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Littérature scientifique sur le sujet « Teacher education student »

Auteur : Grafiati
Publié le 2 juin 2025
Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Teacher education student"

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Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.

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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially acros
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Gupta, B. S. "CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION." International Journal of Research -GRANTHAALAYAH 5, no. 7 (2017): 480–84. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2156.

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A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism I
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Dr., B. S. Gupta. "CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION." International Journal of Research - Granthaalayah 5, no. 7 (2017): 480–84. https://doi.org/10.5281/zenodo.838992.

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A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism I
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Addai, Yaa Serwaa, and Vincent Adzahlie-Mensah. "Promoting Equity in Education: Lessons from Ghanaian Education Policy Texts." British Journal of Education 12, no. 7 (2024): 24–42. http://dx.doi.org/10.37745/bje.2013/vol12n72442.

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This paper addresses the issue of equity in education by exploring how Ghanaian education policy texts foregrounds equity and address inequities. We used a critical pedagogy lens and equity theory to highlight how Ghanaian teacher education policy, national teacher standards and assessment policies promote equity and situates it at the centre of curriculum framework, classroom teaching and learning as well as assessment. From our analyses of policy texts, Ghanaian school classrooms are to be equitable and become places where students’ uniqueness is recognised, respected and supported. The peda
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Graber, Kim C. "The Influence of Teacher Education Programs on the Beliefs of Student Teachers: General Pedagogical Knowledge, Pedagogical Content Knowledge, and Teacher Education Course Work." Journal of Teaching in Physical Education 14, no. 2 (1995): 157–78. http://dx.doi.org/10.1123/jtpe.14.2.157.

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The purpose of this study was to (a) examine how student teachers believed they incorporated general pedagogical knowledge into lessons, (b) examine how student teachers believed they incorporated pedagogical content knowledge into lessons, and (c) examine the beliefs held by student teachers regarding those elements of their teacher education program that most directly guided their practice. Twenty student teachers, 7 teacher educators, and 8 cooperating teachers were interviewed. Data were analyzed and grouped into themes. The results indicate that the degree to which students incorporated g
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Jacobs, George M., and Anita Lie. "Toward Student-Centered Teacher Education Programs." Journal of International and Comparative Education 11, no. 2 (2022): 93–105. http://dx.doi.org/10.14425/jice.2022.11.2.1205.

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The impetus for this conceptual article was the authors’ reflections on their experiences as teachers and teacher educators in various Asian countries (China, Indonesia, Malaysia, Japan, Philippines, Singapore, and Vietnam), combined with their support for Social-Cognitive Theory and student-centered learning. Of course, great variations exist within and between countries in terms of development programs for educators. The present article examines actions by lecturers, policy makers, and other stakeholders which might enhance teacher education by helping it evolve to be more student-centered,
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Agrawa, Shobhit, Sriram Sagi, Bharath Srinivasaiah, and Narendra Kumar Ray. "The Impact of Teacher-Student Relationships on Students' Perceptions of Teachers' Educational Effectiveness." Journal of Research in Vocational Education 6, no. 11 (2024): 45–53. https://doi.org/10.53469/jrve.2024.6(11).10.

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The impact of teacher-student relationship on student perception of the teacher's effectiveness in the delivery of education lies in the limited understanding of how the teacher-student relationship specifically shapes students' perception of the education provided by the teacher. While numerous studies have explored the impact of teacher-student relationships on various educational outcomes, such as academic achievement and student engagement, there is a lack of research specifically examining how this relationship affects students' perceptions of the teacher's educational qualifications. Thi
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Owusu-Agyeman, Yaw, and Enna M. Moroeroe. "Relationality and student engagement in higher education: Towards enhanced students’ learning experiences." International Journal of Emotional Education 15, no. 2 (2023): 37–53. http://dx.doi.org/10.56300/zanl1419.

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This study examines how student engagement and social relationships between teachers and students may enhance the learning experiences of students in a South African university. Two separate sets of semi-structured interviews were held with 27 university teachers and 51 students respectively. The findings revealed that that the relationships between the behavioural and cognitive dimensions of student engagement and social relationships between teachers and students are motivated by good relational communication; relational pedagogy; good inter-relational culture; teacher relational competences
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Gershenson, Seth. "Linking Teacher Quality, Student Attendance, and Student Achievement." Education Finance and Policy 11, no. 2 (2016): 125–49. http://dx.doi.org/10.1162/edfp_a_00180.

