Relevant bibliographies by topics / Teachers Interns (Education) Teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers Interns (Education) Teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teachers Interns (Education) Teachers"

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Rikard, G. Linda, and Sharon M. Knight. "Obstacles to Professional Development: Interns’ Desire to Fit in, Get Along, and Be Real Teachers." Journal of Teaching in Physical Education 16, no. 4 (July 1997): 440–53. http://dx.doi.org/10.1123/jtpe.16.4.440.

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This study examined physical education interns’ beliefs and perceptions about their student teaching internships, thus providing indicators regarding their developmental growth as teachers. Data were acquired from 46 student teacher interns from focus group interviews and Fuller’s Teacher Concerns Questionnaire (TCQ). Developmental stage theories from the work of Hunt (1966), Kohlberg (1984), Loevinger (1976), and Fuller (1969) were used to frame the concept of developmental growth of student teachers. Data indicated interns’ primary desires were to fit into the school organization, to get along with clinical teachers, and to gain pupil cooperation. Constraints to teaching included difficulties establishing or implementing a management system, the absence of timely supervision from clinical teachers, and feeling like strangers in the school organization. The ability of interns to resolve these constraints directly contributed to their self-image as teachers. Suggestions are provided for advancing interns’ developmental growth stages beyond initial levels.
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Grady, Maureen, Charity Cayton, Ronald V. Preston, and Rose Sinicrope. "Co-Planning Strategies for Mentor Teachers and Interns." Theory & Practice in Rural Education 9, no. 2 (October 11, 2019): 79–91. http://dx.doi.org/10.3776/tpre.2019.v9n2p79-91.

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Planning for instruction is a complex and important task, requiring teachers to consider content, lesson objectives, and student learning. Teachers’ ability to attend to the complexity of planning differs with experience level and is especially difficult for novices and pre-service teachers. We examine the potential of co-planning during the internship experience to assist interns in making the transition from being a mathematics education student to becoming a mathematics teacher. We describe six strategies to facilitate co-planning between mentor teachers and interns. Implications for these strategies in other teaching contexts and relationships will be shared, as well as current and future research efforts.
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Tollefson, Nona, and Audrey Kleinsasser. "Cooperating teachers' descriptions of ?outstanding? interns." Journal of Personnel Evaluation in Education 5, no. 4 (June 1992): 359–67. http://dx.doi.org/10.1007/bf00126828.

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Cullen, Theresa A., and Tugra Karademir. "Technology Experiences of Student Interns in a One to One Mobile Program." International Journal of Mobile and Blended Learning 10, no. 2 (April 2018): 20–35. http://dx.doi.org/10.4018/ijmbl.2018040103.

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This article describes how a group of student intern teachers (n = 51) in a one to one teacher education iPad program were asked to reflect using Experience Sampling Method (ESM) on their use of technology in the classroom during internship. Interns also completed summative reflections and class discussions. Data collected both in online and paper-based summative reflections were subjected to content analysis and triangulated with classroom discussions. The responses showed that interns tended toward teacher-focused uses of technology and were frustrated by their inability to use technology due to infrastructure or cooperating teacher beliefs and practices related to technology. Implications and plans for improved support is discussed.
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Lutz, Frank W., and Jerry B. Hutton. "Alternative Teacher Certification: Its Policy Implications for Classroom and Personnel Practice." Educational Evaluation and Policy Analysis 11, no. 3 (September 1989): 237–54. http://dx.doi.org/10.3102/01623737011003237.

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Alternative certification (AC) of teachers is an issue of interest and discussion within the 1980s education reform movement. Little empirical evaluation is available for formulating policy, however. This research describes an alternative certification program in the Dallas Independent School District. Recruitment programs resulted in 4,000 inquiries and over 1,300 applicants, 691 of whom took the entrance test, 557 who passed, and 110 who were admitted to the program. This research addresses eight topics: (a) characteristics of the program, (b) characteristics of the interns, (c) intern attitudes, (d) comparison of interns and traditionally certified teachers, (e) teaching performance of interns, (f) predictors of AC success, (g) reaction to the program, and (h) consideration of whether AC programs can contribute to the need for teachers. Policy recommendations, based on the above, are formulated.
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Baughman, Melissa. "Mentorship and Learning Experiences of Preservice Teachers as Community Children’s Chorus Conductors." Journal of Music Teacher Education 29, no. 2 (September 25, 2019): 38–52. http://dx.doi.org/10.1177/1057083719876116.

