagogical change.
Keywords: Case studies; Collaboration; Critical thinking; Education; Educational Philosophy; Educational Policy and Politics; Elementary schools; Formative assessment; High-order thinking; Learning; Memorization; Pedagogical change; Pedagogy; Peer learning; Qualitative research; Teachers; Teachers’ learning communities; Teaching; Teaching methods; Test scores; Thinking skills

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
Keywords: C:Kenya / Rwanda

Teachers matter: attracting, developing and retaining effective teachers - OECD (Education and training policy, 2005)

Teachers need training and support, not just an internet connection, to deliver quality distance education - Conover, Anna C (Teacher Task Force, 2022)
This blog is based on the findings of Distance learning and teacher training strategies. Lessons from the Caribbean, a recently published report by the Teacher Task Force. It was written by Anna C. Conover, Consultant Distance teaching and learning have expanded rapidly around the world since COVID-19 school closures first began in 2020. The transition exposed a wide digital divide in many countries, where lack of access to devices, online content and internet connectivity hindered universal access. Equally crucial, the shift shone a light on the need for more and better teacher training in digital and relevant pedagogical skills. However, in spite of this urgent need, ministries of education in many countries are only now integrating ICT competencies and standards into teacher policy frameworks. Moreover, traditional teacher training programmes do not necessarily adequately cover digital and related pedagogical skills in initial teacher training and continuing professional education. Teacher training can help improve learners’ and teachers’ experience of distance learning In response to the demand for training in distance learning and technology integration in small island developing states (SIDS) in the Caribbean, the Distance Learning and Teacher Training Strategies in the Caribbean SIDS teacher training programme was created to enhance the capacity of national education systems. The Teacher Task Force, UNESCO’s Global Education Coalition, Blackboard, the Caribbean Centre for Educational Planning (CCEP), UNICEF Jamaica, and the German Federal Ministry for Economic Cooperation and Development collaborated to develop, implement and monitor the programme. Building on the 2020 pilot project, Professional Development for Teachers for Blended Learning and Online Strategies, the programme was designed to strengthen teachers’ digital and related pedagogical skills. It took a holistic and context-sensitive approach to strengthening teachers’ capacity to guarantee that the most vulnerable students were not left behind during the crisis. The project aimed to confront challenges such as: how to maintain engagement and interaction for learning; how to convert content into appropriate online learning formats; how to handle school management issues, such as the need to respect normal school hours; and how to work with students with diverse needs. Providing support in these areas also helped to address teachers’ psychosocial well-being, since the abrupt transition to online teaching led to significant disruption of teachers’ professional and personal lives, causing uncertainty and other emotional challenges. Careful course design, adaptable materials and supportive communities of practice are essential for successful distance learning A key lesson from the programme was the importance of high standards for course design, content, and capacity for collaboration and delivery. Online platforms or learning management systems must be intuitive and user-friendly; courses must include different forms of interaction and student-teacher feedback loops; and time and space must be allotted for collaboration, reflection and experimentation. Since parental involvement is important for successful distance learning, course design should also include guidance for parents and reliable channels for them to communicate with teachers. Preparing and adapting materials for online learning is one of the most challenging and time-consuming tasks for teachers in transitioning to distance learning. So, teacher training should include guidance on tools to facilitate this work, such as “live worksheets”, which are interactive and support assessment at a distance. And programmes should use open-source materials where possible, or explicitly state copyright conditions when needed, to increase scalability and enable teachers to re-use materials. Teachers who participated in the teacher training programme particularly appreciated being part of a community of practice, enabling them to make new connections with distance education experts and other teachers in similar situations across their country and region. This feeling of belonging to a supportive network, as well as their newly acquired skills, boosted their personal and professional confidence in applying digital technologies and the required skills in their classrooms. Teacher training for distance education should prepare teachers to create inclusive online learning environments Ensuring inclusive education should be a priority in distance learning. Even though this form of schooling can limit teachers’ interactions with students (e.g., by reducing opportunities for spontaneous communication and gestural cues), it can also provide opportunities to promote inclusion. Designing courses with accessibility in mind is essential to create inclusive learning environments. For instance, to accommodate the needs of learners with disabilities, participants should be given a range of ways to access materials and participate in courses. This may include offering asynchronous* and synchronous** options for discussion, multimodal (visual, aural, textual, etc.) delivery of content, and downloadable as well as livestreamed content. In multilingual contexts, adapting to teachers’ language needs is also essential. In the SIDS programme, course content was often only available in French or English. However, to allow participants to conduct discussions in the language with which they were most comfortable, course facilitators allowed participants to form online breakout groups using other languages. Flexibility is a key feature in planning for teacher training Training teachers for distance education must be flexible, since teachers have competing and sometimes unforeseen demands on their time. Course content, pacing and assignments should be adjusted throughout the course according to participants’ changing needs. This is particularly important during emergency situations. For accreditation transparency and to maintain teacher motivation, courses can adapt to teachers’ time constraints by offering different levels of certification and micro-credentials for specific ICT skills. Careful planning that considers school calendars and teachers’ accessibility needs, as well as good communication campaigns, are essential to ensure successful enrolment and sustained attendance in teacher training. Registration should be easy and obstacle-free, and directly available online. In general, teacher training should not be scheduled at the beginning or at the end of the school year when teachers are busiest, or during long summer vacations when many teachers are not available. Partnerships are important for developing teacher training programmes for distance education Partnerships are particularly important in delivering distance education, since it requires considerable expertise and resources, including costly devices, uninterrupted connectivity, education software, open educational resources, and pedagogical and organizational expertise. Given that connectivity and device availability are often a barrier in online education, governments and stakeholders should develop partnerships with technology companies and internet providers to identify solutions, while ensuring that data security and participant privacy are respected. Educational technologies have proven to be useful to ensure continuity of education in emergency situations. Increasingly true to all societies, they are also among the basic tools needed to fully participate in our contemporary world. However, investing in these technologies will not achieve the desired results unless we also invest in teachers’ digital and related pedagogical skills. Initial and in-service teacher education must therefore be re-imagined including these skills and technologies. With their first-hand experience of the challenges and opportunities of remote teaching, teachers must be involved in the design, implementation and monitoring of distance learning and technology integration. In such a way, they must effectively be placed at the heart of wider education transformation. Glossary  *Asynchronous online learning:  Education and learning that occur online at a different time compared to when the teacher is instructing. **Synchronous online learning: Education and learning that occur online at the same time, but not in the same place with teachers and/or other learners. Photo credit: Abir Roy Barman/Shutterstock.com

