Gotowe bibliografie tematyczne / Teacher training in research

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Gotowa bibliografia na temat „Teacher training in research”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Teacher training in research"

Hall, Michael. "Research Ethics: Deontological Perspectives." Shanlax International Journal of Arts, Science and Humanities 7, no. 3 (2020): 1–6. http://dx.doi.org/10.34293/sijash.v7i3.1326.

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The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements:

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Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.

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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of thes

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Wang, Miaomiao, and Xiaojie Li. "Visual Analysis of Present Situation of Teacher Development Research." Advances in Social Development and Education Research 1, no. 2 (2024): 65. http://dx.doi.org/10.61935/asder.2.1.2024.p65.

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This paper combs the present situation of research on teacher development and training through visual analysis. This paper analyzes 538 high-level documents of related research collected in China HowNet since 2014, and systematically analyzes the present situation of teacher development research in China from the visual perspective. The analysis results show that the research topics of teacher development and training mainly focus on teacher development, teacher professional development, teacher training, teacher evaluation and teaching quality. The research also found that the research result

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Perines, Haylen. "Educational Research Training in Teacher Training Programs: The Views of Future Teachers." International Education Studies 14, no. 1 (2020): 76. http://dx.doi.org/10.5539/ies.v14n1p76.

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The objectives of this study were to explore teacher student&rsquo;s views on the research training they receive and know their suggestions for improving it. This was a qualitative study conducted on students in the teacher training programs of a Chilean public university who were distributed into nine focus groups. The findings showed that the students have a rather critical view about the training they receive, particularly due to the lack of continuity of research-related courses and their limited participation in research activities. Regarding how to improve their training, the student

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BIOTO, Patrícia Aparecida. "THEORETICAL ASSUMPTIONS OF RESEARCH ON TEACHER TRAINING." Boletim de Conjuntura (BOCA) 12, no. 34 (2022): 25–36. https://doi.org/10.5281/zenodo.7145732.

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In this essay some theoretical assumptions about teacher education will be addressed. The contributions of authors dating from Antiquity to the Middle Ages will be discussed, as well as from those who belong to the current framework of debates on the subject. Finally, arguments will be developed on the point that the positivity of a collaborative action in the continuing education of teachers build a quality school for all.

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Yücel, Nilgün, and Aysun Yavuz. "Rethinking Intercultural Training In Teacher Training." Journal of Intercultural Communication 19, no. 3 (2019): 1–10. http://dx.doi.org/10.36923/jicc.v19i3.793.

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Often lauded for its role in language education, very little is said or written about the integration of intercultural education into language teacher training. This research spotlighted different approaches to interculturality as well as focusing on the processes that pre-service English language teachers went through during their intercultural training. The context of this study was one particular English Teacher Education Department in Turkey. The methodology rested on the use of focus-group interviews. 3 categories and 8 themes emerged from the analysed data indicated the importance of rai

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Akif Khudazade, Konul. "Psychopedagogical research directions of teacher training." SCIENTIFIC WORK 60, no. 11 (2020): 177–80. http://dx.doi.org/10.36719/2663-4619/60/177-180.

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The article focuses on psychopedagogical issues of teacher training and research in this area. Difficulties in teacher training are due to a number of reasons. These reasons are due to the fact that there are significant differences between the education systems in different countries and the different application of principles and methods of teaching. Since teacher training models cannot be mechanically applied to different education systems, teacher training issues require serious research. The research in the article is classified as research conducted in two directions - in our country and

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Strand, Katherine. "Learning to Inquire: Teacher Research in Undergraduate Teacher Training." Journal of Music Teacher Education 15, no. 2 (2006): 29–42. http://dx.doi.org/10.1177/10570837060150020105.

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Buitink, Jaap. "Research on Teacher Thinking and Implications for Teacher Training." European Journal of Teacher Education 16, no. 3 (1993): 195–203. http://dx.doi.org/10.1080/0261976930160302.