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A service-learning model may be used to provide preservice music teachers with authentic context learning experiences and a range of pedagogical benefits, but research evidence specific to choral music contexts is limited. The purpose of this study was to investigate two preservice music teachers’ experiences as interns with a community children’s chorus. Through an examination of verbal and written reflections, I sought to understand how interns perceived themselves as music teachers, their ability to implement and recall specific instructional strategies, connections they made between teaching young singers in a community choir context and future field work in public school settings, and mentor influence. Study participants were two junior-level music education majors and two children’s chorus conductors. Data collection methods included questionnaires, interns’ weekly video journals, one semistructured interview with each mentor, and one video-stimulated recall interview with each intern. Both interns assisted in teaching a weekly, 60-minute choral rehearsal for 10 consecutive weeks, and attributed their increased confidence as music teachers to this experience. They also discovered their own deficiencies in error detection and choosing teaching methods on the spot. Mentors had a positive impact on the interns’ overall experience. Implications for music education include the need to engage preservice teachers in all types of authentic context learning experiences, and to further explore the mentor’s role in these experiences.
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Abrego, Michelle, Bobbette M. Morgan, and Chuey Abrego. "Creating Win-Win Partnerships And Adding Relevance To Educator Preparation." Contemporary Issues in Education Research (CIER) 2, no. 2 (January 10, 2011): 51. http://dx.doi.org/10.19030/cier.v2i2.1097.

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The authors describe a partnership between two departments, in a school of education that involves educational leadership and curriculum and instruction graduate students sharing their expertise of teaching and learning with student teachers and alternatively certified teacher interns. This project provides graduate students with active participation in delivering workshops to adult learners. The beginning teachers are the participants. Beginning teachers benefit from gaining hands-on experience and research-based instructional strategies to use in their classrooms. Researchers found this activity increased the graduate students’ sensitivity to the needs of beginning teachers. Over 1300 student teachers and alternative certification interns and approximately 530 graduate students have participated in the Teaching, Learning, and Service Conference. The conference is organized twice a year, on a Saturday in the fall and on a Saturday in the spring.
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Hoang Le, Giang Nguyen. "Reflection on education equity in Vietnam: Teachers' and students' voices in an English tourism programme." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 145–55. http://dx.doi.org/10.1386/tjtm_00004_1.

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Abstract In this article context, I recall my memories as a Vietnamese English for Tourism Purposes (ETP) programme teacher and a student who grappled with many inequities in the nationwide process of internationalization of higher education. The equity-related issues include the teacher's unpreparedness with the adoption of foreign curriculum, the teacher's lack of recognition of the local cultures, and the unfair treatment of the Vietnamese ETP interns in the workplace. I write this article in the role of a narrator, sharing my personal and professional experiences to give the status quo of ETP education in Vietnam and the various nuances that help unpack the realities of this situation. This reflective article intends to picture the inequities in Vietnamese higher education internationalization that both Vietnamese students and teachers encounter and to pave the road for further discussions to construct future scholarship and research.
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Shotsberger, Paul G. "Mobile Wireless Technologies for Field-Based Teacher Interns and Their Partnership Teachers." Computers in the Schools 19, no. 3-4 (December 2002): 49–65. http://dx.doi.org/10.1300/j025v19v03_05.

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Thomas, Donald. "About Teaching and Teachers: The Torpedo's Touch." Harvard Educational Review 55, no. 2 (July 1, 1985): 220–23. http://dx.doi.org/10.17763/haer.55.2.mu2m42q7058k6675.

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In this thoughtful essay Donald Thomas communicates his teaching philosophy through one of his first experiences as a teacher. The setting of his story is the Harvard-Newton summer training program back in 1961 when he was one of four interns assigned to a master teacher and to a single class. The master teacher set the curriculum and the interns were required to teach parts of it. Thomas, now as then, believes in immersing students deeply in education,awakening them to confront the perplexities of life.
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Dissertations / Theses on the topic "Teachers Interns (Education) Teachers"

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Posegate, Stephen C. 1954. "Changes in interns and cooperating teachers during music student teaching." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10341.

