Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education

Barnes, Adrienne E.; Zuilkowski, Stephanie Simmons; Mekonnen, Dawit; Ramos-Mattoussi, Flavia

doi:10.1016/j.tate.2017.11.004

Cited by 35 publications

(25 citation statements)

References 20 publications

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“…Teacher training is critical to improve teachers' teaching ability and students' academic performance (Spear & da Costa, 2018;Tsiotakis & Jimoyiannis, 2016). The UNESCO and countries around the world all put great effort to teacher training and adopt various ways to promote professional development of teachers (Ariffin, Bush, & Nordin, 2018;Barnes, Zuilkowski, Mekonnen, & Ramos-Mattoussi, 2018;Kim, Jung, & Lee, 2008). Closely related to the influence of information technology on education are changes in the content, methods, resources and environments of teacher training programs (Lin, Hu, Hu, & Liu, 2016).…”

Section: Introductionmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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The contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher‐score and the lower‐score groups, different age groups, and post and reply groups. Results showed that teachers’ knowledge domains enacted in the context of online discourse were mainly pedagogical content knowledge and general pedagogical knowledge. The teachers in the higher‐score group had a rich, organized and flexible knowledge structure of TPACK. Younger teachers had more connections between pedagogical knowledge and pedagogical content knowledge, while senior teachers had more connections between technological knowledge and pedagogical knowledge. The teachers in the reply group had more connections among the different categories of knowledge as compared to the post group. Finally, implications, limitations and future research were discussed.

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Section: Introductionmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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“…An earlier study by Hedges (2002) suggests that deployment systems in Ghana should place NQTs, particularly young women, in rural communities near family, or place two NQTs together in the same school, to help teachers settle in difficult locations. Further, work environments that offer constructive mentorship and strong support systems positively relate to teacher well-being and student learning (Barnes et al, 2018; Ingersoll and Strong, 2011; Mulkeen, 2010; United Nations Educational, Scientific and Cultural Organization, 2018). Such interventions could help address both the personal and professional risks that are related to lower personal accomplishment and higher burnout in the first year of teaching.…”

Section: Discussionmentioning

confidence: 99%

“…However, if the teacher has origins in the host community, they are more likely to have higher job satisfaction in countries such as Zambia and Ghana (Hedges, 2002; Mulkeen, 2010; Thomas et al, 2014). Second, new teachers generally receive low remuneration and face poor working conditions with overcrowded classrooms, difficult students and few resources to support instruction, which affect their motivation and self-efficacy (Barnes et al, 2018; Mulkeen, 2010; Organization for Economic Cooperation and Development, 2018; Towse et al, 2002). In some instances, teachers in secondary education or in private schools catering to the upper end of the market have higher levels of motivation due to higher salaries, better working conditions, and more effective management in countries in sub-Saharan Africa (Bennell and Akyeampong, 2007).…”

Section: The Transition To Full-time Teaching and Professional Well-bmentioning

confidence: 99%

Cumulative risk and newly qualified teachers’ professional well-being: Evidence from rural Ghana

Fatima

Wolf

2020

Research in Comparative and International Education

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The transition from student-teaching to full-time teaching is an understudied period in teachers’ careers. This paper uses a cumulative risk (CR) framework to assess personal and professional risks experienced by 135 student-teachers in rural Ghana during pre-service training and later as newly qualified teachers, and examines how risks relate to their professional well-being and learning outcomes of children in their classrooms. Higher CR was associated with lower teacher motivation and personal accomplishment. Furthermore, higher CR predicted lower child numeracy skills and socioemotional development over the school year. Implications for teacher professional development and improving educational quality are discussed.

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“…In addition, monitoring and evaluation included assessment of proper use of an information and communication technology package (which included one projector, one document camera, and multiple tablets for teacher educators in the mother tongue program). Monitoring and evaluation reports were submitted to READ-TA and to the Ministry of Education on the implementation of each module in all seven mother tongues (Barnes, Zuilkowski, Mekonnen, & Ramos-Mattoussi, 2018).…”

Section: Pilot Implementation and Monitoring And Evaluationmentioning

confidence: 99%

Relationships Between Coach Support and Teachers’ Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA)

Harden¹,

Pflepsen²,

King³

2018

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia

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This volume was made possible through a professional development award from RTI International; the book's editor and chapter authors also wish to recognize, with deep gratitude, the editorial and production support of Erin Newton (RTI) in compiling this volume. Also notably, portions of the editorial introduction were completed as part of the requirements for the Graduate Certificate in Adult Education at Portland State University, awarded to the editor in July 2017 under the same professional development award. The editor gratefully acknowledges the support of Dr. Andrew Job (Portland State University), Dr. Benjamin Piper (RTI), Dr. Matthew Jukes (RTI), and Jennae Bulat (RTI) for comments on early drafts.

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Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education

Cited by 35 publications

References 20 publications

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Cumulative risk and newly qualified teachers’ professional well-being: Evidence from rural Ghana

Relationships Between Coach Support and Teachers’ Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA)

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