International Beliefs and Practices That Characterize Teacher Effectiveness

International Beliefs and Practices That Characterize Teacher Effectiveness
Author: Grant, Leslie W.
Publisher: IGI Global
Total Pages: 365
Release: 2021-06-18
Genre: Education
ISBN: 1799879100
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Research surrounding teacher quality and teacher effectiveness has continued to grow and become even more prominent as teaching has become more professionalized globally and countries have invested more comprehensively in teacher education, certification, and professional development. To better understand teacher effectiveness, it is important to have a global viewpoint to truly understand how beliefs and practices vary in each country and can lead to different characterizations of what makes an effective teacher. This includes both cross-cultural commonalities and unique differences in conceptualization of teacher effectiveness and practices. With this comprehensive, international understanding of teacher effectiveness, a better understanding of best practices, teacher models, philosophies, and more will be developed. International Beliefs and Practices That Characterize Teacher Effectiveness identifies, shares, and explores the predominant conceptual understandings of beliefs and practices that characterize effective teachers in different countries. This book provides international and cross-cultural perspectives on teacher effectiveness and examines the prominent philosophies of teaching and pedagogical practices that characterize teachers in selected countries. Each chapter includes a background, such as history and undergirding philosophy within each country, effective teacher models, prominent applications of teacher effectiveness practices, and special or unique features of teaching in the specific countries mentioned. This book is essential for practicing educators in various countries, teacher educators, faculty, and students within schools and colleges, researchers in international comparative studies, organizations engaged in international education, and administrators, practitioners, and academicians interested in how teacher effectiveness is characterized in different countries and regions across the world.

Teacher Effectiveness in Kenya

Teacher Effectiveness in Kenya
Author: Weldon Kipkoech kering
Publisher: LAP Lambert Academic Publishing
Total Pages: 52
Release: 2013
Genre:
ISBN: 9783659417276
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The delegation of teacher recruitment to the BOG in 2003 by the TSC was meant to improve services to the citizenry. However it prove to be wanting when most 0f the stakeholders complain about the manner in which the same was handle, hence necessitating it's investigating of which it was form the main objective of this study. Therefore there is an urgent need to find the solution to this which was serve as the main objective of this study to investigate the delegation of teacher recruitment to Board of Governors and its implication on teacher quality. A descriptive research design was used. The study targeted teachers, administrators, sponsors, Board of Governors members and staffing officers in the D.E.O and PDE offices. This study adopted a quantative method of research, questionnaires and interview was b administered to the respondents. The researcher concluded that the BoGs lacked training in selection, were easily manipulated and hence incompetent in teacher recruitment process hence making teachers ineffective in their work. This is accustomed by the fact that most of the Teachers' selection was influenced by stakeholders' vested interests; tribalism and regionalism.

School Based Learning Programmes And Their Implications On Teacher Quality In Molo Sub-County In Kenya

School Based Learning Programmes And Their Implications On Teacher Quality In Molo Sub-County In Kenya
Author: Joshua Gichaba Manduku
Publisher: GRIN Verlag
Total Pages: 25
Release: 2017-07-06
Genre: Education
ISBN: 3668477639
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Research Paper (postgraduate) from the year 2017 in the subject Pedagogy - The Teacher, Educational Leadership, grade: 14, University of Kabianga (EDUCATION), course: EDUCATION ADMINISTARTION, language: English, abstract: The purpose of this study was to assess the effect of School Based Learning Programmes on teachers’ effectiveness in Molo Subcounty. School Based Learning Programme is a mode of study undertaken by teachers who are already in the teaching profession. This programme is offered during the school holidays in April, August and December and in the evenings and weekends. The programme affects the teachers’ performance in their respective secondary schools either positively or negatively. This study was guided by five main objectives: To determine the effect of School Based Learning Programme on teacher’s effectiveness on planning for instruction, on lesson content delivery, teacher’s evaluation skills, on development of Student-Teacher relationship and finally to examine the effect on their use of teaching- learning resources on their teaching. The study employed descriptive survey design. 356 teachers, 36 head teachers, one Quality Assurance and Standards Officer which formed a target population of 393 respondents.

Factors Influencing School-Based-Teacher-Evaluation in Kenya

Factors Influencing School-Based-Teacher-Evaluation in Kenya
Author: Wilfrida Arnodah Itolondo
Publisher: LAP Lambert Academic Publishing
Total Pages: 156
Release: 2012
Genre:
ISBN: 9783659210563
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This book analyses school-based-teacher-evaluation practice in secondary schools in Western Kenya. Teachers are evaluated by management and peers through class observation during instruction and analysis of their professional tools such as schemes of work, lesson guides, records of work covered, lesson notes, learners' exercise books and their portfolios. In this context, the author argues that other than analysis of professional tools, the other modes of teacher evaluation are hardly conducted. Therefore, it is difficult to establish if there is proper curriculum implementation. Consequently, she recommends that head-teachers should enforce observation of teachers during instruction and the government should ensure that all schools are adequately staffed with teachers. This book is a must-read for teachers, teacher educators, education policy makers and student teachers in Kenya and beyond.

Effectiveness of Teacher Advisory Centers in Kenya

Effectiveness of Teacher Advisory Centers in Kenya
Author: Joyce Milgo
Publisher: LAP Lambert Academic Publishing
Total Pages: 64
Release: 2012
Genre:
ISBN: 9783847323945
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This book is essential for already practicing teachers, teachers on training and educational policy planners.The content was thoroughly researched and the findings corroborates that of other studies.Teacher in service training must be given a priority by any government if they are to achieve their educational goals.Teachers require constant support especially during curriculum implementation to enable them cope and manage the changes. Kenyan education system has been undergoing changes, from the 7-6-3 system after independence to 8-4-4 and now the proposed system to start in year 2012 of 2-6-6-3. All this drastic changes when the country is only 48 years old after Independence requires that educational policy makers and planners take in service education for teachers more seriously if the country is to achieve its educational goals.This book gives an insight on the challenges facing teachers during curriculum implementations and possible solutions as well as recommendations for policy makers in the education sector.

Context-Based Learning Primary Teacher Education Model for Kenya

Context-Based Learning Primary Teacher Education Model for Kenya
Author: Suleiman Mwangi
Publisher: LAP Lambert Academic Publishing
Total Pages: 152
Release: 2012
Genre:
ISBN: 9783847328971
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Research evidence points out that there is a strong relationship between teaching and learning. The KESSP 2005-2010 document and the Sessional Paper No. 1 of 2005 have cited low quality teacher education as a problem in Kenya. They attribute this to the traditional content-based pedagogical primary teacher education model which presents a fragmented view of learning and is not context-based leading to little or no connection between theory and practice. This study sought to establish whether context-based learning through focus discussion groups on teaching and classroom practice improves pre-service teachers' teaching effectiveness.The study revealed significant differences between the group trained through the traditional content primary teacher education model and those trained through the context-based model. Based on these findings, a context-based pre-service primary teacher education model was formulated for primary teacher education in Kenya and recommendations made to primary teacher education policy makers, curriculum developers, tutors and pre-service teachers to design and implement context-based learning approaches in training primary school teachers in Kenya.