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xiv, 143 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This descriptive study collected both qualitative data and quantitative data to gain an increased understanding of changes in interns and cooperating teachers during student teaching in music. Five dyads consisting of an intern and a cooperating teacher participated. I gathered quantitative data through analysis of 20 videotaped teaching episodes: one of each intern and cooperating teacher at the beginning and near the end of each placement. Two recognized experts in music student teaching viewed the episodes in randomized order. The experts scored the episodes on 30 items using the Survey of Teaching Effectiveness (STE). The experts also gave an overall rating of each lesson's quality. Additionally, I tallied statements of reinforcement as either specific or nonspecific and as either statements of approval or disapproval . An additional category was found during analysis: nonfunctional communication . I gathered quantitative and qualitative data with a one-page demographic survey and by individual interviews. Though the participants were unanimous in stating that the interns improved as teachers during the placement, no quantitative differences were found. Interns all experienced fulfilled expectations, effective preparation, capable application, increased professionalization, and successful induction. Cooperating teachers were agreed that their interns came into the placement prepared to be successful in student teaching.
Committee in charge: Harry Price, Chairperson, Music; Sharon Paul, Member, Music; David Doerksen, Member, Music; Roland Good, Outside Member, Special Education and Clinical Sciences
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Whittemore, Jon Frederick. "Changes in Attitudes and Anxieties toward Teaching of Interns and Traditional Student Teachers." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278295/.

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The problem of this study was to determine the difference in attitude and anxieties toward the teaching profession of beginning teachers entering public education in Texas who have been through a semester-long intern program as opposed to those who have gone through a traditional eight-week student teaching program. Purposes of the study were to provide assessment data for planning and delivering preservice training experiences to prospective teachers, to compare similarities and differences in the attitudes of prospective teachers who have been through the intern program with those who have been in traditional student teaching, and to provide useful information to colleges and universities concerning the effectiveness of their teacher education programs. The targeted study groups were 22 fall semester interns and a comparison group of 27 fall semester traditional student teachers. All participants were seeking secondary certification. The study was conducted in the fall of 1994. The groups were matched according to gender, chronological age, race designation, grade-point-average, and level of family income. In summary, the findings of this study indicate that only two of the six research questions proved to be statistically significant. It is interesting to note, however, that individually a significant percentage of both of the groups showed a reduction in anxiety and a significant percentage of both groups showed a reduced positive attitude toward teaching as a profession. It is only for the student teachers, however, that the results were statistically significant for both tests.
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Campbell, Jacqueline L. "Teaching interns' level of proficiency of the MoSTEP quality indicators at the beginning and completion of the teaching internship." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4305.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 13, 2006) Vita. Includes bibliographical references.
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Edwards, Beverly June. "The development of an empirically-based para-teacher preparation program /." Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9423373.

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Kuhlmann, Jim L. "The Socialization of CPEP Teachers: Implications for Administration." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1400.

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The competencies and needs of those entering the teaching profession have become the subject of public debate since the release of A Nation at Risk. Subsequently many comprehensive and comparative reviews have documented the socialization of those entering the teaching profession especially student teachers and first-year teachers. The problems of beginning teachers have produced survival and self-oriented concerns. Internships and induction programs have been developed to ease the socialization of beginning teachers and mediate these concerns. As internships are developed and induction programs implemented, descriptive field studies which examine the processes of beginning teacher socialization are needed. Particularly, studies which investigate the socialization of first-year teachers prepared in cooperative field-based programs are necessary. This study was designed to document and analyze the teaching experiences of four first-year teachers who completed an extended field-based Internship – CPEP (Cooperative Professional Education Program). These teaching experiences were documented in terms of a conceptual framework drawn from socialization theory, occupational socialization theory, and teacher socialization research. Three questions were developed to guide this research into the teacher socialization process: 1) What are the socialization structures and processes, formal and informal, which shaped teachers' perceptions of their first year of teaching? 2) What are the teachers' perceptions of problems encountered and what adjustments are made? 3) What are the common concerns shared by these beginning teachers? The conceptual framework, socialization theory, coupled with a comparative case study design, were utilized to collect, organize, and interpret the data. Data sources included interviews, questionnaires, observations, video tapes, and journals. These multiple data sources provided evidence of the factors which explain beginning teachers’ induction into the teaching profession, teaching experiences in terms of teacher socialization theory and research and the relationship between teacher socialization and occupational socialization theory. The answers to the research questions are as follows: First, several significant contextual factors shaped these first-year teachers' perceptions of teaching: the organizational nature of the schools, the physical demands necessary to maintain energy levels for teaching, and the lack of time for planning. The influence of each teacher's primary socializing agent, the internship mentor teacher was expressed through a process of collegial emulation. Their students and teachers in other schools were also influential socializing agents. The behavioral outcomes of the teachers consistently focused on issues related to efficiency and organization. Second. the most significant self-perceived problems were the lack of planning time and the dynamics of working with other staff members. Although these beginning teachers became increasingly self-critical about the consequences of their teaching, they maintained a tone of confidence and competence. Third, the Stages of Concern Questionnaire administered to the teachers revealed relatively high student-focused (task) and teacher-oriented (impact) concern intensities. Their most commonly shared concerns included refocusing their teaching and identifying the consequences of their instruction. Although institutional demands influenced teacher adjustment to the norms and values of the profession and to the school as a social organization, the teachers also took an active role in this socialization process. The teachers were influenced by institutional norms, but they also created new roles and norms. Consequently, their socialization was a dynamic and interactive process. Occupational socialization variables which linked teacher socialization to occupation socialization theory included training, formal and informal mechanisms of control, and stages of socialization. The research findings contribute to the teacher education knowledge base and should be of value to four primary audiences: school site administrators who supervise beginning teachers, staff development administrators who organize in-service programs, governing bodies which regulate teacher certification, and university personnel who develop and supervise teacher preparation programs.
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King, Sharondrea R. "Pre-service teachers' perception and knowledge of multicultural education." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000227.

