The document summarizes a study that evaluated teachers' perceptions of a continuous professional development (CPD) workshop focused on supporting learners with learning difficulties. Key principles of effective CPD were applied in planning and presenting the workshop, including addressing teachers' needs, providing new knowledge and skills, and allowing practice and peer collaboration. A post-workshop questionnaire found that teachers generally had a positive experience of the workshop and felt it was valuable, regardless of their background or characteristics. The study concluded the workshop was successful in applying principles of high-quality CPD.
Innovative approaches like team teaching & blended learning helps the students to involve themselves as active participants in teaching learning Process.
Assessment of Feedback Given by Cooperating Teachers to Student-TeachersPremier Publishers
Effective feedback from cooperating teachers is of paramount importance in promoting student- teachers’ professional development. Taking this into consideration, the current teachers training program requires cooperating teachers to take part in practicum and provide written and oral feedback to student-teachers assigned to them. The current study, therefore, tried to investigate the nature and effectiveness of feedback given by cooperating teachers to student teachers. A questionnaire and interview were used to gather the necessary data. The findings of the study suggest that most of the subjects were satisfied by the practice teaching. The other outcome of the study is that most cooperating teachers observed their student-teachers’ classes very infrequently and gave them insufficient feedback. In addition, the feedback was given mainly orally and its focus was limited to few aspects of teaching. On the basis of these findings, the paper concludes that the feedback given by cooperating teachers is not as supportive and varied as it should be.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Action research is more than a research as it opens the mind of a novice teacher to her practical world of learning and teaching & proves "One teaches two learn"
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
The document is a Teacher's Instruction Manual for the Grade 12 Information and Communication Technology subject. It provides guidance to teachers on implementing a student-centered, competency-based curriculum. Specifically, it outlines 15 learning activities, each focused on developing a key competency level. For each activity, it provides the learning outcomes, suggested teaching approach, instructions for student learning, and sometimes reading materials. It emphasizes exploring concepts and having students take an active role in constructing their own understanding, such as by working in small groups on assignments. The goal is for students to develop both subject knowledge and general skills through these activities.
This document provides guidance to a teacher, Mrs. Thakur, on how to address weaknesses in English among her 7th grade students using action research. It defines action research as research conducted in a classroom to solve a specific problem encountered by a teacher. The expert recommends Mrs. Thakur conduct action research by first identifying the problem - her students' weakness in English. She should then define and delimit the problem, analyze its causes, and formulate hypotheses about actions that could improve English skills, such as weekly grammar tutorials or using programmed learning techniques. Conducting action research allows Mrs. Thakur to take immediate steps to solve the problem and apply conclusions directly.
This document discusses adapting curriculum for students with special needs. It defines adaptive curriculum as modifying instructional strategies, materials, pacing, and content to meet individual student needs based on their IEP goals. Examples provided include changing reading levels, instructional methods, materials format, and assessment types. The document outlines categories of curriculum adaptation including accommodation, adaptation, parallel outcomes, and overlapping curricula. It stresses the importance of curriculum being inclusive and empowering for all students.
Innovative approaches like team teaching & blended learning helps the students to involve themselves as active participants in teaching learning Process.
Assessment of Feedback Given by Cooperating Teachers to Student-TeachersPremier Publishers
Effective feedback from cooperating teachers is of paramount importance in promoting student- teachers’ professional development. Taking this into consideration, the current teachers training program requires cooperating teachers to take part in practicum and provide written and oral feedback to student-teachers assigned to them. The current study, therefore, tried to investigate the nature and effectiveness of feedback given by cooperating teachers to student teachers. A questionnaire and interview were used to gather the necessary data. The findings of the study suggest that most of the subjects were satisfied by the practice teaching. The other outcome of the study is that most cooperating teachers observed their student-teachers’ classes very infrequently and gave them insufficient feedback. In addition, the feedback was given mainly orally and its focus was limited to few aspects of teaching. On the basis of these findings, the paper concludes that the feedback given by cooperating teachers is not as supportive and varied as it should be.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Action research is more than a research as it opens the mind of a novice teacher to her practical world of learning and teaching & proves "One teaches two learn"
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
The document is a Teacher's Instruction Manual for the Grade 12 Information and Communication Technology subject. It provides guidance to teachers on implementing a student-centered, competency-based curriculum. Specifically, it outlines 15 learning activities, each focused on developing a key competency level. For each activity, it provides the learning outcomes, suggested teaching approach, instructions for student learning, and sometimes reading materials. It emphasizes exploring concepts and having students take an active role in constructing their own understanding, such as by working in small groups on assignments. The goal is for students to develop both subject knowledge and general skills through these activities.
This document provides guidance to a teacher, Mrs. Thakur, on how to address weaknesses in English among her 7th grade students using action research. It defines action research as research conducted in a classroom to solve a specific problem encountered by a teacher. The expert recommends Mrs. Thakur conduct action research by first identifying the problem - her students' weakness in English. She should then define and delimit the problem, analyze its causes, and formulate hypotheses about actions that could improve English skills, such as weekly grammar tutorials or using programmed learning techniques. Conducting action research allows Mrs. Thakur to take immediate steps to solve the problem and apply conclusions directly.
This document discusses adapting curriculum for students with special needs. It defines adaptive curriculum as modifying instructional strategies, materials, pacing, and content to meet individual student needs based on their IEP goals. Examples provided include changing reading levels, instructional methods, materials format, and assessment types. The document outlines categories of curriculum adaptation including accommodation, adaptation, parallel outcomes, and overlapping curricula. It stresses the importance of curriculum being inclusive and empowering for all students.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
1) The document describes an action research proposal that aims to determine the effectiveness of using collaborative artistic timeline-making to improve 8th grade students' retention of world history facts and events in Kabacan National High School.
2) The school achieved only 62% on the national achievement test in Araling Panlipunan, and the teacher observed students had difficulty remembering dates and found the lessons boring. The study aims to introduce an engaging strategy to address these issues.
3) If results are favorable, the teacher plans to continue using the strategy and share findings to help other teachers. The study may also lead to exploring other teaching methods.
Ensuring quality education in ghana experiences of basic school mathematics a...Alexander Decker
This document summarizes a study that investigated the benefits basic school teachers in Ghana perceived from participating in a Lesson Study model of in-service training. The study surveyed 46 teachers who had participated in the Ghana Education Service/Japan International Cooperation Agency Science, Technology, and Mathematics in-service training project between 2001-2011. Teachers completed a questionnaire and participated in focus groups. The results showed that teachers felt their competencies in subject matter knowledge, lesson planning, lesson preparation, teaching material preparation and usage improved significantly through the Lesson Study model. The Lesson Study model was introduced in Ghana as part of an effort to provide sustainable, cost-effective professional development for mathematics and science teachers.
The document is a report submitted by a student teacher documenting their observation of a high school English class. It includes details about the student teacher, cooperating teacher, date of observation, and school. It then compares the traditional and progressive approaches to curriculum, noting differences in teacher vs student-centered focus, memorization vs open-ended questions, and individual vs group work. The student teacher provides insights that the two approaches complement each other and both aim to improve student learning. In their analysis, the student teacher explains why both approaches should be considered and how the philosophies observed in the class relate to curriculum.