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Tikhonova, Anna Iu, and Oksana V. Solntseva. "TEACHER TRAINING AS A RESEARCH PROBLEM." Volga Region Pedagogical Search 32, no. 2 (2020): 48–54. http://dx.doi.org/10.33065/2307-1052-2020-2-32-48-54.

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Rozprawy doktorskie na temat "Teacher training in research"

Shelton, Michael Patrick. "Teacher Leadership| Development and Research Based on Teacher Leader Model Standards." Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628634.

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<p> Teacher leadership in schools has evolved many times as schools have looked to utilize teacher leaders in various ways to help support school organization, school reform, and ultimately impact student achievement. The purpose of this study is to develop, and evaluate the impact of a curriculum for leadership development rooted in the Teacher Leader Model Standards. The Teacher Leader Model Standards were published in 2011 by the Teacher Leadership Model Consortium and using those standards as a foundation for research and development, a course was created that provided participants with re

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Dadds, Marion. "Validity and award-bearing teacher action-research." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293229.

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Blandford, Sonia. "The relationship between education theory, research and practice : a teacher's perspective." Thesis, University of Bristol, 1995. http://hdl.handle.net/1983/eca27ead-6330-481d-9eb5-07d9a0f11a07.

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Wang, Hsin-Yi. "A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5795/.

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A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospect

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Convery, Andrew. "Identity issues in the conduct and reporting of teacher research." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296561.

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Knecht, Anke. "Action research and reflection in preservice teacher education /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250705468.

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Szesztay, Margit. "Professional development through research : a case study." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341339.

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Shkedi, Hagit. "Action research in curriculum development : integrating movement into current activities of kindergartens in Israel." Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252542.

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Aramburuzabala, Higuera Pilar, Cynthia Martínez-Garrido, and Rocío García-Peinado. "University teacher training in Spain: Evolution and perspectives." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117096.

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In Spain, the first formal experiences in the field of University Teacher Training (abbreviated to FPU in Spanish) appear in the seventies, responding to isolated initiatives. In the eighties the first groups of FPU specialists are configured in scattered universities with the support of the government. Later, specialized departments arise that rely on the also emerging distance learning services and educational technology. Today, in a time when there are major changes in the university structure and the teaching models, it seems clear that the teaching and research staff will have to adapt to

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Haggarty, Linda. "Investigating a new approach to mathematics teacher education : an action research study." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356987.

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Książki na temat "Teacher training in research"

Ohio Early Childhood Special Education: Higher Education Consortium. Research in teacher education. The Consortium], 1993.

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P, Tisher R., Wideen Marvin, and American Educational Research Association. Meeting, eds. Research in teacher education: International perspectives. Falmer Press, 1990.

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Anthony, Selkirk, and Tichenor Maria, eds. Teacher education: Policy, practice, and research. Nova Science Publishers, 2009.

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Ivan, Reid, Constable Hilary, and Griffiths Roy, eds. Teacher education reform: Current research. P. Chapman Pub., 1994.

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Ming-Fai, Hui, and Grossman David L, eds. Improving teacher education through action research. Routledge, 2008.

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United States. Dept. of Energy. Office of Science Education and Technical Information., ed. TRAC teacher research associates program: Summer research appointments. U.S. Dept. of Energy, Office of Science Education and Technical Information, 1994.

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National Institute of Education (U.S.). Contracts & Grants Management Division. ERIC Clearinghouse on teacher education. The Institute, 1985.

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Prick, Leo G. M., 1939-, Vonk J. H. C, Voorbach J. T, Association for Teacher Education in Europe. Conference, and Instituut voor Onderzoek van het Onderwijs (Hague, Netherlands), eds. Teacher education 7: Research and developments on teacher education in the Netherlands. Swets & Zeitlinger, 1991.

