Achieving Teaching Quality in Sub-Saharan Africa: Empirical by Sarah Lange

Achieving Teaching Quality in Sub-Saharan Africa: Empirical by Sarah Lange

By Sarah Lange

Sarah Lange examines the effectiveness of cascade education, which constitutes an economical education version in instructor education. In improvement cooperation nations, educating caliber is anticipated to enhance with instructor specialist improvement; for this function, she explores the effectiveness of teaching multipliers in faculties in Cameroon. This study query is analysed with a layout, which includes a questionnaire survey supplied to academics, scholars and principals in addition to a instructor video survey and a pupil success try out. The empirical effects exhibit the results of cascade education at the learner-oriented educating perform, if the informed academics are supported of their function as swap brokers. one of the stipulations for the conceptual caliber and the implementation of cascade education, the continuity of school-based expert improvement is especially emphasised in gentle of the results.

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Additional resources for Achieving Teaching Quality in Sub-Saharan Africa: Empirical Results from Cascade Training

Example text

Clarke & Hollingsworth (2002, p. 948) formulate six dimensions of teacher change in the light of professional development: x “Change as training – change is something that is done to teachers; that is, teachers are ‘changed’ x Change as adaptation – teachers ‘change’ in response to something; they adapt their practices to changed conditions. x Change as personal development – teachers ‘seek to change’ in an attempt to improve their performance or develop additional skills or strategies. 40 x Change as local reform – teachers ‘change something’ for reasons of personal growth.

School fee). The following model (cf. Figure 6) describes the connection of the variables that were collected in this study and which form the foundation of the reported analyses. The relevant factors for this study are: (1) the school, teacher and student background, (2) the intervention programme, (3) the teacher profes62 sionalism, (4) the teacher practice, (5) the student achievement. Data was collected in this study on the thick framed elements marked in the model (cf. Methodological approach: chapter 4).

The effective conception of in-service teacher trainings is seen as a core element for successful school development with the objective of improving quality teaching (cf. Verspoor, 2008, p. 92). The following section will address common models of professional development with the goal of setting the framework for the professional development programme addressed in this study. 1 Conception of Professional development Former conceptions underlying professional development programmes depict the relation between input and output as linear.

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