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Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers’ potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added framework. The analysis yields two main findings: First, teachers have arguably causal, statistically significant effects on student absences that persist over time. Second, teachers who improve test scores do not necessarily improve student attendance,
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Pauwels, Katho, Helena Van Loon, Els Tanghe, and Wouter Schelfhout. "Motives of Student Teachers in Academic Teacher Education for Secondary Education: Research in Flanders (Belgium) on the Motivation to Become and to Remain a Teacher." Education Sciences 12, no. 10 (2022): 724. http://dx.doi.org/10.3390/educsci12100724.

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The increasing shortage of teachers in secondary education, in Flanders (Belgium) as well as worldwide, is partly due to an insufficient inflow of new teachers. This stimulates research on the motivation of students to become and remain teachers. Our research focuses on the motives of student teachers in academic teacher education for secondary education to become a graduated teacher and how this evolves during teacher education, taking into account different profiles of students. Surveys, with closed and open questions based on our theoretical framework, were conducted at different points in
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Thèses sur le sujet "Teacher education student"

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Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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<p> This study employed a model of basic qualitative research which explored teachers&rsquo; pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples
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McDougall, Mary Catherine, and m. c. mcdougall@cqu edu au. "First steps in becoming a teacher: Initial teacher education students’ perceptions of why they want to teach." Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.

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This thesis focuses on why prospective teachers want to teach. It argues that prospective teachers draw on their own perceptions of what teaching means to them and that these perceptions are clarified and refined during the initial stages of their university study. Firstly, it examines what attracts and holds first year student teachers to teaching and whether they really want to be teachers. Secondly, it compares students’ perceptions of teaching at the start, during and at the end of their first year of their first year of university studies. Finally, it identifies the kind of early experien
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Quin?ones, Agar V. "Student Art Assessments, Teacher Evaluations, and Job Satisfaction among Art Teachers." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745119.

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<p> The purpose of this qualitative case study was to explore and recognize if district-created student art assessments and teacher evaluations influenced the job satisfaction of art teachers due to the increased teacher turnovers and teacher shortages. The experiences, beliefs, and perceptions of the art teachers were critical in understanding and establishing if the increased implementation of the accountability measures added to the stress level and job satisfaction experienced by art teachers. The sample for this case study comprised of 10 male and female art teachers who were certified to
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Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.

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<p>Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who
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Lam, Wing-po, and 林永波. "Attitudes of teachers & teacher trainees towards environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957961.

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Yanda, Carina. "Fluency in narrative discourse in teacher education." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654493251&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Perry, Lorraine J. "Student-teacher relationships behavior the impact of students' relationships with teachers on student school engagement, academic competence, and behavior /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Takahashi, Mika. "Multicultural preservice teacher education." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26762.

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This study examined instructional strategies and their impacts on preservice teachers' attitude toward multicultural issues and learners. A qualitative phenomenological approach is used for this study because of my philosophical belief in multiple realities.<br>The research site was a classroom of the Multi-Cultured/Multi-Racial course offered by the Faculty of Education in an English University located in the Montreal area. The studied course was a compulsory preservice teacher training course implemented for the first time in response to the requirement of the Ministry of Education in Quebec
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Bulson, Sean W. "Supportive Teacher-student Relationships in Early College High Schools| Perceptions of Students, Teachers, and Principals." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3713513.

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<p> Supportive relationships between teachers and their students help create an environment for student success, but there remains a need for additional understanding about how to effectively promote positive teacher-student relationships in order to support stronger policy and practice in modern schools. In this qualitative analysis, I seek to deepen the research about supportive teacher-student relationships by analyzing how students, teachers, and principals described their experiences in early college high schools (ECHS) in North Carolina. Early college high schools represent a relativel
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Lam, Wing-po. "Attitudes of teachers & teacher trainees towards environmental education." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709478.

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Livres sur le sujet "Teacher education student"

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Duminy, P. A. Education for the student teacher. Maskew Miller Longman, 1990.