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Nagel, Nancy Terry. "A Descriptive Study of an Alternative Process of "Learning-To-Teach"." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/854.

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The purpose of this study was to examine the "learning-to-teach" process in an alternative teacher education program. Three research questions were addressed to probe the "learning-to-teach" process: (1) To what sources do the interns attribute learning and use of specific teaching behaviors and skills? (2) What are the professional concerns of interns, and are there changes in concerns as they progress through the field experience? (3) How do interns assess themselves as they progress through the field experience, and what is the rationale of the assessment? Qualitative research allows the study of subjects in the natural setting, and enables emergent findings to be utilized in directing the focus of the study. Integrating qualitative and quantitative data strengthened the description of "learning-to-teach" in this study. Research methods included use of multiple collections of data from observations, interviews, and questionnaires with the intensive subjects, and questionnaires with the general sample of subjects. A descriptive analysis approach was utilized to present and discuss the findings. The intensive sample of subjects included six interns enrolled in the Cooperative Teacher Education Program (CPEP) at Portland State University, with a general sample of twenty-two CPEP interns providing additional data. Interns reported multiple sources of influence on their teaching behavior. Exposure to multiple "models" of teaching in conjunction with application during the field experience provided interns with the opportunity to analyze, synthesize, and integrate these ideas into their personal teaching. Professional concerns of CPEP interns followed the pattern of concerns reported by student teachers in traditional programs. Concerns-with-self must be addressed and resolved before preservice teachers can move to concerns-with-students. Interns reported the self-assessment process enabled them to evaluate and improve their teaching. Teaching preservice teachers to assess their instruction enhances professional growth. These conclusions lead to the recommendation of incorporating reflection of "models" of teaching, professional concerns, and self-assessment of teaching in teacher education curriculum. Preparing "reflective" teachers facilitates professional movement beyond "survival" and "imitation" and toward creation of personal "models" of teaching.
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Alexander, Sashelle Thomas. "Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?" Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1308677976.

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Hagger, Hazel. "The problems and possibilities for interns of gaining access to experienced teachers' craft knowledge." Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:056c2835-e034-4168-b81a-2731a173d05b.

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The concluding chapter explores implications of the research findings for the accessibility of teachers' craft knowledge, wider issues about the conditions necessary for the potential of school-based initial teacher education to be realised, and future research in the field.
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Bangou, Francis. "A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1057776765.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).
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Books on the topic "Teachers Interns (Education) Teachers"

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R, Yarling James, ed. Student teaching casebook for supervising teachers and teaching interns. New York: Merrill, 1994.

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Hill, Donald Brian. The role of the cooperating teacher as perceived by interns, faculty advisors, and cooperating teachers of the University of Regina Elementary Teacher Education Program. Regina: Saskatchewan School Trustees Association, 1985.

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Huling, Leslie. Early field experiences in teacher education. [Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1998.