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Kunje, Demis. Multisite teacher education research: Baseline report, Malawi. University of Malawi, Centre for Educational Research and Training, 1998.

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National Seminar/Workshop on Research and Statistics in the Development of Teacher Education in Nigeria (1994 Kaduna, Nigeria). Research framework for teacher education in Nigeria. Edited by Lassa P. N and Nigeria. National Commission for Colleges of Education. National Commission for Colleges of Education, 1996.

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Części książek na temat "Teacher training in research"

Fichten, Wolfgang. "Inquiry-Based Learning in Teacher Training." In Inquiry-Based Learning – Undergraduate Research. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14223-0_12.

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Al-Thani, Noora J., and Zubair Ahmad. "Teaching Research to Teachers—Traversing from Research-Oriented Education to Research Learning Theory." In SpringerBriefs in Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-87544-1_6.

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Abstract Chapter 6 explores the pivotal role of integrating research-based methodologies into teacher education, focusing on both pre-service and in-service training. It examines how equipping teachers with research competencies can significantly influence student learning behaviors, highlighting the critical connections between effective teaching practices, professional development, and student outcomes. The chapter addresses the challenges and opportunities in cultivating a research-oriented culture within educational institutions. It advocates for a holistic approach that includes creating

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Nestler, Emanuel, Carolin Retzlaff-Fürst, and Jorge Groß. "Assessing the Quality of Mentoring: Evidence-Based Development of a Training Programme for Biology Mentors and Pre-service Biology Teachers for Scientific Issues." In Shaping the Future of Biological Education Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_21.

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AbstractMentoring is a key scaffold where pre-service biology teachers are supported by an experienced biology teacher (i.e. a mentor). A SWOT analysis revealed that our federal state is missing biology mentor teacher (BMT) training. We conducted a design-based research study to create a training programme for our biology mentor teachers. The first aim of the study was to develop the theoretical background for the complex process for biology mentor teacher training. The tetrahedron model developed by Prediger and colleagues was adapted to describe the challenging situation for BMT training. Ou

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Webster, Roger. "The future of teacher training." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols. Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-185.

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Bartle, Paul. "The ‘Q’ Standards and Initial Teacher Training." In Applying Theory to Educational Research. John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119950844.ch2.

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Zhang, Kaili, and Deirdra I.-Hwey Wu. "Towards a Holistic Teacher Education: Spirituality and Special Education Teacher Training." In Spirituality across Disciplines: Research and Practice:. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31380-1_11.

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Tomlinson, Sally. "Training for Multiculturalism." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols. Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-148.

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Weidenhiller, Patrizia, Susanne Miesera, and Claudia Nerdel. "Promoting Digitally Supported Inquiry Learning in Diverse Classrooms Through Teacher Training." In Shaping the Future of Biological Education Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_23.

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AbstractIn order to effectively use digital media to promote low-barrier inquiry learning, teachers need professional knowledge and skills, as well as positive attitudes and self-efficacy assumptions. This study examines the effectiveness of in-service training on changing teachers’ attitudes and self-efficacy assumptions in the area of inclusion and digitalization as important prerequisites for being able to design digital learning environments for doing science in inclusive settings. The single-factor study design included a three-stage variation of teacher training sessions, in which 141 Ba

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Morselli, Daniele. "The Research Hypothesis." In The Change Laboratory for Teacher Training in Entrepreneurship Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02571-7_1.

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Duffek, Václav, Jan Fiala, Petr Hořejší, et al. "Pre-service Teacher Training in an Immersive Environment." In Research and Innovation Forum 2022. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-19560-0_39.

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Streszczenia konferencji na temat "Teacher training in research"

Fante, Chiara. "EDUCATIONAL NEUROSCIENCE AND TEACHER NEURO-LITERACY: A TRANSLATIONAL AND ACTION FRAMEWORK FOR TEACHER TRAINING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2446.