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Unesco, ed. Teacher education resource pack: Student materials. 2nd ed. UNESCO, 2004.

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G, Noam Gil, ed. Teacher-student relationships: Toward personalized education. Jossey-Bass, 2013.

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Los Angeles County Office of Education, ed. TESA: Teacher expectations & student achievement : teacher handbook. Phi Delta Kappa, 1999.

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Ontario Institute for Studies in Education of the University of Toronto., ed. Teacher education seminar: EDU 6000 : student reader. Ontario Institute for Studies in Education of the University of Toronto, 2002.

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Moore, Madeline. Sarah's Education. Random House Group Limited, 2009.

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Edith Cowan University. Faculty of Education. Assistant Teacher Programme. Assistant Teacher Programme: Early childhood, primary, secondary : guidelines for principals, teachers, assistant teachers. Edith Cowan University, 1993.

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Morse, David C. Triad education. 3rd ed. Triad Education Consultants, 1994.

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Anderson, Jeffrey. Service-learning and teacher education. ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1998.

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David, Blake, ed. Researching school-based teacher education. Avebury, 1995.

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Chapitres de livres sur le sujet "Teacher education student"

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Toom, Auli, and Jukka Husu. "Research-based Teacher Education Curriculum Supporting Student Teacher Learning." In Coherence in European Teacher Education. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_10.

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AbstractCoherent research-based teacher education curriculum is of vital importance when educating student teachers for the teaching profession in the academic university context. It is essential that the characteristics and complexities of teachers’ work are comprehensively taken into account in the curriculum. At the same time, the curriculum needs to prepare student teachers to learn an inquiring orientation towards teachers’ work. It is essential that student teacher learning is at the core of teacher education programmes. This means that teacher education should have a clear research-base
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Brown, Tony. "Teacher-Student Interactions." In Mathematics Education and Language. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9_8.

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Sharma, Gunjan. "Placing research in initial teacher education." In Student-Teacher Research. Routledge, 2025. https://doi.org/10.4324/9781003633044-3.

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Vohra, Ashok, and Kotta Ramesh. "Teacher and Student Mobility*." In On Education and the Philosophy of Education. Routledge India, 2023. http://dx.doi.org/10.4324/9781003439943-9.

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Volz, Austin, Julia Higdon, and William Lidwell. "Student-Teacher Relationship." In The Elements of Education for Teachers. Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-46.

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Loughran, John. "Student Teacher as Researcher." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_252-4.

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Loughran, John. "Student Teacher as Researcher." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_252.

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Douglas, Alaster Scott. "An Analysis of Student Teacher Education Tools: Mediating Student Teacher Education Practice." In Student Teachers in School Practice. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137268686_9.

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Smyth, John. "Cultural Politics of Student Voice." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_23-1.

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Smyth, John. "Cultural Politics of Student Voice." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_23.

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Actes de conférences sur le sujet "Teacher education student"

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Moodley, Nageshwari. "STUDENT TEACHER MENTORSHIP DURING WORK INTEGRATED LEARNING: INSIGHTS FROM PRE-SERVICE STUDENT TEACHERS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0174.

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Kozar, Yurii, Maryna Kiriachok, Svitlana Poplavska, Mykhailo Koshliak, and Oleksandr Chernenko. "EXPERIENCE OF THE PAST, FORMATION OF THE FUTURE: A DYNAMIC HISTORY OF STUDENT-CENTERED EDUCATION." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/54.

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This article explores the historical evolution of student-centered learning, focusing on its relevance and implications for self-directed learning in higher education. The goal of the article is to trace the development of student-centered pedagogy examining its theoretical foundations and chronological development. Methodologically, a comprehensive scientific literary review was conducted, including theoretical foundations and empirical research, and an analysis was conducted. Analysis of the problem identifies an urgent need for a paradigm shift from traditional teacher-centered approaches t
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Lāma, Gatis. "Secondary-School Student Transversal Skills in Mathematics. Comparison Between Teacher Assessment and Student Self-Assessment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.46.