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Cole, Ardra L. Support for beginning teachers: Ontario perspectives : final report submitted to Teacher Education Council, Ontario. [Toronto, Ont.]: Teacher Education Council, Ontario, 1991.

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1941-, Grissmer David W., and Kirby Sheila Nataraj 1946-, eds. New and returning teachers in Indiana: The role of the beginning teacher internship program. Santa Monica, CA: Rand, 1991.

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Committee, Washington (State) Legislature Joint Legislative Audit and Review. Evaluation of teacher internship credits. Qlympia, WA (506 16th Ave. S.E., Olympia 98501-2323): The Committee, 1998.

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Goor, Mark B. To think like a teacher: Cases for special education intern and novice teachers. Boston: Allyn and Bacon, 2002.

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Evan, Forbes, ed. Internet for teachers & parents. Huntington Beach, CA: Teacher Created Materials, Inc., 1996.

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Ratsoy, Eugene W. Evaluation of the initiation to teaching project: Summary report. [Edmonton, Alberta]: Alberta Education, 1987.

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Ratsoy, Eugene W. Evaluation of the initiation to teaching project: Final report. [Edmonton, Alberta]: Alberta Education, 1987.

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Book chapters on the topic "Teachers Interns (Education) Teachers"

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Rohatgi, Anubha, Jeppe Bundsgaard, and Ove E. Hatlevik. "Digital Inclusion in Norwegian and Danish Schools—Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy." In Equity, Equality and Diversity in the Nordic Model of Education, 139–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_6.

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AbstractThe capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.
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Wittmann, Erich Christian. "Clinical Interviews Embedded in the “Philosophy of Teaching Units”—A Means of Developing Teachers’ Attitudes and Skills." In Connecting Mathematics and Mathematics Education, 37–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_3.

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AbstractWithin the field of mathematics education there is at present a clearly increased interest in methodological issues. This fact cannot be explained only by internal motives but is also a reaction to pressures coming from well-established disciplines, which question the academic status of mathematics education, as well as from teachers’ associations, which question the utility of mathematics education for practice.
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Grünwald, Jan G. "Embracing Doubt: Teaching in a Post-digital Age." In Post-Digital, Post-Internet Art and Education, 257–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_15.

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AbstractSince the concept of the teacher seems to be, that she or he is the one who owns knowledge—in contrast to students who don’t—it is understandable that teachers have doubts creating a situation out of those usual boundaries. In this chapter, it is argued that if we want to teach adequately for the post digital age, we have to embrace doubt. Doubt is a force that falls out of the usual teleological approach of teaching, because we don’t exactly know the outcome. This theoretical approach translates into practice—or better: is in itself a practical approach—because since one does not know which outcome an educational situation will have, he/she has improvise, embrace doubt, and deny classical power structures.
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Djoub, Zineb. "Teachers' Portfolios." In Teacher Education, 151–66. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch009.

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To achieve professional development and the intended educational goals, teachers' reflection has been considered as a necessary component of the teaching process. Indeed, reflection is process of questioning one's practices, intention and the emerging outcomes. Such reflection is also a source of inspiration, creativity, flexibility and thus, a means to achieve learners' motivation and interest in active and engaged learning. To enhance reflective teaching, teaching portfolios have been widely advocated in language teaching. To that end, this chapter attempts to provide a teaching portfolio model which aims at prompting teachers' reflection over their profession. Additionally, it illustrates the way such tool needs to be used by teachers so that they can reflect effectively and improve their teaching.
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"Education and Teachers." In The Young Person's Guide to the Internet, 49–56. Routledge, 2005. http://dx.doi.org/10.4324/9780203509159-7.

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Dolzhenko, Inna N., and Jemimah L. Young. "Understanding Teachers' Cultural Competencies." In Advances in Early Childhood and K-12 Education, 111–31. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch006.

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As linguistic and cultural diversity in public schools continues to rise, an increased need for culturally aware teachers is warranted. This chapter informs the development of cultural competencies in teachers by integrating anti-bias education (ABE) goals into teacher preparation. Existing research in preparing teachers to work with diverse student populations tends to focus on how teachers gain appropriate knowledge and practices to work effectively at school. However, there is little evidence that researchers have approached the issue of developing teacher's cultural competencies with the intent of building a cohesive understanding and providing practical tools, such as ABE goals, to positively influence the development of social awareness and self-awareness in teachers and their students. Consequently, the aim of this chapter is to provide empirical evidence to substantiate the instructional importance of understanding the development of teacher's cultural competencies.
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Djoub, Zineb. "Teachers' Portfolios." In Handbook of Research on Global Issues in Next-Generation Teacher Education, 152–66. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9948-9.ch009.