The document outlines the legislative and policy frameworks that guide the work of educators in the Philippines regarding inclusive education. It discusses key national legislation, international agreements, and DepEd policies and guidelines that promote the right of all learners to access quality education, including those with disabilities. The legislation and policies establish the responsibilities of educators to provide inclusive learning opportunities and support for learners with disabilities.
Effects of teacher preparation on students academic achievements in ss2 biolo...Alexander Decker
1) The document examines the effects of different teacher preparation pathways on student academic achievement in biology practicals. It finds that student achievement is highest when taught by teachers with graduate degrees like MSc Ed or BSc Ed, and lowest when taught by teachers with NCE qualifications from colleges of education.
2) Statistical analysis of test scores show significant differences in student learning based on their teacher's preparation pathway. Students taught by more highly qualified university-trained teachers performed best, while those taught by teachers with only NCE qualifications performed worst.
3) It is concluded that teacher preparation pathway strongly influences student academic performance, with university pathways leading to higher achieving teachers than college of education pathways.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
IRJET- Differentiated Instructional Strategies of Junior High School Science ...IRJET Journal
This document discusses a study that examined the differentiated instructional strategies used by junior high school science teachers in Batangas, Philippines. The study found that the most commonly used strategies were flexible grouping, adjusting questions and rubrics. The least used strategies were jigsaws and layering. The study recommends further experimental research to test the effectiveness of the top strategies in teaching science and other subjects. Differentiated instruction is important because classrooms contain diverse learners with different needs, backgrounds, and learning styles. Using varied teaching methods can help meet students' individual needs and help them achieve learning goals.
optimus article CPD AFL S Howard Optimus confernce shared via Linked inSally Howard
This document outlines a model for teacher professional development focused on assessment for learning. The model involves four phases over one school term each: 1) Exploration of research on assessment strategies, 2) Development of understanding of assessment principles, 3) Embedding assessment practices by sharing techniques, and 4) Sustaining changes by supporting colleagues. The goal is to create a "pioneer group" to experiment with techniques, reflect on impacts, and eventually disseminate learning school-wide through collaborative discussions and case studies. Regular workshops and between-session practice are meant to transform teachers' understanding at professional, social, and personal levels.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
1) The document summarizes research on teacher effectiveness and implications for teacher professional development. It finds that teaching skills can be grouped into 5 developmental stages linked to student outcomes.
2) A study is described that validated these 5 stages and found teachers in higher stages were more effective.
3) The document proposes a dynamic approach to teacher training combining skill development tailored to teachers' stage with guided reflection, in contrast to traditional competency-based or holistic approaches.
4) A project found the dynamic approach improved teaching skills and student achievement more than the holistic approach, showing the value of focusing teacher development on their specific needs.
The document summarizes a study on the effects of collaborative lesson study on teacher development. A lesson study team including a university professor, a Japanese teacher of English, and two pre-service teachers planned and observed lessons focused on one of the pre-service teachers. The study found that going through the lesson study process improved the pre-service teacher's ability to meet personal goals like classroom English usage. It increased teacher awareness, knowledge sharing, and identification with the community of professional teachers. The lesson study approach emphasizes collaboration over traditional top-down models and can effectively support teacher development goals.
It is a description of two relatively close term 'teaching' and 'training'. this slides and presentation designed, created and presented by Asha and her team mate (most probably Bina).
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
This document discusses different learning delivery modalities (LDMs) in light of changes in the education system. It defines key LDMs like face-to-face, distance, blended, and alternative delivery learning. For face-to-face, it outlines approaches like modified shifting of classes and ESM-focused teaching. Distance learning includes modular and online approaches. Blended learning combines methods. It also discusses challenges like parental roles, resource access, and managing multiple modalities. Factors to consider when choosing a modality include risk levels, school/learner contexts, and resource availability. Comparing LDMs applied to one's school and identifying issues are suggested outputs.
This document discusses definitions and concepts related to teaching. It provides 7 definitions of teaching from various scholars focusing on teaching as influencing students and changing behaviors. It also discusses concepts of effective teaching including monitoring progress, encouraging student responsibility, having content mastery, and building relationships. Additionally, it distinguishes teaching from related concepts like conditioning, instruction, and indoctrination.
Maestro en servicio revision de videosSisercom SAC
This document describes a study that examined the effects of a professional development intervention on preservice teachers' implementation of an evidence-based practice called constant time delay. The intervention included training, practice, planning, video self-reflection, and group feedback. After participating, most preservice teachers implemented the practice with fidelity. The intervention supports the use of video reflection and peer feedback to help preservice teachers improve their implementation of effective teaching strategies.
Relationship Between Teachers Motivation and Students Academic Performanceijtsrd
This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education; it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher-learner interactions for better students academic performance were found to include -the status of teachers, class size, increasing workload, professional freedom, the work environment, teacher education and professional development, teachers' salaries and negotiations and consultations. Impacts of teacher motivation on the academic performance of students include among others-teacher motivation provides the de- sire in students to learn. This is because learners are encouraged to learn, to express themselves through answering questions, taking parts in both individual and group assignments; infact get involved or committed in the learning process by acquiring ideas, skills and concepts for total development. Finally, it was recommended among others that teacher should be paid salaries comparable with other professions requiring a similar level of qualifications and responsibility, making it possible for them to live with dignity on the salary from their work and not be forced to take on additional jobs Ms. J. Josely | Mrs. Vandana Devi"Relationship Between Teachers Motivation and Students Academic Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14422.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14422/relationship-between-teachers-motivation-and-students-academic-performance/ms-j-josely
Jimmy Page, nacido en 1968 en Inglaterra, es un reconocido músico de rock clásico y fundador de la banda Led Zeppelin. Es ampliamente considerado como uno de los mejores guitarristas de la historia del rock por su innovadora técnica y por haber creado canciones icónicas con su guitarra de doble mástil. Luchó contra el abuso de drogas como la cocaína y la heroína durante su carrera.
Jimmy Page, nacido en 1968 en Inglaterra, es un reconocido músico de rock clásico y fundador de la banda Led Zeppelin. Es ampliamente considerado como uno de los mejores guitarristas de la historia del rock por su estilo innovador y prodigiosa técnica. Luchó durante mucho tiempo con adicciones a las drogas, especialmente la cocaína y la heroína.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
1) The document describes an action research proposal that aims to determine the effectiveness of using collaborative artistic timeline-making to improve 8th grade students' retention of world history facts and events in Kabacan National High School.
2) The school achieved only 62% on the national achievement test in Araling Panlipunan, and the teacher observed students had difficulty remembering dates and found the lessons boring. The study aims to introduce an engaging strategy to address these issues.
3) If results are favorable, the teacher plans to continue using the strategy and share findings to help other teachers. The study may also lead to exploring other teaching methods.
Ensuring quality education in ghana experiences of basic school mathematics a...Alexander Decker
This document summarizes a study that investigated the benefits basic school teachers in Ghana perceived from participating in a Lesson Study model of in-service training. The study surveyed 46 teachers who had participated in the Ghana Education Service/Japan International Cooperation Agency Science, Technology, and Mathematics in-service training project between 2001-2011. Teachers completed a questionnaire and participated in focus groups. The results showed that teachers felt their competencies in subject matter knowledge, lesson planning, lesson preparation, teaching material preparation and usage improved significantly through the Lesson Study model. The Lesson Study model was introduced in Ghana as part of an effort to provide sustainable, cost-effective professional development for mathematics and science teachers.
