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Teachers are learners of language teaching, which is a life-long and on-going process. Every teacher is responsible for her own development. Dedicated teachers learn throughout their careers, actively participating in a culture where they learn more about the content they teach and about the instructional and assessment practices they use with that content. To change their practice, teachers must go through a regular process of self-analysis, inquiry, and reflection. This book consists of a study conducted at a state university in Turkey to encourage professional development of English language instructors. Critical Friends Group (CFG) model was applied to promote teacher collaboration. Through a development-based in-service teacher training (INSET) programme, participant teachers in the School of Foreign Languages were expected to explore their own professional development, as well as to foster peer development by the help of CFG.
This book aimed at establishing the effects the teacher recruitment and utilization policy had on quality of secondary school education. In Kenya the teacher recruitment policy is demand-driven, operating under decentralized system. Teachers are recruited in schools where there exists vacancy through the school Board of Governors. The book sought to establish: the extent to which the policy had been implemented; the strengths and weaknesses of the policy as far as quality education was concerned; the challenges experienced in the implementation of the policy; the attitudes, opinions and perceptions held on the policy in relation to quality education; the effect the policy had on quality education; and ways of enhancing the policy for improved quality of education. This book will be very resourceful to: school administrators, headteachers, teachers, teacher trainees, teacher trainers, education officers, policy makers, education specialists, scholars, students, parents, school sponsors, professional counselors, research students and research trainers. The reader will find it easy to understand because of the straightforward language and systematic approach used in the book.
Whilst past research has examined teachers'' understanding of the key messages of curriculum reform, research about the practical implementation is limited. To shed some light on this gap, this book describes in detail one teacher''s attempt to implement curriculum change. It reveals how and why certain experiences challenge, inspire or motivate the teacher''s facilitation and students'' uptake of learning processes comprising thinking, reasoning and working mathematically. The researched change involved the teacher''s adoption of certain mathematics practices that would arguably result in more effective instructional strategies and investigative learning processes. Student questionnaires were used to determine changes to disposition and willingness to engage in mathematics learning and questionnaires were also used to explicate changes to the teacher''s pedagogical beliefs or understandings as a result of implementing the curriculum change. The analysis reveals that change is worthwhile, it is complex, slow and abounds with challenges, yet can be achieved with collegial inquiry. This book would be suitable for those interested in the teaching and learning of primary school mathematics.
Teaching Online has been shortlisted for the 2011 ELTons UK Award for Innovation. The winners will be announced in London on 23 February 2011. Teaching Online is essential reading for any teacher interested in online teaching and course delivery. It deals comprehensively with both the tools and the techniques necessary for online language instruction. It is a clear, accessible and reassuringly practical book in which the authors share their wealth of experience in teaching both fully online and blended courses. Teaching Online contains three distinctive parts A, B and C which focus in turn on theory, practice and development: A: Getting started and building your own online course The essentials of successful teaching, from course sites to course behaviour A comprehensive list of tools to teach online, from blogs to word clouds B: A bank of practical activities that cover the four skills, language work and evaluation Special sections for activities to begin and finish an online course Comments on how to make your online teaching more effective C: Avenues and references for online teacher development Web 2.0 tools that connect with a worldwide community of teachers The concept of the PLN (personal learning network) for teachers
The changing paradigms consider education as a continual process of gaining information whereby learning is perceived not as a passive acquisition of knowledge, but as a largely active and individual process of deriving personal meaning from what is learned. Teaching in the new paradigm is consequently perceived, not as the transmission of knowledge, but as developing in the individual the ability to learn how to acquire the ability to be a self-directed learner. Since self-directed learning is perceived to be essentially individual in nature, it is evident that learning must emanate from the learner, and the learners should be allowed to take decisions about the goals, organization and evaluation of their learning. The role of the teacher of the self-directed learner therefore changes from being a disseminator of knowledge to a facilitator of learning. The motives of the professional developers have been to encourage the teachers to take the initiative in identifying and acting on their own individual needs and hence self-directedness. Therefore, this book provides a lot of inputs on how a teacher can be a self-directed professional.
The essential guidelines for leading effective change in your school From an education expert comes a much-needed resource that gives teacher leaders the strategies and tools they need to improve their practice and assume new leadership roles in their schools. The author outlines the everyday acts of teacher leadership and shows how to lead effectively through collaboration. The book also contains suggestions for leading change beyond the classroom. Discusses what works when taking on the role of teacher leader in a school Contains proven strategies and tools for implementing school change Includes activities in each chapter that are teacher-tested and can be used by individuals, teams, or larger groups This important resource offers school leaders a much-needed guide for learning how to lead and implement school change.
This study seeks to describe the enactment of teacher leadership among three teacher leaders in an urban primary school in KwaZulu-Natal and explores the factors that hinder or enhance this enactment. An urban primary school has been selected as a case study and three teacher leaders were selected as the unit of analysis and methods such as questionnaires, interviews, journal entries and observations were used to gather data. The study is located within a distributed leadership framework and reports on both quantitative and qualitative data. My findings revealed that the enactment of teacher leadership was found across all the zones in particular zones 1 and 2 but limited in zone 3 and 4. This suggests that conditions in the school were not always conducive to authentic collaboration, redistribution of power and teacher leadership. Therefore, leadership must be understood as a shared process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school.