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To achieve professional development and the intended educational goals, teachers' reflection has been considered as a necessary component of the teaching process. Indeed, reflection is process of questioning one's practices, intention and the emerging outcomes. Such reflection is also a source of inspiration, creativity, flexibility and thus, a means to achieve learners' motivation and interest in active and engaged learning. To enhance reflective teaching, teaching portfolios have been widely advocated in language teaching. To that end, this chapter attempts to provide a teaching portfolio model which aims at prompting teachers' reflection over their profession. Additionally, it illustrates the way such tool needs to be used by teachers so that they can reflect effectively and improve their teaching.
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Dolzhenko, Inna N., and Jemimah L. Young. "Understanding Teachers' Cultural Competencies." In Multicultural Instructional Design, 1447–67. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch069.

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As linguistic and cultural diversity in public schools continues to rise, an increased need for culturally aware teachers is warranted. This chapter informs the development of cultural competencies in teachers by integrating anti-bias education (ABE) goals into teacher preparation. Existing research in preparing teachers to work with diverse student populations tends to focus on how teachers gain appropriate knowledge and practices to work effectively at school. However, there is little evidence that researchers have approached the issue of developing teacher's cultural competencies with the intent of building a cohesive understanding and providing practical tools, such as ABE goals, to positively influence the development of social awareness and self-awareness in teachers and their students. Consequently, the aim of this chapter is to provide empirical evidence to substantiate the instructional importance of understanding the development of teacher's cultural competencies.
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Leland, Katina M., and Amy L. Sedivy-Benton. "Traditional Teacher Evaluation Models." In Teacher Education, 1620–40. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch078.

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Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.
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Jones, Patrice W. Glenn, and Elizabeth K. Davenport. "Teacher Education Preparation at Historically Black Colleges and Universities." In Fostering Collaborations Between African American Communities and Educational Institutions, 134–54. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1181-7.ch007.

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Teacher education preparation programs provide the nation with its teachers. Education major and teacher shortages have been recorded and demonstrate a potential deficit between the number of American students and certified teachers, particularly with regard to Black American students and teachers. A further deficiency is noted among Black American teacher candidates who attend historically Black colleges and universities (HBCUs). Thus, this chapter (1) identifies the historical evolution of African American teachers, (2) examines the role of teacher education preparation programs at historically Black colleges and universities, and (3) highlights the significance of community-based strategies to improve student interest in HBCU teacher education preparation programs.
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Conference papers on the topic "Teachers Interns (Education) Teachers"

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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
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Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.
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Becker, Daniel, Ralf Gießler, and Janine Schledjewski. "Cognitive apprenticeship as a tool for materials development in an EFL teacher education project." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9364.

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A major problem in teacher education is the gap between theory and practice. Engaging student teachers in materials development is one way to integrate theory and practice in EFL (English as a Foreign Language) teacher education. It is during the complex process of materials development that student teachers start to envision learning processes and outcomes of specific language learning tasks. However, materials development does not take care of itself. It is argued that methods of cognitive apprenticeship can be a tool to support student teachers in the complex process of materials development. Cognitive apprenticeship is about modelling and verbalizing the internal cognitive processes underlying complex problem-solving tasks such as adapting authentic materials and writing rubrics. This paper reports how these methods are applied in an EFL teacher education project on materials development. Engaging student teachers in materials development can be a worthwhile opportunity-to-learn in university-based teacher education for any subject whatsoever.
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Ramaila, Sam. "EXPLORING SOUTH AFRICAN PRESERVICE TEACHERS’ CONCEPTUAL UNDERSTANDING OF LIGHT PHENOMENA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end018.