The document is a report submitted by a student teacher documenting their observation of a high school English class. It includes details about the student teacher, cooperating teacher, date of observation, and school. It then compares the traditional and progressive approaches to curriculum, noting differences in teacher vs student-centered focus, memorization vs open-ended questions, and individual vs group work. The student teacher provides insights that the two approaches complement each other and both aim to improve student learning. In their analysis, the student teacher explains why both approaches should be considered and how the philosophies observed in the class relate to curriculum.
The document outlines the legislative and policy frameworks that guide the work of educators in the Philippines regarding inclusive education. It discusses key national legislation, international agreements, and DepEd policies and guidelines that promote the right of all learners to access quality education, including those with disabilities. The legislation and policies establish the responsibilities of educators to provide inclusive learning opportunities and support for learners with disabilities.
Effects of teacher preparation on students academic achievements in ss2 biolo...Alexander Decker
1) The document examines the effects of different teacher preparation pathways on student academic achievement in biology practicals. It finds that student achievement is highest when taught by teachers with graduate degrees like MSc Ed or BSc Ed, and lowest when taught by teachers with NCE qualifications from colleges of education.
2) Statistical analysis of test scores show significant differences in student learning based on their teacher's preparation pathway. Students taught by more highly qualified university-trained teachers performed best, while those taught by teachers with only NCE qualifications performed worst.
3) It is concluded that teacher preparation pathway strongly influences student academic performance, with university pathways leading to higher achieving teachers than college of education pathways.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
IRJET- Differentiated Instructional Strategies of Junior High School Science ...IRJET Journal
This document discusses a study that examined the differentiated instructional strategies used by junior high school science teachers in Batangas, Philippines. The study found that the most commonly used strategies were flexible grouping, adjusting questions and rubrics. The least used strategies were jigsaws and layering. The study recommends further experimental research to test the effectiveness of the top strategies in teaching science and other subjects. Differentiated instruction is important because classrooms contain diverse learners with different needs, backgrounds, and learning styles. Using varied teaching methods can help meet students' individual needs and help them achieve learning goals.
optimus article CPD AFL S Howard Optimus confernce shared via Linked inSally Howard
This document outlines a model for teacher professional development focused on assessment for learning. The model involves four phases over one school term each: 1) Exploration of research on assessment strategies, 2) Development of understanding of assessment principles, 3) Embedding assessment practices by sharing techniques, and 4) Sustaining changes by supporting colleagues. The goal is to create a "pioneer group" to experiment with techniques, reflect on impacts, and eventually disseminate learning school-wide through collaborative discussions and case studies. Regular workshops and between-session practice are meant to transform teachers' understanding at professional, social, and personal levels.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
1) The document summarizes research on teacher effectiveness and implications for teacher professional development. It finds that teaching skills can be grouped into 5 developmental stages linked to student outcomes.
2) A study is described that validated these 5 stages and found teachers in higher stages were more effective.
3) The document proposes a dynamic approach to teacher training combining skill development tailored to teachers' stage with guided reflection, in contrast to traditional competency-based or holistic approaches.
4) A project found the dynamic approach improved teaching skills and student achievement more than the holistic approach, showing the value of focusing teacher development on their specific needs.
The document summarizes a study on the effects of collaborative lesson study on teacher development. A lesson study team including a university professor, a Japanese teacher of English, and two pre-service teachers planned and observed lessons focused on one of the pre-service teachers. The study found that going through the lesson study process improved the pre-service teacher's ability to meet personal goals like classroom English usage. It increased teacher awareness, knowledge sharing, and identification with the community of professional teachers. The lesson study approach emphasizes collaboration over traditional top-down models and can effectively support teacher development goals.
It is a description of two relatively close term 'teaching' and 'training'. this slides and presentation designed, created and presented by Asha and her team mate (most probably Bina).
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
This document discusses different learning delivery modalities (LDMs) in light of changes in the education system. It defines key LDMs like face-to-face, distance, blended, and alternative delivery learning. For face-to-face, it outlines approaches like modified shifting of classes and ESM-focused teaching. Distance learning includes modular and online approaches. Blended learning combines methods. It also discusses challenges like parental roles, resource access, and managing multiple modalities. Factors to consider when choosing a modality include risk levels, school/learner contexts, and resource availability. Comparing LDMs applied to one's school and identifying issues are suggested outputs.
This document discusses definitions and concepts related to teaching. It provides 7 definitions of teaching from various scholars focusing on teaching as influencing students and changing behaviors. It also discusses concepts of effective teaching including monitoring progress, encouraging student responsibility, having content mastery, and building relationships. Additionally, it distinguishes teaching from related concepts like conditioning, instruction, and indoctrination.
Maestro en servicio revision de videosSisercom SAC
This document describes a study that examined the effects of a professional development intervention on preservice teachers' implementation of an evidence-based practice called constant time delay. The intervention included training, practice, planning, video self-reflection, and group feedback. After participating, most preservice teachers implemented the practice with fidelity. The intervention supports the use of video reflection and peer feedback to help preservice teachers improve their implementation of effective teaching strategies.
Relationship Between Teachers Motivation and Students Academic Performanceijtsrd
This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education; it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher-learner interactions for better students academic performance were found to include -the status of teachers, class size, increasing workload, professional freedom, the work environment, teacher education and professional development, teachers' salaries and negotiations and consultations. Impacts of teacher motivation on the academic performance of students include among others-teacher motivation provides the de- sire in students to learn. This is because learners are encouraged to learn, to express themselves through answering questions, taking parts in both individual and group assignments; infact get involved or committed in the learning process by acquiring ideas, skills and concepts for total development. Finally, it was recommended among others that teacher should be paid salaries comparable with other professions requiring a similar level of qualifications and responsibility, making it possible for them to live with dignity on the salary from their work and not be forced to take on additional jobs Ms. J. Josely | Mrs. Vandana Devi"Relationship Between Teachers Motivation and Students Academic Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14422.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14422/relationship-between-teachers-motivation-and-students-academic-performance/ms-j-josely
Jimmy Page, nacido en 1968 en Inglaterra, es un reconocido músico de rock clásico y fundador de la banda Led Zeppelin. Es ampliamente considerado como uno de los mejores guitarristas de la historia del rock por su innovadora técnica y por haber creado canciones icónicas con su guitarra de doble mástil. Luchó contra el abuso de drogas como la cocaína y la heroína durante su carrera.
Jimmy Page, nacido en 1968 en Inglaterra, es un reconocido músico de rock clásico y fundador de la banda Led Zeppelin. Es ampliamente considerado como uno de los mejores guitarristas de la historia del rock por su estilo innovador y prodigiosa técnica. Luchó durante mucho tiempo con adicciones a las drogas, especialmente la cocaína y la heroína.
This document lists 9 different emotions: curiosity, drama, grumpy, happy, smiley, flabbergasted, amazed, tired, and bored. It appears to be categorizing different emotional states or feelings that can be conveyed or experienced. The list provides a sampling of both positive and negative emotions.
KDE Ltd is an electrical, plumbing, heating, and solar energy contractor established in 1989 that provides services for both commercial and residential customers. They offer a range of services including electrical work, plumbing, heating, bathroom installations, kitchen installations, and solar panel installations. All work is guaranteed to the highest standards and in compliance with relevant regulations and standards.
