The types of professional development like workshops, courses, educational conferences, seminars, in-service training courses, visits and so on were also explored in the same survey. According to the results of Teacher and Learning International Survey (Talis) in 2013, which is presented by OECD (2014), professional development is “defined as activities that aim to develop an individual’s skills, knowledge, expertise and other characteristics as a teacher” (p.87). At the same time, teachers are responsible for bringing the positive change in school.įor this purpose, schools arrange professional development sessions or workshops for teachers that not only improve teachers’ instructional activities, but also make teachers skillful (Harwell, 2003). Teachers are the prime persons who play a significant role in terms of nurturing the students through their pedagogical skills and content knowledge. As Wong & Wong (2010) suggested teachers are “the greatest asset of a school” (p. Teacher effectiveness or capacity building of teachers is another important strategy for bringing effective results in the student’s learning. Curriculum enhancement, assessment, teacher effectiveness and effective leadership are some of the strategies that help to maintain and sustain the progress of a system (National High School Center, 2008). Schools particularly within the private sector are always striving to improve the standards of provision of quality of education by adopting different strategies. The main questions and sub questions for this research, and definition of key terms is also discussed. This chapter presents the background and context of study, the purpose of this research along with statement of problem and the significance of this study. Strength and Limitations of Appreciative Inquiry ApproachĮarly Childhood Development (ECD) context for creating PLCĬlassroom Teaching, Observations and FeedbackĬhapter Five: Discussions, Conclusion and Recommendations
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