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In order to ensure attainment of educational objectives, the development of transversal skills has been identified as a key component of learning. The future is uncertain, and it is difficult to predict, which knowledge and skills will be needed for life. Education must not only prepare young people for work but also encourage the development of skills that are essential for students to become active and responsible citizens. The uncertainty about the future also changes accents in education by increasing the importance of transversal skills in secondary education, including in the subject of
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Meda, Lawrence, and Markus Talvio. "Evaluating Qualitative Inquiry of Students' Reflections And Experiences in an Educational Research Course." In 15th International Conference on Education and Educational Psychology. Emanate Publishing House Ltd., 2024. https://doi.org/10.70020/eesh.2024.12.3.

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Student reflections and research about them play critical roles in the teaching and learning process. While student reflections improve academic achievement, research conducted by a teacher about students’ learning enables him/her to create new teaching methods which are responsive to current educational needs of students. In a recent study, the essential focus was on exploring trainee teachers’ reflections on the ‘Teacher as a Researcher’ course they completed. This qualitative case study, conducted within an interpretive paradigm, utilized documentary analysis of students' learning journals
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Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.

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The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&amp;amp;L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher particip
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Patac, Louida P., and Adriano V. Patac, Jr. "Teacher Education and Professional Development on The Influence of Teacher-Student Relationships on Mathematics Problem-solving." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.011.

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ABSTRACT In this article, we uncovered aspects that students consider when learning to solve mathematical problems. The purpose of this study is to examine students' real experiences with mathematics problem-solving. We examine the method through which students learn to solve mathematical problems in order to develop Higher-Order-Thinking skills. Additionally, this study discusses the pedagogical consequences of contact between teachers and students during mathematical problem-solving. The cognitive and affective components are the factors that decide issue solutions. We investigated the lived
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Doulougeri, Karolina, Jan D. Vermunt, Gunter Bombaerts, and Michael Bots. "Analyzing student-teacher interactions in challenge-based learning." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1389.

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Challenge-based learning (CBL) exposes students to the complexities of openended and real-life challenges and encourages them to be in the lead of their learning. The role of teachers remains important but shifts from being the expert to the role of a coach who gradually scaffolds students into becoming independent learners. Accordingly, the interplay between teachers' and students' regulation of teaching and learning can result in friction and influence students' learning experience. This study explores incidents of constructive or destructive friction between student and teacher regulation d
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Hall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson, and Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.

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This paper discusses a professional development program in the area of technology integration for teacher education faculty. The program was funded by a Preparing Tomorrow's Teachers This initiative involved one assistant professor of educational technology and five doctoral students as Tech Guides as the professional development team. Twenty-five faculty members who teach methods courses for licensure participated in the program. Each graduate student mentored five faculty members. The design of the professional development relied on the faculty members as professional educators to co-design
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Erdmanis, Rihards, and Ivans Jānis Mihailovs. "Teacher as a Subject of Law in Legal Education Relationship." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.22.

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In Latvia, the essential legal aspects of the teacher’s professional activity have been little studied. In short, the relevance of the research and practical nature is not negative. Taking into account several difficult cases in the practice of educational institutions, as well as some legal proceedings in which teachers, educators and parents were involved, it follows from discussions about how the work of teachers, its content, rights, duties, and responsibilities both before and the Covid-19 pandemic are relevant. Although in Latvia, the number of teachers in general education schools has d
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Rusu, Djulieta. "Student-centered education - a priority for the academic environment." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.13.

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This paper outlines an overview of what student-centered education (SCE) means - a priority of the Bologna process. Thanks to the emergence of new educational needs and the modernization of the university education curriculum in our country, currently, there is an increased interest in this way of training. It also analyzes the concept and definition, presents the basic principles and dimensions of the SCE. At the same time, a comparative analysis of the two systems that coexist in local higher education is performed: student-centered education and teacher-centered education. In order to focus
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Rapports d'organisations sur le sujet "Teacher education student"

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Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes
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Smyth, Emer, Selina McCoy, and Joanne Banks. Student, teacher and parent perspectives on senior cycle education. ESRI, 2019. http://dx.doi.org/10.26504/rs94.pdf.

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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part b
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachel
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Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical
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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teache
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Ahmed, Syeda, and Anannya Chakraborty. Policy brief: Teacher professional development for students with disability in the Asia-Pacific. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-708-3.

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Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of stu
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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualifi
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Cassity, Elizabeth, Jennie Chainey, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.
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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new
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