This document discusses the implementation of a soft skills workbook and video package at Northern Arizona University. It found that integrating the materials into an introductory CIS course helped over 1,000 students improve their soft skills. Students reported that the materials on resumes and interviews, online reputation management, communication skills, teamwork, and presentations would be very helpful for their future careers. Evaluations showed students learned a moderate to tremendous amount from the accompanying video case studies. The university found the materials improved students' professionalism and would continue using the soft skills curriculum.
Softskill training Connecting Classroom to careersVasudevan BK
This document discusses various soft skills that are important for career success, such as communication skills, problem-solving, teamwork, and leadership skills. It emphasizes that soft skills include personality traits, attitudes, and behaviors, rather than technical or formal knowledge. Effective communication, both written and oral, is highlighted as a key soft skill. Managing stress and having strong interpersonal skills are also described as important for professional development and advancement.
TECHNOLOGY INTO TEACHER TRAINING AND THE PROFESSIONAL DEVELOPMENTPhumlani Majola
The document discusses technology integration into teacher training and professional development. It outlines the goals of developing a knowledge society, the pervasiveness of technology, and education for all. National strategic objectives include providing free education for all, improving adult literacy, and developing teachers' skills in technology integration based on ICT standards. The goals are to design technology-enhanced learning experiences, engage in professional growth, and model digital learning.
Professional Development--Inventory ResultsRob Jacklin
The document summarizes the results of a technology inventory survey given to faculty and staff. The purpose was to self-evaluate skill levels with various tools in order to determine topics for instructional technology professional development opportunities. The survey used a scale of 1 to 4 to assess familiarity and use of different tools, with the results intended to help identify peer teachers and mentors.
Professional Development (PD) is quite simply a means of supporting people in the workplace to understand more about the environment in which they work, the job they do and how to do it better. It is an ongoing process throughout our working lives.
PD opportunities provide a means whereby we can keep in sync the changes, broaden our skills and be more effective in our work.
The document discusses hydrogen production and a potential hydrogen economy. It outlines that hydrogen is mainly used today in the Haber process for ammonia production and hydrocracking of petroleum. The hydrogen economy proposes using hydrogen as an energy carrier produced from water using energy rather than being an energy source itself. The main challenges to a hydrogen economy are high costs, developing efficient hydrogen storage methods, and building the necessary infrastructure including production, transportation and distribution. Current hydrogen is mainly produced via natural gas reforming, but other methods discussed are electrolysis, gasification, and biological and photolytic production.
A teacher must have certain essential qualities and adhere to a code of professional ethics. Some key qualities of an effective teacher include being a role model, having a good character and personality, and maintaining good mental and social adjustment. Teachers must also have professional efficiency, subject mastery, knowledge of current affairs, and ongoing academic and professional training. The code of professional ethics outlines teachers' responsibilities towards students, the teaching profession, colleagues, authorities, non-teaching staff, parents, and society. Complaints of ethics violations can be addressed by in-house, district, state, and national ethics committees.
This document summarizes a qualitative study on teachers' perceptions of continuing professional development (CPD) programs in South Africa. It discusses how effective CPD helps teachers improve their knowledge and skills to enhance student learning. The study aims to explain teachers' views of CPD programs in light of the country's National Policy Framework for Teacher Education and Development. The analysis identified two main categories regarding effective CPD provision: the delivery and logistics of programs.
The document discusses the importance of teacher development in the context of teaching English as a foreign language in Saudi Arabia. It makes the following key points:
1. Teacher development is important to help teachers adapt to changes in society and education and improve their instructional strategies. This is needed to maximize learning outcomes and minimize wasted resources.
2. There are differing views on the best approaches to teacher development, including whether the focus should be on individual teachers or systemic changes, and whether changes should be gradual or ambitious in scope.
3. Effective teacher development requires an understanding of teachers' roles and attitudes, as well as providing training opportunities such as in-service training and integrating new technologies into teaching practices.
Staff development programmes and secondary school teachers'Alexander Decker
1. The study investigated the influence of staff development programs on secondary school teachers' job performance in Uyo Metropolis, Nigeria.
2. The findings showed that teachers who participated in staff development programs performed better in their job performance in terms of knowledge of subject matter, classroom management, teaching methods, and student evaluation compared to teachers who did not participate.
3. It was recommended that the Ministry of Education and Secondary Education Board should regularly organize training programs for teachers related to subject content, teaching aids, lesson preparation, classroom management, and student evaluation.
the impact of the professional development plan on teachers in KSA.docxkailynochseu
the impact of the professional development plan on teachers in KSA
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teac.
IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
This document summarizes a study on educators' perceptions of continuing professional development for teachers in South Africa. The study used qualitative methods to understand educators' views of professional development in light of South Africa's National Policy Framework for Teacher Education and Development. The study found that educators had overall views of professional development in the education system, experiences with different types of professional development programs, and perceptions of the impact of professional development programs on schools.
This document summarizes a research study on implementing Invitational Education (IE) at two schools through professional development workshops. The study collected teachers' views on intentionally developing an inviting school culture using IE. An awareness workshop on IE was conducted at each school. Data was collected through having participants envision how IE could be implemented using naive sketches. The data revealed categories related to the core components of IE, including assuming an inviting stance and the four levels and dimensions of the IE model. The workshops aimed to deepen understanding of IE and transform assumptions to change teaching practices and improve student success through a more inviting school culture.
A microteaching application on a teaching practice course.pdfSara Parker
This study investigated the effectiveness of using microteaching methods in a teaching practice course for student teachers. Six student teachers participated in two teaching practices that were videotaped. After observing the first videos, the instructor provided feedback to help improve their teaching. Analysis showed the student teachers performed better in their second teaching in areas like explaining theories, identifying teaching roles, lesson planning, and conducting practice. The study suggests integrating microteaching into teaching practice courses to help student teachers develop their skills.
The document discusses effective professional development programs for South African teachers. It aims to understand key aspects of effective PD programs and how they could influence implementation of South Africa's National Policy Framework for Teacher Education and Development, particularly its Continuing Professional Teacher Development (CPTD) component. The article focuses on teachers' learning, teachers' commitment, quality leadership, the school context, and requirements for PD programs.
This document summarizes a research article that examines the potential for continuing professional development for teachers (CPDT) in South Africa, as outlined in the national policy framework, to contribute to teacher development as proposed by social learning systems. The summary discusses how the national policy aims to improve education quality by focusing on teacher professional development. However, conceptual frameworks for learning in social learning systems may conflict with effective professional development programs and CPDT. The research aims to determine if CPDT has the potential to develop teachers as social learning systems propose, in order to inform policy implementation.
The study explored whether micro-teaching activities impacted student teachers' opinions about teaching skills for mentally disabled students. Student teachers completed a questionnaire before and after micro-teaching lessons. During micro-teaching, student teachers planned and conducted short lessons while others observed. Lessons were video recorded and evaluated. After micro-teaching, student teachers reported increased confidence and skills in lesson planning, teaching techniques, and classroom management compared to before micro-teaching. The results suggest micro-teaching positively influenced student teachers' perceptions of their abilities for teaching mentally disabled students.