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Hrinak, Jakub. "LITERATURE IN ENGLISH LANGUAGE TEACHING IN PRE-SERVICE TEACHER TRAINING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0746.

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Delibaltova, Vasya, and Maria Petkova. "PROFESSIONAL VALUES AND BELIEFS OF STUDENTS IN INITIAL TEACHER EDUCATION AND INITIAL TEACHER TRAINING: A COMPARATIVE ANALYSIS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1519.

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Seghedin, Elena, Gloria Gratacós Casacuberta, and Cristina Moral. "SEARCHING FOR THE BEST STRATEGIES ON TEACHING TEACHER LEADERSHIP. STUDY CASES AND RECOMMENDATIONS FOR PRE-SERVICE TEACHERS TRAINING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2731.

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Cruz, Mário, Maria Elisa Sousa, José Costa, and Daniela Mascarenhas. "AI-POWERED RECONFIGURATION OF TEACHER TRAINING: A CASE STUDY IN HIGHER EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2010.

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Laats, Eveli. "Novice Teachers’ Satisfaction with Teacher Preparation and Recommendations for Improving Teacher Training." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.29.

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Jegede, Philip. "Assessment of Nigerian Teacher Educators’ ICT Training." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3337.

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The study examines the nature and impact of ICT trainings received by teacher educators in Southwestern Nigeria teacher training institutions. Four hundred and sixty nine teacher educators participated in the study by responding to three research instruments. The instruments enquired information on ICT training background, competence and use level of teacher educators. Data were analyzed using descriptive statistics, one-way ANOVA and Chi-square. Result showed that more than half of the educators had been exposed to one form of ICT training or the other. But trainings had hardly included the u

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Pellerin, Martine, Hiroki Ishizuka, and Victor Fernandez Cervantes. "Language teaching supervision for a new era: AICOLT system's journey to AI-driven innovation." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-32.

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The shortage of teachers is a global phenomenon. According to UNESCO (2024), “the COVID-19 pandemic has had long-lasting effects on the availability of teachers” (p. 6). This issue is particularly evident in the context of language teachers. For example, a study by the Canadian Association for Immersion Professionals (ACPI) and the Canadian Association for Second Language Teachers (CASLT) (ACPI, 2023) revealed a shortage of 10,000 French Immersion and FSL teachers in Canada. The shortage is especially pronounced in rural and remote areas. For many institutions and teacher training programs, of

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Kärnä, Maija, and Päivi Lehtonen. "BUILDING MOBILE TEACHER IDENTITY DURING VOCATIONAL TEACHER TRAINING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0302.

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SKORYK, Tamara, and Antonina MINENOK. "Formation of professional success of the future art teacher." In International Congress "Research – Innovation – Innovative Entrepreneurship". Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.17-18-05-2024.p113-117.

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The stages of development of the theory and practice of professional success of the future teacher in higher education institutions of Ukraine in the second half of the 20th - beginning of the 21st century are considered. The essence and content characteristics of the professional success of the future art teacher are revealed. The author's definition of a teacher's professional success as a metaconstruct of professional activity and an integral characteristic of a teacher, which is determined by external and internal factors, is proposed. Organizational and pedagogical conditions, technologie

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Raporty organizacyjne na temat "Teacher training in research"

Ganimian, Alejandro, and Emiliana Vegas. Theory and Evidence on Teacher Policies in Developed and Developing Countries. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0012277.

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The past decade has seen the emergence of numerous rigorous impact evaluations of teacher policies. This paper reviews the economic theory and empirical evidence on eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers' skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. The paper also discusses key concepts an

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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 dev

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Sinsay-Villanueva, Leih Maruss, and Aniceto Jr Orbeta. Embracing Challenges, Envisioning Solutions: Advancing Teacher Education and Development in the Philippines. Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.22.