Teachers of Refugees: A Review of the Literature - Richardson, Emily (Education Development Trust, 2018)
The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]
Keywords: Google Scholar/ teacher "professional development" AND refugees AND technology; RER theme_supporting educators

Teachers’ Perception About Integration of ICT in Teaching and Learning of Kiswahili Language in Secondary Schools in Kenya. - Miima, Florence; Ondigi, Dr Samson; Mavisi, Rose (2013)
This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher’s willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education.

Teachers’ Perception About Integration of ICT Tools in Kiswahili Language Pedagogy in Homabay County, Kenya - Ochieng, BENSON ONYANGO; Miima, FLORENCE ABUYEKA (International Journal of Arts and Commerce, 2019)

Teachers’ Perception on Using Kio-Kit to Enhance Teaching and Learning STEM Subjects in Zanzibar - Ahmada, Raya Idrissa; Abdulla, Ali Abdulla; Yunus, Said Ali Said; Ismail, Maryam Jaffar (Springer International Publishing, 2019)
In the current situation, teachers are encouraged to use interactive, student-centered approaches than using traditional approaches that mainly focus on ‘chalk and talk’. Student-centered approaches, also learner-centered, involve methods of teaching that shift the focus of instruction from the teacher to the student. When these approaches are powered by technology, they can doubly enhance teaching and learning. The most current technology that gains popularity in Africa in teaching and learning process is the Kio-Kit technology which promised to improve the quality of teaching and learning. It is a digital education toolbox which contains different forms of digital contents to help students in their learning process. The box contains 40 Kio tablets in which students use them to access the contents available in the Kio-Kit box. This paper aims to discuss the perception of using this type of technology from school teachers who have been trained intensively to use them to enhance the teaching and learning of STEM subjects. During the exploration, we confirmed that Kio-Kit technology enhances teaching and learning and helps the students gain necessary skills for the 21st century digital era. The results also reveal STEM teachers’ readiness to use the Kio-Kit technology in the classroom. Further, the paper describes the challenges encountered during the exploration of Kio-Kit in classroom and some suggestions are proposed.
Keywords: Digital classroom; ICT; Kio-Kits; STEM for Success; Student-centered learning; Zanzibar

Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa - Chisango, Grasia; Newlin Marongwe; Mtsi, Nomxolisi; Matyedi, Thembisile E (Africa Education Review, 2020)
There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.
Keywords: Communication technology; Communications technology; Curriculum development; Education policy; Education--Higher Education; Information technology; Learning; Pedagogy; Perceptions; Positive thought; Rural communities; Secondary schools; South Africa; Teachers; Teaching; curriculum interpretation; intervention strategies; pedagogy; professional development; support

Teachers’ perspectives on their use of ICT in teaching and learning: A case study - Kafyulilo, Ayoub; Keengwe, Jared (Education and Information Technologies, 2014)
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.