This document discusses ways to support teachers through the curriculum design process. It recommends orienting teachers with initial information through meetings or guides to prepare them for their roles. The information provided should address the context of the program, learners, other teachers, administrative processes, and instructional approaches. Ongoing support is also important and can include monitoring teaching quality, strategies for preventing teacher burnout, and opportunities for professional growth. The goal is to promote sound teaching practices through proper orientation, support, and institutionalizing teacher revitalization efforts.
This document summarizes a study on educators' perceptions of continuing professional development for teachers in South Africa. The study aimed to explain educators' views of continuing professional development in light of South Africa's National Policy Framework for Teacher Education and Development. The study found that educators had differing views in three main areas: 1) their overall view of professional development in the education system, 2) their experiences with different types of professional development programs, and 3) the impact of professional development programs on schools.
This document discusses the structure and curriculum of teacher education in Pakistan. It begins by explaining the importance of teacher development for improving education. It then defines teacher education, discussing its meaning, nature, and key components like teaching skills, pedagogical theory, and professional skills. The document also examines the need for teacher education, its scope at different education levels, and gaps in its existing structure and curriculum. It proposes a framework for reform and discusses policy recommendations to improve teacher education and quality of education in Pakistan.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
The document discusses a study that aimed to establish the extent to which subject mastery enhances quality teaching for student-teachers during teaching practice. The study found that:
1) Subject mastery allows student-teachers to effectively arrange teaching materials and develop ideas to enrich their content knowledge.
2) Both student-teachers and supervising teachers agreed some students faced difficulties mastering content, hindering quality teaching and curriculum delivery.
3) Improving conditions like classroom size and learning materials could help create an environment more conducive to teaching quality.
The document discusses different perspectives on in-service training and staff development. It distinguishes between a "defect" or "deficiency" orientation focused on fixing problems versus a "growth" orientation viewing personnel as continuous learners. Most in-service training in the Philippines follows the defect model, aiming to upgrade teacher knowledge and skills. However, some advocate a holistic approach addressing personnel's development as teachers, scholars, and individuals.
1. In-service teacher training is essential to help teachers improve their skills and stay up-to-date with educational reforms and new concepts. It promotes lifelong learning for teachers and supports quality education.
2. When conducting a needs assessment for in-service teacher training, it is important to consider the teachers' professional development needs, curriculum changes, challenges in implementing new teaching methods, and goals for improving student performance.
3. Assessing teacher training needs helps ensure the programs are relevant, effective, and lead to positive outcomes like increased teacher knowledge, motivation, classroom performance and student achievement.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. 54 Le ss ing & De W itt
to train all teachers adequately through the regular support services of the
education department. Consequently, the Department of Education decided
to contract teacher training institutions to assist with the process of CPD,
which is how the current study originated.
The former Pretoria Teachers' Training College (now the University of Pre-
toria) was contracted to upgrade Gauteng teachers' subject knowledge and
skills in the outcomes-based context. The training was presented over six
Saturdays and covered mathematics, language development, reading and
spelling, and assessment of learners. We were granted permission to evaluate
the teachers' perceptions of the workshops that were presented. This was
done by means of open-ended questions regarding the value teachers attached
to the training they had received. The responses revealed a negative attitude
toward most of the presentations because the teachers felt that they had not
gained enough applicable knowledge and skills for application in their class-
rooms or for addressing the problems they were experiencing. Because these
workshops were presented over weekends, some teachers commented that
they had sacrificed too much in time and effort compared to what they had
gained. Their expectations that they would be able to deal with outcomes-
based education and support learners with learning difficulties in an inclusive
classroom had not been met. Similar results were obtained in a study by
Swart, Engelbrecht, Eloff and Pettipher (2002:183) in which teachers showed
a negative attitude towards in-service training (a form of CPD) as they felt they
had not acquired sufficient knowledge and skills to address the diversity in
their classrooms.
CPD workshops need to be improved to enhance teachers' enthusiasm for
attending such workshops. A review of the literature was conducted to deter-
mine the principles necessary for a successful CPD workshop and a two-day
workshop was planned according to these principles. In the workshops, the
teachers' need for support in coping with learners with learning difficulties in
inclusive education classrooms was addressed. The principles of CPD received
special attention in developing these workshops. In this article we reflect on
the findings to the following question:
What were teachers' perceptions of the value of a workshop to help them
cope with learners with learning difficulties in their classrooms?
A questionnaire, also adhering to the principles of CPD, was compiled. At the
end of the workshop, the teachers completed a questionnaire to determine
their perceptions on the value of the workshop. Their responses were statis-
tically analysed to determine to what extent their needs had been met and to
what extent factors such as teaching position, gender, age, and qualifications
had influenced their views on the value of the workshop.
Since the researchers had attended to the underlying principles of CPD
and addressed the specific need of teachers to support learners with learning
difficulties, it was assumed that the teachers would rate the workshop posi-
tively. The researchers also expected factors such as teaching position, gen-
der, age, and qualifications not to influence their perceptions.
3. Pro fe ssio na l development 55
Principles underlying continuous professional development (CPD)
CPD refers to any activities aimed at enhancing the knowledge and skills of
teachers by means of orientation, training and support (Coetzer, 2001:78).
The development is also likely to affect attitudes and approaches and may
therefore contribute to the improvement of the quality of the learning and
teaching process (Bolam in Early & Bubb, 2004:4; Day & Sachs, 2004:3).
According to various authors, effective CPD should firstly be aware of and
address the specific needs of teachers (Bredeson, 2003:9; Muijs, Day, Harris
& Lindsay, 2004:291). Once these needs have been identified, activities need
to be properly planned to support teachers in applying the knowledge and tea-
ching methodology creatively and confidently (Anderson, 2001:1). Collinson
(2000:125) states that the best results are obtained if the programme is for-
mally and systematically planned and presented with the focus on enhance-
ment of personal and professional growth by broadening knowledge, skills and
positive attitudes.
To allow professional development to proceed successfully it should be a
continuous process, contributing to the general improvement of education
(Bredeson, 2003:14; Muijs et al., 2004:291). Isolated inputs which do not
build on one another have little value for those attending the training.
Personal development is also enhanced by the diversity of the teaching
corps regarding training, background, and needs. Professional development
does not only require the informal and spontaneous learning of teachers from
one another (Bunting, 1997:30; Day, 1999:148; Kaagan, 2004:3) but also re-
lies on the prior knowledge (Bredeson, 2003:9), wealth of potential and expe-
rience of each participant, which can be built upon and incorporated into
further initiatives (Early & Bubb, 2004:17; Greenberg, 1998:31). Obtaining
knowledge and sharing existing knowledge and skills with others to join forces
(Kaagan, 2004:4) are valuable tools for change and improvement. Programmes
for CPD and workshops must therefore cater for this diversity so that the
needs of all participants can be met (Anderson, 2001:17).
In addition to these principles, clarity of aim is an essential motivator for
a successful workshop. Before the commencement of training, planners of
training programmes should reflect on what they wish to accomplish through
training. Do they, for example, want all teachers to develop a desire for lifelong
learning, to update knowledge and/or to be the best teachers possible? The
literature indicates that teachers do not necessarily see teacher training as a
lifelong process of critical thinking, reflection and self-direction. They often
rely on rote learning of meaningless facts in their preparation for the teaching
profession (Waddington, 1995:76). The purpose of CPD programmes should
be to both enable and support teachers, wherever they teach or whatever their
professional background is and to provide the best possible instruction so
that they become excellent by gaining competence, confidence, commitment
and a sense of the joy of teaching (Anderson, 2001:1; Day, 1999:148; Day &
Sachs, 2004:22).