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Written for the Second Congressional Commission on Education and based on existing research, this Policy Note looks at the current state of teacher education and development in the Philippines. It finds serious issues such as underperforming teacher education institutions (TEIs), inadequate and often misguided professional development systems, and an unclear career progression track. It recommends ensuring that pre-service teacher quality is sustained and translated into in-service teaching quality. Specifically, it urges the government to incentivize teacher education, address TEI quality iss

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Barros, Margarida, Cristiana Bessa, Isabel Mesquita, and Paula Queirós. The Expression of Epistemological Beliefs in Initial Teacher Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.9.0131.

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Review question / Objective: The purpose of this systematic review is to scrutinize what is known about pre-service teachers’ epistemological beliefs in initial teacher training. The research questions which guided the review of these studies were: (Q1) What is the theoretical framework used? (Q2) What is the domain present in the research? (Q3) What have been the main purposes of the research? (Q4) Which have been the methodological procedures used to access epistemological beliefs? (Q5) What are the main research findings? Information sources: Five databases will be used to search and retrie

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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students? Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004606.

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AUTHORÁlvarez Marinelli, Horacio; Berlinski, Samuel; Busso, Matías; Martínez Correa, JuliánDATEDec 2022READ: English (4 downloads) View Online Download Spanish (5 downloads) View Online Download DOIhttp://dx.doi.org/10.18235/0004606A one-year teacher professional development program was effective at improving students literacy skills by the end of first grade (0.39 of a standard deviation in overall literacy proficiency). Literacy gains persisted through the second and third grades, even though teachers in those grades were not part of the program. Gains were homogeneous across students of dif

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Waters, Melinda, Clint Smith, Robin Petterd, and Robert Okinda. Research Study: Training for Blended TVET in Pan Commonwealth Countries. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5432.

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Research Study: Training for Blended TVET in Pan Commonwealth Countries provides an overview of research into good practice in blended learning in technical and vocational education and training (TVET) and the competencies teachers need to teach in digital learning environments.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D

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Anbuselvam, Anuviya. Developing a Model of Holistic Environmental Education including Teacher Training for Eco-Schools in Tamil Nadu. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1407.2023.

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A holistic and place-based environmental education program that can be scaled across the state is the need of the hour (Batra et al., 2022) in the state of Tamil Nadu, India as stakeholders devise various responses to climate change (Sundararaju, 2022). Pitchandikulam Forest is a 70-acre restored indigenous forest. Attached to this is an eponymous environmental organisation that works on research and development of the forest.

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Ng, Chiew Hong, and Noi Keng Koh. Pre-service teachers’ ICT knowledge, attitude and use of ICT for learning and teaching. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22750.

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There has been some research into ICT in pre-service teacher training (see Aslan and Zhu, 2014; Teo, 2009; Yücel, Acun, Tarman & Mete, 2010; Aslan & Zhu, 2014). In investigating 1230 Singaporean pre-service teachers' ICT competencies, pedagogical beliefs, and their beliefs on the espoused use of ICT, Chai (2010) affirmed the link between the pre-service teachers' ICT competencies, their pedagogical beliefs and their espoused use of ICT. However Chai (2010) has also highlighted the need to do further research as ‘the relationship between teachers' level of ICT skills and how they would

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Rivera, John Paolo, Leih Maruss Sinsay-Villanueva, Ivan Harris Tanyag, Jenard Berroya, Glenda Darlene Garcia, and Valerie Lim. Revitalizing the Philippine Education System: Facilitating Access and Participation to In-Service Training (INSET) and Teacher Professional Development (TPD). Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.14.

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Teaching quality is considered one of the foundations of student achievement and institutional performance. Consequently, linking in-service training (INSET) and teacher professional development (TPD) to student outcomes has been at the forefront of education research. This inquiry focuses on how to improve accessibility and participation in INSET and TPD programs to enhance teaching quality and revitalize the Philippine education system. Accessibility issues, allocation practices, and implementation challenges of INSET and TPD programs are examined. By triangulating data from document reviews

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