Teachers’ perspectives on their use of ICT in teaching and learning: A case study - Kafyulilo, Ayoub; Keengwe, Jared (Education and Information Technologies, 2014)
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.

Teachers’ perspectives on their use of ICT in teaching and learning: A case study - Kafyulilo, Ayoub; Keengwe, Jared (Education and information technologies, 2014)
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.
Keywords: Case studies; Communication; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Education; Educational Technology; Information Systems Applications (incl.Internet); Information technology; Learning; Learning strategies; Mathematics; Pedagogy; Science; Student Learning; Study and teaching; Teacher attitudes; Teachers; Teaching; Technology Integration; Technology application; Training; User Interfaces and Human Computer Interaction

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru - Bertoni, Eleonora; Elacqua, Gregory; Hincapie, Diana; Méndez, Carolina; Paredes, Diana (Inter-American Development Bank, 2019)
Keywords: C:Peru; _C:Peru PER

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice - Albion, Peter R.; Tondeur, Jo; Forkosh-Baruch, Alona; Peeraer, Jef (Education and Information Technologies, 2015)

Teachers' professional development in a challenging educational context -- a study of actual practice in rural western Kenya - Onguko, Brown (University of Calgary, 2012)
This research adopted a design research approach, utilizing a mixture of methods including narratives, ethnographic observations, qualitative interviews and documentation of design artifacts. It was implemented in a challenging context in Western Kenya. The first research question for this study was: How might professional development (PD), offered through a blended learning approach and delivered by appropriate technologies, inform potential change to teaching practice in a challenging context in Kenya? Research question two sought to understand the implications of the professional development implemented in this study for teachers and professional development teachers (PDTs). Question three sought to understand the sustainability and scalability of the professional development approach The theoretical framework informing this research is based on activity theory- a needs-driven and goal directed process through tool mediation, and entails division of labor and isolation of partial tasks in a community of relationships (Vygotsky, 1978; Leont’ev, 1978; Engestrom, 1987; 1999; 2000; 2008). Key features of activity theory are active engagement and social interaction, which enabled teachers to collaboratively work with each other, studying through appropriate technologies to inform their teaching practices. Based on a review of literature, interviews with teachers and observation of teachers during face-to-face meetings in professional development and in their classroom practice, this study suggests that teachers in a challenging context can inform potential change to their teaching as a result of participation in locally developed content, delivered through blended learning on appropriate technologies. This study observes that through self-directed study on tablets, and occasional face-to-face interaction, teachers can transform into a community of learners that support each other in planning for their lessons. Content development involving local experts is critical to such interventions in challenging contexts, while drawing from global web content, harnessing open educational resources and being sensitive to local culture. Reflective conversations, professional dialogues and technology stewardship were all critical in informing teachers’ practice.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2457443; __finaldtb; ⛔ No DOI found

Teachers’ professional development through integrating ICT in English language education: A case from Pakistan - Bashiruddin, Ayesha
Keywords: ⛔ No DOI found

Teachers’ professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: experience from the UCEP schools - Shohel, M. Maruf C; Banks, Frank (Procedia-Social and Behavioral Sciences, 2010)
This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training
Keywords: EiA Intervention; Experiential Learning; Secondary Teaching and Learning Programme; Teachers’ Professional Development; UCEP-Bangladesh; __:import:01; __:match:final; __:matched; __:study_id:2457264; __finaldtb

Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools - Shohel, M; Banks, F; Banks, F (Procedia - Social and Behavioral Sciences, 2010)
This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training.