CPD should also afford teachers an opportunity to apply their newly ac-
4. 56 Le ss ing & De W itt
quired knowledge in practice. It is essential for teachers to be guided to de-
velop their own ideas and experiment with them in order to determine their
success. Assessment should therefore be an integral part of continuous
professional training and the teacher must be given the chance to discuss
with others what has been done. In support of this statement, Anderson
(2001:11) contends that, guidance, support by one's own 'peer group', and
formative assessment must be integrated into professional development.
Wheeler (2001:14) cautions that CPD will not have a beneficial impact in
less-developed countries (LDCs) unless it is carefully designed to meet the
contextual needs of the teachers involved and contains built-in monitoring
and sustainable components. It cannot take place in isolation and the impact
of even the best programmes, courses or materials relies heavily on the way
they are regarded and used by the school as a whole (Anderson, 2001:12).
To summarise: Successful CPD is dependent on the implementation of the
following principles. Regarding the workshop itself: the aim should be general
improvement of education; formal and systematic planning of the workshop;
stating and clarifying the aim of the workshop; focusing on critical thinking,
reflection and self-direction; developing excellence by means of competence,
confidence and enjoyment and adhering to teachers' contextual needs. The
personal value for teachers requires focusing on teacher orientation, training
and support; providing and broadening new knowledge and skills and the
creative use of these; fostering positive attitudes and enhancing personal and
professional growth. Finally, CPD should also focus on the teachers' teaching
approach: seeing development as a continuous process, using the diversity of
the group and thus allowing for flexibility; sharing the existing knowledge and
experience of the group; realising the importance of assessment; and enhan-
cing support of the peer group.
CPD principles in practice (planning and presenting a workshop)
We planned a CPD workshop for teachers in Gauteng as a follow-up to pre-
vious workshops. Support for learners with learning difficulties in the inclu-
sive classroom was the focus of the two-day workshop because at the initial
workshops, teachers had expressed a need in this regard. The following topics
were addressed: the nature of learning; Curriculum 2005 and learning
outcomes; the nature, causes and manifestations of learning difficulties; and
support for teachers to help them cope with learners with learning difficulties
in their classrooms by providing a variety of strategies to support them with
problems of reading, spelling, writing and numeracy. At the start of the work-
shop, the teachers were afforded an opportunity to reflect on the challenges
they had experienced in the inclusive classroom. Their need for support to
cope with learning difficulties was again highlighted.
A well-planned programme of topics to be addressed was presented to the
attendees and the aims of the workshop outlined. Teachers were afforded an
opportunity to share their personal expectations of the workshop. The plan-
ned outcomes (aims) for this training were that teachers should enjoy the
5. Pro fe ssio na l development 57
training and be confident and also equipped with knowledge, attitudes and
skills to deal with learners experiencing learning difficulties in the classroom.
The ultimate aim of all the activities was change and improvement in teaching
methods and establishing an awareness of the importance of lifelong learning.
A lack of specific knowledge of learning difficulties emanated from the ini-
tial workshops. The researchers developed teaching material and techniques
to orientate, train and support teachers. A comprehensive hand-out, on the
nature of learning, C2005 and the nature, causes and manifestations of
learning difficulties, was provided to broaden the teachers' knowledge and
skills on the topic. Many applicable activities were included in the hand-out,
and space was provided for notes and personal reflections. The theory on the
topic was supported by a hands-on approach with a view to not only providing
knowledge but also demonstrating and practising challenging and innovative
ways of teaching to adapt the teaching material to their own contextual needs.
On the basis of their personal practical experience, the researchers pro-
vided a variety of strategies to address reading, spelling, writing and nume-
racy difficulties. The participants were afforded the opportunity of practising
various activities and sharing their experiences and knowledge with one
another. From the reflections of the teachers it was clear that these activities
boosted their confidence, and helped them to acquire knowledge, attitudes
and skills. Although not measurable in the short term, these activities were
planned to enhance critical thinking, reflection and self-direction and to guide
the teachers towards teaching excellence. Because all of the teachers were not
from affluent areas, they were afforded the opportunity to reflect on the appli-
cability of the techniques to their own context.
Examples and practical activities on assessment criteria for C2005 out-
comes were provided. The importance of peer support and learning as a con-
tinuous process was emphasised. Teachers organised themselves into working
groups, intending to meet on a regular basis to share their teaching experi-
ences. The general improvement of the participants' teaching and the long-
term success of the workshop could not be determined in this study but
would have to be followed up in a future project. A proposal for follow-up
workshops to maintain the positive effect of this workshop has been submit-
ted to the Gauteng Department of Education.
The workshop included applied competence and provided opportunities
for teachers to share existing knowledge and skills. The presentation was
video-taped for subsequent reference.
Methodology
An empirical investigation was conducted and a survey research method em-
ployed. A closed-answer questionnaire was used to determine the perceptions
of teachers on the value of the workshop for them. The questionnaire was
compiled after a thorough literature study on the principles for CPD. The fol-
lowing aspects were addressed in the questionnaire: biographical data, per-
sonal value of the workshop and influence of the workshop on the partici-
6. 58 Le ss ing & De W itt
pants' teaching approach. It was also vital to determine whether the workshop
had met the specific needs of the teachers and what their views were on the
time they had spent and the sacrifices they had made. An additional aim of
the questionnaire was to determine whether factors such as teaching position,
age, gender, or qualifications had an influence on the views of teachers. In line
with Cohen, Manion and Morrison's (2000:244) suggestions, a value-based
format was used to complete the questionnaire. Teachers were requested to
indicate on a four-point scale to what extent they had experienced the work-
shop as valuable.
The researchers focused on all the principles indicated for successful CPD
and took special care to ascertain the participants' ability to apply their new
knowledge and skills in their own context by practising the techniques ex-
plained during the workshop. The researchers therefore expected to improve
the workshop methodology and contribute to the teachers' satisfaction with
CPD.
Convenience sampling was applied (Mouton, 2003:100; Rossouw, 2003:
114) to all the teachers in the General Education Band in Soshanguwe town-
ship near Pretoria, Gauteng. A group of 95 persons, consisting of foundation
phase, intermediate phase and senior phase teachers attended the workshop.
The researchers complied with the necessary ethical issues and received per-
mission from the Gauteng Department of Education to administer the ques-
tionnaire at the workshop.
Descriptive statistics involving frequencies, the chi-squared procedure
and Pearson correlations were used to analyse the data. Differences and rela-
tionships at the 0.01 and 0.05 levels were regarded as significant. Unfortu-
nately, because the group was limited, the possibility of statistical inference
or generalisation was also restricted. As we studied only a portion of the popu-
lation about whom we wished to make certain inferences, we could not neces-
sarily expect our findings to be apply to the whole population (Rossouw, 2003:
115). Also, because of the unique nature of the research, the questionnaire
had not been previously standardised. Despite these limitations, we felt that
the findings of the research would be of value for future planning of CPD.
Furthermore, the relationship of trust between the researchers and the tea-
chers and the fact that the latter were motivated to contribute to the investi-
gation made the entire exercise worthwhile.
