Strengthening teacher training and professional development in low-resource settings: A systems reform approach

This paper examined the contemporary teacher training and professional development in Nigeria as an example of the experiences in developing countries of the world. Against the background of the ascendancy of information and communications technologies in all aspects of human life this study attempted to situate the concept of Information and Communication technology at the centre of the pre-service training and continuing professional development of the Nigerian teacher. A review of some of the major challenges confronting the nation in terms of adopting a technology driven teacher education model was carried out. It also explored the potentials of ICTs for and in teachers’ professional development in Nigeria and developing countries of the world. Consequently, proposing a model of a sustainable teacher training and professional development for Nigeria and other developing countries, within the functional framework of the Information and Communication Technologies was developed to indicate how ICTs could be gradually introduced into the school systems. The study conclude by further highlighting the benefits that Nigeria and other developing countries stand to gain by adopting an ICT driven approach for the pre-service and in-service training and professional development of teachers.

Professional development of teachers is essential for successful education in every country due to the technological developments and changes in social and economic textures of the societies. Science achievement of the students may relate to the professional development of the teachers. Due to that fact science teachers need to improve themselves throughout their careers to update their knowledge, skills, attitudes and approaches in light of the development of new teaching techniques and objectives, new conditions and educational research. Trends in International Mathematics and Science Study 2015 (TIMSS) provided valuable data about professional development of science teachers. Therefore, the purpose of this research is to determine and compare the science teachers’ professional development affecting the 8th grade students’ science achievement in Singapore, Korea and Turkey by using the data from TIMSS 2015. The countries in this study have different teacher training and professional development approaches so the examining and comparing practices related to professional development of different countries may give a detailed picture of how beneficial their policies are. In this quantitative research the sample consisted of 5309 Korean, 4257 Singaporean, and 6079 Turkish students and 220 teachers from Korea and Turkey each and 334 from Singapore. It is aimed to find out the relationship between the participation of professional development of teachers and science achievement of the students. In addition to that, the determinants regard to science teachers' professional development affecting the science achievement of the students is determined and compared by using regression analysis. As a result of the study, relationship and the most significant determinant between science achievement and science teachers’ professional development in three countries can be determined.

For more than a decade, Uruguay has maintained a considerable investment in digital technologies in primary and secondary education, as well as teacher training centers, through the implementation of the Ceibal Plan (Basic IT Computer Science Educational Connectivity Plan for Online Learning). When the COVID-19 pandemic arrived in Uruguay in March 2020, the government ordered the suspension of all face-to-face classes until June 2020. Then, a progressive return to school was introduced. Fortunately, the country already had a well-established technological infrastructure to rely on. Teachers across all levels of education had to quickly adapt to virtual teaching by adopting strategies that presented significant challenges, and which will make a lasting impact on teacher training and professional development. This article examines Uruguayan standards for the professional development of teachers, with a focus on digital teaching skills for online instruction. Practical examples of Ceibal initiatives are provided to promote the pedagogical use of technologies by teachers. We argue that the emergency that Latin America and Uruguay faced in 2020 led to a fundamental rethink and redesign of teacher professional development courses and institutional support. The COVID-19 crisis has presented an enormous shock to the traditional model of education delivery, and to teacher training programs. Digital technologies are not merely devices for conveying educational content, but rather should be seen as tools for maximizing meaningful learning for students. For this purpose, adequate training and support are essential for teachers to be prepared for future scenarios of even greater uncertainty. Keywords: Teacher Professional Development, Uruguay, Emergency Remote Teaching; Educational Technology; Technology Uses in Education; Compulsory Education; Educational Practices.

AI in the education sector has become an intense topic of discussion and there have been mixed feelings about its integration into teacher training programmes.Through the following study,an attempt has been made to understand the impact of integrating AI in teacher training programmes on teachers' professional development and the students' outcomes. The primary method was used to achieve the purpose of this study. 50 educators participated in a survey questionnaire in which they were asked a variety of questions such as their satisfaction levels concerning AI teacher training programme and improvement in their skills and overall student performance.The results were largely positive with slightly negative responses from very few participants.The majority of educators felt satisfied and engaged with AIled training platforms. It was discovered that teachers were positive that their pedagogical knowledge had improved with the utilisation of AI-led tools and teachers were able to share teaching materials with colleagues conveniently.

The professional development of university teachers is an important part of the ongoing reform of higher education and the only way to increase the basic competitiveness of universities. Clarifying the direction of professional development of teachers is the key to realizing the professional development of university teachers. The professional development of teachers should follow a path defined by the four main functions of modern universities: talent development, science development, service to society and continued innovation. The cultivation of talents is the initial goal of the professional development of university teachers, the development of science is a unique attribute of the development of university teachers, service to society is a continuation of the goal of the professional development of university teachers, and innovative development is the eternal aspiration of the university. professional development of teachers.