Teachers resistance towards change in Punjab public schools: implications for school effectiveness - Arif, Seema; Riasat, Lubna (7th International Conference on Research in Education, 2019)
Teachers’ resistance to change has become a perennial phenomenon which educational sector had to deal with because without the active involvement and commitment of teachers, change and reform policies are prone to failure. The urge to explore the reasons behind teachers’ resistance towards any change and need to modify some policies to minimize this factor, motivated the researcher to conduct this research. The aim of present descriptive research is to identify reasons for teacher’s resistance towards reform agenda introduced by previous government of Punjab (2013-18). Using simple random sampling 28 public schools of tehsil Model Town district of Lahore were taken as sample of the study; each school was taken as cluster and all teachers were approached to fill the questionnaire, however, final data constituted only 295 questionnaires. Self-developed questionnaire, comprising 36 items further categorized into eight factors was used as tool. Both descriptive (means & Standard Deviation) and inferential (correlation & regression) were applied. The research has concluded that role of school principal and management’s implementation strategy have strong link with positive attitude of teacher towards adapting for change. Hence, it is important that principals must manage doubts and fears of teachers about change to counteract resistance and negative attitude towards change.
Keywords: ⛔ No DOI found

Teachers’ self-directed professional development: science and mathematics teachers’ adoption of ICT as a professional development strategy - Mushayikwa, Emmanuel (African Journal of Research in Mathematics, Science and Technology Education, 2013)
This paper is part of a larger study that was carried out to investigate the use of information communication technology (ICT) in the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers' professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on 259 questionnaire responses from A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder's "Practicality Ethic" and Loucks-Horsley et al.'s "Concerns-Based Adoption Model" provided the theoretical framework for analysing teachers' decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60% of teachers experienced difficulties in accessing ICT for their professional development. About half of the non-users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources. The findings also show that teachers have three main drivers for using ICT for SDPD, including word processing for generating instructional materials; accessing and downloading web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers' SDPD.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096430; __finaldtb

Teachers Service Commission (2020)

Teachers’ Skills and Skills Frameworks for Remote and Blended Learning Knowledge Pack - Freeman, Barbara; Raigosa Montoya,, Juliana (2022)

Teachers’ use of new technologies in Latin America - OECD (Making the Most of Technology for Learning and Training in Latin America, 2020)

Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad? - Ghamrawi, Norma (Education and Information Technologies, 2022)
The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.
Keywords: Covid-19 pandemic; Crisis education; Professional development; Remote education; Social networking; Virtual communities of practice

Teaching and learning: achieving quality for all - UNESCO (EFA Global Monitoring Report, 2014)
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; EfA; GMR; RPF-May-2016

Teaching and Learning Materials Financing - Read, Tony (Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa, 2015)
Suggests that no single universal cause behind the persistent under-financing of textbook provision in Sub-Saharan Africa (SSA) countries exists, but some common components include, (1) the pressure on teaching and learning materials (TLM) budgets caused by rapid enrollment growth; (2) the repeated tendency for curriculum designers to make decisions without taking into account the cost implications on the system as a whole; (3) the failure of development partner (DP) support to addressed affordability and sustainability issues; (4) the misunderstanding of ministries of education (MOEs) and DPs concerning manufacturing versus textbook cost as well as textbook versus system cost; (5) the lack of review and management of the nature and extent of fund diversion, fund misappropriation, piracy, and price mark-ups in undermining allocated TLM funding; and (6) the lack of monitoring, inspection, supervision, and financial audit systems necessary to ensure that all links in the financing and supply chain operate effectively.

Teaching and Learning Materials in Malawi - Kendall, Nancy; Samati, Madalo (Global Education Monitoring Report, 2022)

Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a rapid, in-depth qualitative study - Correa de Oliveira, André; Kanyoza, Charity; Lurvink, Anne-Fleur; Boilo, Violet; Kadzamira, Esme; Haßler, Björn (EdTech Hub, 2024)
Keywords: _r:AddedByZotZen

Teaching and Learning Toolkit - Education Endowment Foundation (2020)
An accessible summary of the international evidence on teaching 5-16 year-olds
Keywords: C:England

Teaching and Researching: Motivation - Dörnyei, Zoltán; Ushioda, Ema (Routledge, 2013)
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material:· A brand new chapter on current socio-dynamic and complex systems perspectives · New approaches to motivating students based on the L2 Motivational Self System· Illustrative summaries of qualitative and mixed methods studies· Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.
Keywords: Language Arts & Disciplines / General; Language Arts & Disciplines / Linguistics / General

Teaching and Testing by Phone in a Pandemic. - Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin (Centre for Global Developement, 2021)