The necessary measures were taken to ensure validity and reliability. Two
measures of validity were considered when compiling the questionnaire,
namely, content validity and face validity (De Vos & Fouché, 1998:82). The
questionnaire measured what it was supposed to measure and the questions
were adequate to be representative of the phenomenon (Leedy, 1993:41).
Steps were taken to ensure the content validity of the questionnaire in the
sense that an extensive literature study was conducted and various experts
were requested to check the phrasing and assignment of items to fields.
The current study did not entail large-scale sampling, which made tradi-
tional reliability superfluous. The questionnaire was therefore constructed as
7. Pro fe ssio na l development 59
an exploratory instrument to establish trends, and was not designed for
extensive numerical treatment of data (Mouton, 2003:100). The questionnaire
was modified and administered in close consultation with university statis-
ticians.
Findings, discussion and conclusions
The following is a discussion of the findings in terms of biographical data and
several broad categories, namely, personal value, teaching approach, specific
needs and time and sacrifices.
Biographical data
The teachers who participated in the study were teaching in the General Edu-
cation Band: 46.3% in the foundation phase, 44.2% in the intermediate phase
and 9.5% in the senior phase. Of the 95 teachers in the sample, only 10.5%
were male while the majority, 89.5%, were female. The age distribution of the
participants was as follows: 26–29 years (1.1%), 30–39 years (28.4%), 40–50
years (49.5%) and those older than 50 years (21.1%). The majority were there-
fore older than 30 years. Of the participants, 29.6% did not meet the mini-
mum qualification (REQV 14) for teachers, while more than 30.5% had a qua-
lification higher than the expected REQV 14 level.
Teachers' perceptions
Personal value and teaching approach
The results of teachers' perceptions, of the value of the workshop for CPD for
personal development and to effect change in their teaching approach, are
summarised in Tables 1 and 2. (For discussion purposes, 'definitely disagree'
and 'disagree' were grouped together, as were 'definitely agree' and 'agree'.)
According to Table 1, the teachers found the particular CPD workshop
important for personal development, support, provision of information, tea-
ching confidence, skills development and a change in teaching habits. More
than 90% of the participants 'definitely agreed' and 'agreed' about the impor-
tance of the workshop for personal development (94.7%), enhancement of
work life by providing support (92.7%), development of teaching confidence
(95.8%), increasing skills (92.6%) and changing existing teaching habits. Al-
most 90% of the teachers viewed provision of knowledge (89.5%) as one of the
positive aspects of the CPD workshop.
Table 2 indicates the teachers' views on the importance of CPD for tea-
ching methods, teaching competence, excellence and development of whole
school growth. More than 90% of the participants 'definitely agreed' and
'agreed' on the importance of CPD to effect change in methods (91.5%), im-
prove teaching competence (94.8%), develop teaching excellence (95.8%), and
develop whole school growth (92.7%).
Specific needs
Table 3 reflects the participants' perception of the value of the CPD workshop
to address their specific needs.
8. 60 Le ss ing & De W itt
Table 1 Personal value of workshops
Frequen cy Percentage
Co ntrib ute to pe rson al de velop m en t:
Definitely agree 59 62 .1
Agree 31 32 .6
Disagree 3 3.2
Definitely disagree 2 2.1
Total 95 10 0.0
M ake wo rk life b etter (s up port):
Definitely agree 49 51 .6
Agree 39 41 .1
Disagree 2 2.1
Definitely disagree 5 5.3
Total 95 10 0.0
P r ov id e in f or m a ti on :
Definitely agree 47 49 .5
Agree 38 40 .0
Disagree 5 5.3
Definitely disagree 5 5.3
Total 95 10 0.0
Develop teaching confidence:
Definitely agree 64 67 .4
Agree 27 28 .4
Disagree 2 2.1
Definitely disagree 2 2.1
Total 95 10 0.0
Increase skills:
Definitely agree 61 64 .2
Agree 27 28 .4
Disagree 7 7.4
Definitely disagree 0 0.0
Total 95 10 0.0
Chan ge existing teaching h abits:
Definitely agree 46 48 .4
Agree 32 33 .7
Disagree 8 8.4
Definitely disagree 1 1.1
Total 87 91 .6
Missing system 8 8.4
Total 95 10 0.0
9. Pro fe ssio na l development 61
Table 2 Value of workshops to effect change in teachers’ teaching approach
Frequen cy Percentage
Chan ge thinking about teachin g me thods:
Definitely agree 52 54 .7
Agree 35 36 .8
Disagree 4 4.2
Definitely disagree 4 4.2
Total 95 10 0.0
Improve teaching competence:
Definitely agree 60 63 .2
Agree 30 31 .6
Disagree 3 3.2
Definitely disagree 2 2.1
Total 95 10 0.0
Develop excellence:
Definitely agree 59 62 .1
Agree 32 33 .7
Disagree 2 2.1
Definitely disagree 2 2.1
Total 95 10 0.0
Develop whole school growth (general
dev elop m en t):
Definitely agree 49 51 .6
Agree 39 41 .1
Disagree 4 4.2
Definitely disagree 3 3.2
Total 95 10 0.0
A high percentage of teachers indicated that the CPD workshop addressed
specific needs. According to Table 3, more than 90% of the participants 'defi-
nitely agreed' and 'agreed' that the workshop had improved their knowledge
(93.7%), met their need for training (92.7%), addressed their specific needs
(91.6%) and inspired them to teach (90.5%).
Time and sacrifices
Table 4 reflects the teachers' views on the time they set aside and sacrifices
they made to attend the CPD workshop.
Attending workshops is a time-consuming activity and, besides the cost
of the workshop and transport, teachers also sacrificed time and energy. A
high percentage (85.3%) of the participants 'definitely agreed' and 'agreed' that
they had gained more from the workshop than they had had to sacrifice. Only
39% of the participants 'definitely agreed' and 'agreed' that the workshops,
which are usually held in the school holidays or on Saturdays, were at a con-
10. 62 Le ss ing & De W itt
Table 3 Value of workshops to address specific needs
Frequen cy Percentage
Necessary to improve knowledge:
Definitely agree 63 66 .3
Agree 26 27 .4
Disagree 4 4.2
Definitely disagree 2 2.1
Total 95 10 0.0
Need for training:
Definitely agree 68 71 .6
Agree 20 21 .1
Disagree 4 4.2
Definitely disagree 3 3.2
Total 95 10 0.0
Them es addressed applicable to needs:
Definitely agree 60 63 .2
Agree 27 28 .4
Disagree 5 5.3
Definitely disagree 3 3.2
Total 95 10 0.0
Presentation inspired own teaching practice:
Definitely agree 50 52 .6
Agree 36 37 .9
Disagree 4 4.2
Definitely disagree 5 5.3
Total 95 10 0.0
venient time, while 42.1% felt that workshops were too time-consuming.
The findings reflected in Tables 1, 2, 3, and 4 clearly indicate that the par-
ticipants were satisfied with the CPD workshop presented on support for lear-
ners with learning difficulties.
In presenting a workshop on learning difficulties the researchers aimed
at empowering teachers to cope with learners with learning difficulties in their
classrooms. The findings of the questionnaire indicated that teachers valued
the workshop positively in terms of personal development, confidence and
teaching support. They indicated a willingness to change their teaching habits
and methods and agreed that this change would contribute to the develop-
ment of whole school growth. These findings could indicate that focusing on
the principles underlying CPD could improve the workshops and contribute
to the satisfaction of teachers in this regard.