Research has established that Teacher quality is the most influential factor in determining student achievement .The role of teachers is fundamental to discussion about educational institutions, and features prominently in education policy conversations both directly and indirectly. Given that a significant portion of educational funding is allocated to teachers ,focusing on their development is crucial .(Hanushek et al, 2006 ). In addition to improving test scores ,effective instructors manage classroom behaviour,foster a positive learning environment that supports students social and emotional development ,and provide high -quality instruction that promotes intellectual growth. ( Blazar and others,2017). Teacher professional development (TPD) refers to structured training aimed at improving students performance.Teacher professional development refers to “structured, facilitated activity for teachers intended to increase their teaching ability”(Sims & Fletcher-Wood, 2021, p. 7).Teacher professional development (TPD) programs have been arranged to aid teachers in developing AfL in their classrooms (Kippers et al , 2018). Instructional Development is viewed as an outcome of activities that are both job-integrated and externally supported, enhancing instructors' understanding and helping them adjust their methods to better encourage student learning (Hammond et al.,2017). Fabriz et al. (2022) argued that exercises encouraging beneficial encounters using instruction-related knowledge and abilities as well as more profound thought on academically positions in educational institutions need to be featured in TPD for educational personnel. Muammar and Alkathiri (2021) discuss about the development and implementation of TPD programs centered around the issues that educators who attend these programs truly find troubling. This review synthesizes findings from various studies on the impact of TPD on the students achievement .Researchers such as yoon et al.(2007) and Guskey(2002) finds that TPD improves the student learning when it is focused on teacher learning and changes in instructional practices .The scope of this review includes an analysis of various professional development models ,their impact on instructional practices, and the relationship between TPD and student achievement .It also explores recent trends in Technology enhanced Professional development ,Initiatives and the barriers that affect successful PD implementation in educational settings .

The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.

This paper proposes a collaborative partnership between practicing and pre-service teachers as a model for implementing science teacher education and professional development. This model provides a structure within which partnerships will work collaboratively to plan, implement and reflect on a series of Science lessons in cycles of action-reflection adapted from Korthagen’s (2001) ALACT model. Issues within Science education, teacher professional development and teacher education are considered in the development of the model which attempts to deepen constructivist approaches to teachers’ professional learning. It attempts to address issues with teacher professional development in the science area and improve professional experience practice for pre-service teachers. The nexus between theory and practice is the focus of the model which hopes to inform both teacher education and professional development for science teachers in the primary sector.

From the perspective of teacher professional development, this paper have an overview of the status quo of foreign language teachers' professional development and difficulties, which combined with different aspects of Teachers' Professional Development to analyze the Teachers in training and summarized the important role of teacher professional development.At the same time, we explore how to promote professional development of teachers and enhance the cultivation of teachers' training and find out three main ways of college English teachers' professional development.Thereby it presents a reference for learning English as a way of professional development of teachers.

In the age of internet, a series of action plans for teacher education and education information in China have put forward new requirements for teachers, it has also put forward new requirements for the model of teachers' in-service training and professional development. We discuss the Teacher Training and Professional Development under the background of internet from the perspective of in-depth quality evaluation in this paper: To combine the existing evaluation model of Teacher Training and professional development; To summarize the key factors of promoting teacher professional development from the perspective of Teacher Training Project output; To discuss how to make use of the pattern and characteristics of internet to provide support for the key elements of teachers' professional growth. It is expected to provide a good platform for the design and implementation of teacher training and professional development projects under the background of internet.

The study aimed to identify the role of the educational supervisor and the Subjects committees in the professional development of secondary teachers in the southern governorates, and to reveal that there are differences between the averages of the estimates of the sample members for this role, and to achieve this, the descriptive analytical approach was used, and it designed a questionnaire of (23) items Distributed over three areas, where it was applied to a random sample of (94) secondary teachers in public schools in the Gaza Strip. One of the most important findings of the study was: that the study sample estimated the degree of practice of the educational supervisor and the detective committees for their role in the professional development of teachers; he got a relative weight (66.84), i.e. an average degree, and the fields of study got an average degree ranging between (68.58% - 65.50%).arranged in descending order as follows: (the skill of implementation of lessons - planning skill - evaluation skill), and it also showed that there were no statistically significant differences between the averages of the estimates of the study sample members of the role of the educational supervisor and the detective committees in Professional Development of Secondary teachers in the southern governorates of Palestine attributed to the variable of gender, years of service and specialization, the study reached a set of ways to develop the role of the educational supervisor and detective committees in the professional development of teachers.
 
