WomenEd’s Post

Hello all! Happy news, this article, A comparative analysis of teachers’ attitudes towards including all students in six countries has just been published in Educational Research and Evaluation. This link will provide free access to the first 50 people who use it! #inclusiveeducation #specialeducation #teaching

🌟 Transparency and accountability are essential pillars for quality educational institutions! Find out how Fatshimetrie in Bida is setting an example by clarifying its past management. #Transparency #Accountability #Education 📚💡

TEACHING for an Early Career Teacher in NSW The impact of neoliberalism saw the rise of teacher contracts which has influenced career longevity. ABSTRACT: Teacher self-efficacy is among the most important motivational constructs in teacher education research. Limited studies have examined changes during the transitioning period from preservice into the first years of formal school teaching. This mixed-method study reports on changes in teacher self-efficacy (TSE) and its sources from the completion of the final professional experience placement into the first year of school teaching. Seventy-one preservice teachers completed the three-dimensional Scale for Teacher Self-Efficacy twice (pre and post), of which seven were followed up for an in-depth interview after their first teaching term. Multilevel modelling and thematic synthesis were conducted to analyse the quantitative and qualitative data respectively. TSE for classroom teaching increased significantly whereas that for external classroom activities was of concern. Mastery experiences based on mentorship, students, the types of teaching contracts, and the school administration were the most influential source of TSE, followed by physiological and affective states. Verbal persuasion and vicarious experience were mentioned infrequently. Implications and suggestions for future study are discussed. #earlycareerteacher #selfefficacy #teacher #experience #Bandura https://lnkd.in/gZRcbd9n

"Learning outcomes will only improve if we support those who are charged with delivering them." Getting Schools to Work Better by Bria Yifei Yan, PhD (University of Southampton), published by Routledge Routledge Taylor & Francis Group, considers #teachertraining and accountability in government middle #schools in Beijing 🇨🇳 and New Delhi 🇮🇳 Yan proposes a new type of accountability that would focus on teacher support and progression rather than bureaucratic metrics to significantly improve both their experience and students’ #learningoutcomes 👩🏽🏫📖✍🏽 This comparative, mixed-methods study is an invaluable contribution to #educationpolicy research, writes Anushka Sinha in her #review.

Teacher Builds The Nation By Sanjay Jha, Author Yes, teachers play a crucial role in building a nation. They are responsible for imparting knowledge and skills to the next generation, shaping their intellectual and moral development, and preparing them for the challenges of the future. Teachers serve as role models and mentors to their students, helping them to develop their potential and inspiring them to pursue their dreams. They not only teach academic subjects but also impart life skills, values, and ethics, which are essential for personal and social development. Through their teaching, teachers contribute to the growth and development of a nation's human capital, which is a critical factor in the economic and social progress of any country. Well-educated and skilled individuals are better equipped to contribute to their society and the economy, which can lead to a more prosperous and sustainable future. In summary, teachers are the backbone of any nation's education system and play a vital role in building the nation's future. Their efforts are essential in shaping the intellectual, moral, and social development of students, and their contributions are critical to the progress and success of any nation.

Dear #ReachDrMuganga and other education stakeholders, please remember to suggest that university lecturers should complete a teaching professional course first. Ugandans are frustrated with instructors who lack the necessary teaching skills and are letting students down in universities. It's really an embarrassing story and shameful for a University of any Education Institution to have teachers who have no any skill in teaching people's Children. Much as we are looking at modernizing Education sector, the point of Talents, Passion, Skills must not be taken for granted. The question is, Why do we want qualified teachers who have gone through teaching Professional in Primary and Secondary schools but when it comes to University, we just pick anyhowly simply because some has a Masters degree and PhD?

It's the end of year marking season in NZ universities and it's evident that something has gone badly wrong in our schools over the past couple of years. Far too many students are now entering university lacking the basic literacy skills to succeed. Their ability to read at a tertiary level has been steadily dropping for a decade, but recently there has been a very worrying drop off in their writing ability. Many of them appear to be functionally illiterate going on the incoherence of their written work. It does not matter what school they went to, or what gender or ethnicity, as it is an across the board problem. Compulsory writing or critical thinking courses do not seem to help as they can pass these and still regularly submit incoherent and illiterate work. While the best are as good as they ever were, there are now a large number who lack the reading, writing or critical thinking abilities that a tertiary education demands. I'd suggest that we are confusing an increased tertiary student population with a knowledge economy and knowledge society. We need fewer, and better prepared students at university, rather than the mass illiterate population now attending. But the issues begin at primary and secondary school in a society that consistently undervalues education and educational standards and so also underpays and undervalues teachers. Those involved in the pre-tertiary sector tell me teaching now involves too much social work and substitute parenting (in all schools), coupled with too many children who see little value in educational standards. If universities are seeing those who have succeeded in NCEA then something is terribly wrong- and it's getting worse very quickly. It is a crisis.

Research has identified methods through which academic performance/educational outcome can be improved. However, from a practical point of view it might be difficult to implement these methods in for example a classroom or school, particularly because these methods are mainly discovered upon thorough online literature searches, and therefore published methods to improve educational outcomes are not always within reach of schools or teachers. Our aim is thus to provide a review paper that contains a collation and overview of the possible methods that can be used by various education stakeholders in order to contribute to better educational outcome. Essentially, we are attempting to answer the questions, “What does decades of research tell us about possible ways in which educational outcome can be improved in SA? Can we use these methods in the classroom or school?” This review therefore demonstrates (1) demonstrates various ways education stakeholders/influencers (teachers, learners, parents, government, non-governmental organisations and school governing bodies) can contribute to improved educational outcome, and (2) provides a useful overview of these methods that can be used within or without the classroom. #Schools #Education #Challenges #Learnerfailure #learnersuccess #Schooldropoutrate #Passrate

Still Focused On Political Training for Teachers, Not Academic Training https://lnkd.in/esEYeKj2

It's an oversimplification that explicit teaching is the only thing that matters. There are rigorous academic disciplines that are inquiry based, history is a perfect example. Explicit instruction is required in the skills students require, they then need opportunities to apply them with varying levels of structure and support. I think Dr Lynde Tan from Western Sydney University sums this up perfectly when she speaks about an explicit instruction only model. “These risks include: students’ over-reliance on the teacher as the knowledge provider inhibits self-directed learning, which is a key 21st-century skill in today’s fast-paced, ever-changing world. The rigidity inherent in explicit teaching prioritises recall of facts and rote learning over critical thinking,” *edit. For those who think this post means I'm opposed to explicit instruction/teaching. Not what I said. What I will say is quality teachers explicitly teach as well as... To explicitly teach only is to short change our students. (My opinion) I'm also aware of all the research supporting EI. My time working with students with disability and challenging behaviour and the post grad study that went with it means, I'm up to speed. #explicitinstruction #inquirylearning #education #teachingandlearning #teaching