On the expected differences in the views of respondents who showed
variations in position, age, gender, and qualification, the results were nega-
tive. Chi-squared analysis and t tests showed that the respondents who had
11. Pro fe ssio na l development 63
Table 4 Time and sacrifices
Frequen cy Percentage
Training involves personal sacrifice:
Definitely agree 59 62 .1
Agree 22 23 .2
Disagree 6 6.3
Definitely disagree 6 6.3
Total 93 97 .9
Missing system 2 2.1
Total 95 10 0.0
Time of training convenient (in school
ho liday s):
Definitely agree 20 21 .1
Agree 17 17 .9
Disagree 18 18 .9
Definitely disagree 40 42 .1
Total 95 10 0.0
Too much time spent on training:
Definitely agree 16 16 .8
Agree 24 25 .3
Disagree 25 26 .3
Definitely disagree 29 30 .5
Total 94 98 .9
Missing system 1 1.1
Total 95 10 0.0
taught in different phases did not differ significantly (p > 0.05) in their views
on different aspects of continuous professional training. Calculations indica-
ted no significant correlation between the respondents' age (p > 0.05), highest
academic qualification (p > 0.05), or gender (p > 0.05) and their average satis-
faction with CPD.
Chi-squared analysis was used to indicate whether academic qualifica-
tions influenced the teachers' views on different aspects of CPD. It was found
that qualifications did affect the views of teachers regarding the value of the
CPD workshop to (1) increase their efficiency, and (2) inspire them for their
own teaching practice. The findings are presented in Tables 5 and 6.
Table 5 demonstrates that most of the teachers (93%) 'agreed' (29%) and
'definitely agreed' (64%) that the workshop had increased their efficiency. Tea-
chers with REQV11 and REQV12 formed only 3% of the total, and this result
was therefore statistically insignificant. This overwhelming support is from all
higher levels of REQV. The researchers expected a high degree of satisfaction,
because teachers had requested a workshop on support for learners with lear-
ning difficulties in inclusive education. The teachers with other qualifications
also viewed the workshop as valuable for increasing efficiency.
12. 64 Le ss ing & De W itt
Ta ble 5 Cro ss-ta ble pre sen ting h ighe st ac ad em ic qualification and view of increased efficiency
Efficiency
Highest academic qualification
Definitely agree Agree Disagree* Total
REQV 11 Count 1 1
% of category 100% 1.1%
REQV 12 Count 2 2
% of category 100% 2.1%
REQV 13 Count 16 6 2 24
% of category 67% 25% 8% 25.3%
REQV 14 Count 23 15 1 39
% of category 59% 38% 3% 41.1%
Other Count 20 6 3 29
% of category 69% 21% 10% 30.5%
Count 61 27 7 95
% of total 64.2% 28.4% 7.4% 100.0%
2
df = 8; P = 1 1.2 77 ; p < 0.05
* None of respondents indicated 'definitely disagree'
Table 5 Cross-table presenting highest academic qualification and view of inspiring their own
teaching practice
Inspiring their own teaching practice
Hig he st aca dem ic
qualification De finitely De finitely
agree Agree Disagree disagree Total
REQV 11 Count 1 1
% of category 100% 100%
REQV 12 Count 2 2
% of category 100% 100%
REQV 13 Count 12 11 1 24
% of category 50% 46% 4% 100%
REQV 14 Count 17 19 1 2 39
% of category 44% 49% 2% 5% 100%
Other Count 19 6 1 3 29
% of category 66% 21% 3% 10% 100%
Count 50 36 4 5 95
% of total 53% 38% 4% 5% 100%
2
df = 12 ; P = 1 8.5 92 ; p < 0.01
Table 6 demonstrates that academic qualifications affected the teachers'
views on the value of the CPD workshop on inspiring them in their own tea-
ching practice. A total of 91% of the teachers 'agreed' and 'definitely agreed'
that the workshop had inspired them. From the information in Table 6 one
may conclude that only nine of the 95 participants 'disagreed' and 'definitely
disagreed' that the presentation had inspired them in their own teaching prac-
13. Pro fe ssio na l development 65
tice. The researchers had expected a high degree of satisfaction, because not
only had they adhered to the principles of successful CPD, but they had also
empowered teachers by practising the various techniques dealt with at the
workshop.
Conclusion
In moving to outcomes-based and inclusive education there were respondents
who felt that they lacked the necessary knowledge and skills to address all the
existing challenges. However, they had no choice but to keep up with new me-
thods and trends in education. In this article the point of departure is the
premise that CPD is necessary to empower teachers by giving them the neces-
sary confidence, knowledge and skills. To achieve success, such development
should adhere to certain principles and meet specific criteria.
In this study, a workshop was planned to empower teachers to support
learners with learning difficulties. In the planning of the workshop, special
attention was focused on following the principles for successful CPD and a
variety of activities were incorporated to enable teachers to practise the sug-
gested techniques. A hands-on approach was followed and teachers were
shown how to apply the knowledge in their specific circumstances. All acti-
vities in the workshop adhered to the principles of CPD as determined in the
literature. The principles were incorporated into the presentation of the work-
shop. Although the workshop was on learning difficulties, its research aim
was to determine the success of the application of CPD principles in the
workshop. This was done by using a questionnaire to determine the teachers'
perceptions of various aspects of CPD.
The results of the questionnaire administered to determine how teachers
valued the specially planned CPD workshop revealed a great measure of satis-
faction as well as a change to more positive attitudes about CPD. Teachers
indicated that the workshop had had personal value for them: it had helped
to improve their work lives, provided knowledge, developed excellence and
efficiency and could contribute to a change in existing teaching habits. They
indicated that the workshop had enhanced their critical thinking about their
teaching methods, developed competence and made them aware of whole
school development. The workshop was also valued as a tool to upgrade their
knowledge, address specific needs and inspire them in their teaching practice.
The majority of teachers acknowledged the importance of CPD and felt that
the sacrifices they had made were worth it. The main problem experienced
was that the workshop had been presented during the school holidays. In
South Africa, this often poses a problem. Teachers seem to feel that they need
the school holidays to recover from all their hard work during the term, and
do not want to attend CPD courses during the holidays. Departments of Edu-
cation will have to take note of teachers' views on workshops during school
holidays. Presenters of CPD also need to attend to the importance of well-
planned activities according to the indicated principles to ensure that teachers
are willing to attend and to show a positive attitude towards CPD and the
attendance of workshops. The departments of Education should be advised
14. 66 Le ss ing & De W itt
to consider these principles in their professional training programmes.
The results of the study indicated the importance of the principles of CPD
in the presentation of courses being applied. In order to succeed, the planning
of CPD should adhere to the basic principles identified and applied in this
study. As one of the participants so aptly described the CPD: "You opened a
world of understanding". We can only re-emphasise:
I hear and I forget. I see and I remember. I do and I understand.
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Ansie Lessing is Professor in the Department of Educational Studies at the
University of South Africa. She has 30 years teaching experience and her re-
search interests are initial reading, second language learners, outcomes-based
education and assistance to learners with learning impairment and emotional
problems.
Marike de Witt is Professor in the Department of Teacher Education at the
University of South Africa. She has 35 years teaching experience and her re-
search interests are preschool programmes, initial reading, second language
learners, outcomes-based education and child-headed households.