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To guarantee high-quality instruction and enhance student learning outcomes, teachers' professional development is crucial. The objective of this study was to assess how well in-service teacher training programs contributed to the professional development of primary school teachers in Pakistan's Kohat district. A sample of 300 teachers chosen by stratified random sampling was used in a quantitative study design using a survey method. A structured questionnaire consisting of 15 Likert scale items was used to gather data on topics like teacher confidence, leadership abilities, dedication to lifelong learning, teamwork, and training relevance to classroom requirements. According to the results, in-service training programs greatly raised teachers' motivation for ongoing professional development, strengthened their leadership roles, and increased their professional competencies and confidence in teaching difficult concepts. Training programs' statistically significant effects on overall teacher professional development were confirmed by inferential analysis (p < 0.001). The study comes to the conclusion that effective in-service training programs that are tailored to the particular context are essential for empowering educators, encouraging teamwork, and raising the standard of instruction in elementary schools. To maintain the benefits of training, it suggests ongoing assistance, hands-on learning opportunities, and follow-up mentoring. Policymakers, school administrators, and educational planners looking to create more effective teacher development programs can learn a lot from these findings.

This article is part of a common European trend that focuses on the professional development and qualifications of individuals for their employability. The sociological category of “liquid modernity” (Bauman, 2007) as applied to current reality is adopted. Also, the qualitative effects of adaptability (Fernández Aráoz, 2008) as a competence derived from the business world are considered with the following aim: to account for the potential value of adaptation for the ongoing professional development of teaching specialists in bilingual education. Using qualitative-interpretative research, content analysis is performed for an in-depth treatment of data obtained from a heterogeneous sample of in-service teachers. This is done by means of questionnaires and life stories. Results reveal the status of the components of adaptation, articulated by informants as adaptive capacity features and adaptability attributes. The values presented show that adaptive capacity has low structural potential, while there is a lack of balance in adaptability attributes. Finally, guidelines and remediation strategies are offered to agents, institutional bodies and teacher trainers, responsible for the professional development of bilingual teachers.

PurposeA significant research base has increasingly shown that one of the most important factors affecting student achievement in second language classrooms is the teacher. Consequently, over the recent decades, much attention has been paid to teacher-related variables in research. Nevertheless, few studies have dealt with the relationship between teachers' self-efficacy, metacognitive awareness and their professional development in the context of English as a foreign language (EFL). As such, the objective of this study is to test a path analysis model of the variables and specifically to examine the hypothesis that metacognitive awareness mediates the relationship between self-efficacy and professional development.Design/methodology/approachA quantitative correlational design was utilized to validate the research hypothesis. Then, data from 200 EFL teachers who were selected through available sampling was obtained using three questionnaires, namely metacognitive inventory by Cem Balcikanli, self-efficacy scale by Tschannen-Moran and Hoy and teachers' professional development inventory by Soodmand Afshar et al. The Pearson correlation coefficient of self-efficacy (r = 757, p < 0.000) revealed a significant positive relationship with metacognitive awareness, and the Pearson correlation coefficient of metacognitive awareness (r = 0.848, p < 0.000) showed a significant positive relationship with professional development.FindingsThe results showed the hypothetical model of the relationship among the research variables as well as verifying the mediator role of metacognitive awareness by multiple regression and path analysis. Then, the implications of metacognitive awareness, self-efficacy and professional development were put forward.Originality/valueThe majority of research on teacher professional development has focused appropriately on its relationship with components such as management training, teacher practice, reflective practice and academic achievement. In this line of research, the investigation of the potential links among self-efficacy, professional development and metacognitive awareness as interacting variables is scarce. More substantially, no prior exploration has been conducted concerning the mediating effect of metacognitive awareness in association with English teachers' self-efficacy and professional development.

The professional quality and ability of teachers determines the success or failure of education. It is also a vital mechanism for enhancing the professionalism and lifelong learning of teachers. The key to professional development of teachers is how to improve their professional quality and ability. The professional development of college English teachers is facing new opportunities and challenges with the deepening reform of higher education in China. It is necessary to carry on teaching reflection, expand their visions of teaching field, extend the teaching scope, and improve their professional abilities. Teaching reflection has been looked on as an effective way to improve the teaching quality and to promote the professional development of teachers. Based on the teaching reflection theory, this paper firstly discusses the definition of professional development of college English teachers, and then analyzes the main influence factors on the professional development of college English teachers from the perspective of teaching reflection, such as teaching ideas, teaching modes, teaching methods and teaching environments. Finally, enlightenment of teaching reflection on the professional development of the college English teachers is expounded from five aspects. In order to adapt to the situation of curriculum reform, only by constantly reflecting, and constantly improve their ability of innovation, the levels of professional development of college English teachers could be improved through teaching reflection and English ability of students could be also enhanced.