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The wave and particle nature of light poses considerable instructional challenges to both teachers and learners in diverse educational settings. Developing a meaningful conceptual understanding of the wave and particle nature of light is a key requirement for demystifying the complex nature of various optical phenomena. The study adopted an exploratory descriptive survey design and involved purposively selected South African preservice Physical Sciences as participants. Preservice Physical Sciences teachers’ conceptual understanding of light phenomena was explored through the administration of the Light Phenomena Conceptual Assessment (LPCA) inventory. The key findings of the study revealed that preservice Physical Sciences teachers exhibited conceptual hurdles in relation to light phenomena such as reflection, refraction, total internal reflection and light scattering. The prevalence of these conceptual hurdles can partly be attributed to pervasive knowledge gaps manifested as a result of deficient instructional strategies adopted to demystify complex nature of light phenomena. Theoretical implications for initial teacher education are discussed.
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Lamanauskas, Vincentas, and Dalia Augienė. "SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS AT UNIVERSITY: COMPARATIVE ANALYSIS OF UNDERSTANDING, INTEREST AND CAREER ASPECTS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.72.

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Scientific research activity (SRA) is a constituent part of university studies. It is very important that this activity was consequently developed, and that the students acquired necessary research activity competencies. On the other hand, scientific research activity realises the essential teacher preparation paradigm direction – towards research based teacher education. On the basis of two qualitative research, a comparative analysis was carried out, seeking to analyse how differ positions of two study field students, pre-service teachers in respect of scientific research activity. In the research participated 84 pre-service teachers of natural sciences and 90 pre-service teachers of social sciences. The research was carried out between February and March, 2016. Research results show, that these two group students’ position in respect of SRA significantly differs. Keywords: comparative analysis, science education, scientific research activity, university students.
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Han, Xiaotian. "THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end052.

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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.
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Morales López, Yuri, Marianela Alpízar Vargas, Ana Lucía Alfaro Arce, and Vicenç Font-Moll. "Noticing and analysis of pedagogical practices in mathematics." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.88.

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The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.

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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them. In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.
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Szigeti, Mónika Veronika. "BURNOUT PREVENTION WITH PSYCHOEDUCATION IN TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end044.

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Our research aims at prevention of burnout, which can be a protective factor in preventing career abandonment and can contribute to creating and maintaining a positive workplace climate. It also promotes the mental well-being and resilience of teachers and students. Therefore, burnout of teachers is especially important in Hungary, as the gradually increasing professional and administrative burden, the lack of social esteem, as well as the changed learning-teaching environment and the methodological shortcomings of general teacher training significantly increase the risk of burnout. In our research, the staff of the Somogy County Educational Service Center has been involved, mainly special education teachers. The 116-person sample has been conducted with a version of the Maslach Burnout Inventory developed for educators. In our presentation, the test results are presented. According to our findings, out of the three subscales of the subjects' questionnaire, the highest scores were achieved in the Emotional Exhaustion subscale and the lowest in the Depersonalization subscale. However, the emotional exhaustion subscale did not indicate a high burnout value in the study population. The correlations of burnout risk with age and time spent as a teacher has been also analyzed. Problem-focused and change-oriented psychological counseling models are attracting interest in the international literature today (Egan, 2010). By strengthening resilience and supporting a sense of growth, consultation techniques work to strengthen effective interpersonal communication and help the individual plan constructively for the future (Bonanno, 2004, 2005; Kelley, 2005; Linley & Joseph, 2005; Litz, 2005; Maddi, 2005). All of this are relevant to our research because we plan to provide burnout prevention psychoeducation counseling programs to educators. The literature also mentions the phenomenon of learned helplessness, which has its roots in childhood and is a breeding ground for both depression and burnout (Seligman,1991). Learned inertia can influence members of the helping professions toward passivity (paralysis, loss of control, hopelessness, unresponsiveness) and is therefore particularly burdensome for the individual, along with the challenges of helping professions. Results of our research shed light on the burnout level of special educators, personality traits important for coping and related burnout prevention (e.g., empathy, psychological immune competence) and the applied coping mechanisms that guide burnout prevention psychoeducation as a comprehensive concept.
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Reports on the topic "Teachers Interns (Education) Teachers"

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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6309.

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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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Flyer, Frederick, and Sherwin Rosen. The New Economics of Teachers and Education. Cambridge, MA: National Bureau of Economic Research, August 1994. http://dx.doi.org/10.3386/w4828.

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Running, Helen. In-service education for teachers of family life education from a sociological viewpoint. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.9.

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Muralidharan, Karthik, and Ketki Sheth. Bridging Education Gender Gaps in Developing Countries: The Role of Female Teachers. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19341.

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Yeo, Marie. South Korean Teachers' Beliefs about Diversity: the Impact on Practice of Multicultural Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3116.

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