As school education in India has witnessed reform in school curriculum and introduction of Right to education Act 2009, the priority on reform in pre-service teacher education programmes is intensified. In the context of recommendation of the National Curriculum Framework 2005 for providing constructivist learning environment in schools and shifting in the role of teacher from information provider to a facilitator of learning, the book provides a comprehensive research report on the status of elementary pre-service teacher education programme in Delhi in the context of National Curriculum Framework 2005.
As children grow, they transition from home to school environments, where they acquire and master knowledge and skills, and develop an image of themselves as learners and develop several types of relationships with adults as they grow. As they enter and remain in school, these relationships expand from being solely with parents and caretakers to include their teachers. Due to the large amount of time children spend in school, it is important to examine and understand how the school environment and its affordances, and the relationships that children form while there, influence their lives and, especially, their academic success or failure. This book examines the influence of student-teacher relationships and teacher support on the academic achievement and satisfaction with school for K-5 students. The study used longitudinal growth modeling, specifically, cross-classified random effects modeling, to examine the effect of these relationships on students' performance. The results provide insights on how these relationships affect achievement of specific groups of students.
Offers comprehensive presentation and extensive practice of commonly used phrasal verbs and prepositional phrases at advanced level. Suitable both for classroom and self-study use. The Teacher s Book provides a full key to the exercises in...
This book presents research conducted in selected secondary schools in Malawi on teacher discipline. Teacher quality is recognized as one critical factor in the provision of quality education particularly in the developing countries. Apart from teacher qualification, discipline among teachers,who are supposed to be custodians of discipline among learners,is a critical factor in teacher quality. In most emerging democracies teacher discipline has been compounded by such factors as misunderstanding of freedoms made possible with the coming of democracy. The book highlights issues and the challenges in maintaining a disciplined teaching force. Issues of teachers'knowledge, attitudes and practices on conduct and discipline regulations in Malawi,teacher professional bodies, role of teacher training among others are highlighted in this book. The book provides useful information to teacher trainers, teacher management specialists,and others interested in teacher behavior and discipline.
John Kyaboona's Head teacher status: its influence is an in depth study of an intriguing question to many stakeholders in education as to whether the status of head teacher appointment has an effect on the administrative performance a head teacher exhibits in a primary school. The study particularly focused on the influence of substantive and non-substantive on the administrative performance of primary school headteachers. The study found out that the status of head teacher appointment did not influence administrative performance in motivating staff, establishing and maintaining community relations and completion of pupils in primary schools. The results of the study that are well elaborated in this book will act as a good guide to educational administrators, education policy makers, teacher trainers and trainee, human resource managers and researchers in the area of education. The book emphasizes that the motivation of the human resource is central in attaining organizational goals.
This work takes a closer look at the aspects that influence the process of becoming a teacher from the perspective of men. It focuses on general factors such as the personality of a teacher and the teaching profession. It discusses the importance of a teacher’s personality and its development. Furthermore, it gives a description of the teaching profession, its demands and requirements, and its different phases. Next, it proceeds to a more specific issue which is the position of men in education. Furthermore, it describes teachers of foreign languages as a specific group of experts. Finally, five male teachers at different stages of their careers are interviewed. They are asked about specific aspects that influence the process of becoming a teacher. At the end of the work my own concept of a good teacher is introduced. The book may be found useful by teachers of all ages or anyone who is interested in becoming a teacher as it tries to follow the whole career path of a teacher and to describe the issues that one is likely to tackle in the teacher's position.
Barkley''s behavior management principles for students with ADHD developed and implemented in a second grade inclusive classroom through a system of behavior modification techniques are studied in this project. The principles involve the application of some behavior modification techniques in class aiming at teaching the ADHD child self-control, response inhibition and social skills training. The system emphasizes the cooperation of general education teacher, special education teacher and the student. Two behaviors are focused on: calling –out and out of seat. Pre-observations as well as observations during the program''s implementation are done to examine the effectiveness of the behavior modification principles. The results have shown that the system is effective when consistency and collaboration between regular and special education teachers are present.
The book studies the instructional processes and competencies in the Workers Welfare Model Schools (WWMS), established by Workers Welfare Fund (WWF), a subsidiary organization of Ministry of Labour and Manpower, Government of Pakistan. The author identifies essential teacher competencies for school effectiveness and assessment of classroom practices used by teachers in Schools. The book explores indicators of school effectiveness and lays emphasis on the need of shifting from lecture paradigm to collaborative, interactive and democratic teaching style and develop mentoring as well as monitoring of teacher education programme for overall school effectiveness. Also a need emerges to find out as to why teachers, despite having knowledge of the required techniques, do not follow the standards of school effectiveness.