Suchergebnisse

For sometime now there has been a tremendous increase in the demand for formal education inAfrica. As a result of this development, individuals, organizations, communities and the governmenthave invested huge sum of money in educational expansion. However, noble as this trend is, thequality of teachers remains one of the major factors that could mar or improve the overall educationalresults.It follows therefore that if the entire education enterprise in Africa will not be grounded in the distant ornearest future, it is imperative to ensure that teachers are appropriately positioned to play the cardinalroles that belong to them in the educational enterprise. In order to ensure that teachers in Africa areappropriately positioned for this cardinal role that can only be played by them, one of the cardinalissues that need to be addressed is the diminished status of teachers in Africa. With this background,attempt is made in this paper to closely examine the status of teachers in Africa, the need to enhance itand the modalities of doing so.

The present study aimed to explore the leadership practices for professional assistance of secondary school teachers.It was assumed that leadership active role in various types of teachers' professional assistance can enhance their job performance which in turn promotes quality in teaching and learning process. The study reports that school heads play a significant role in teachers' professional assistance but it was limited to instructional and professional areas only. Teachers' emotional side also required active and effective leadership practices of professional assistance for quality performance. Further School heads in public sector facilitate their teachers more as compare to those in private sector. Similarly experienced teachers reports more support from their heads as compare to newly inducted teaches. Gender differences in professional assistance of experienced and newly inducted teachers were also found.Female newly inducted teachers receive more facilitation from their heads as compare to male . Same case is reported for professional assistance of experienced teachers. The present study suggests a need based training program for school leadership to adopt innovative strategies for assistance of their teachers alongwith sound measures taken by the government

The article gives an overview of foreign research on the key topics in contemporary philosophy of education. The first two sections are devoted to discussing epistemic, moral and political objectives of education. The last section discusses one of the most controversial topics of contemporary philosophy of education—the professional status of teachers. Ability to comprehend critically social and political conditions of formation and spread of knowledge appears to be one of the essential epistemic objectives of education. Attention towards implicit fundamentals of expert knowledge and ability to find relevant information to verify beliefs are epistemic virtues contributing to formation of an autonomous cognizing individual. Among ethical objectives of education, we have traditionally singled out personal autonomy, ability to live a full social and economic life, comprehensive personal development, civic (democratic) competencies, and cooperation skills. The last twenty years, largely due to feminist and communitarian criticism, have witnessed development of an attitude that consists in finding the paramount goal of education in inculcating the ideals of love, care and community spirit, instead of autonomy of a rational individual. Implicitly ethical objectives of education are closely related to "distributive" objectives that define the final provider of teaching efforts. Having analyzed discussions on professionalization of teachers' activities, we conclude that, although teaching is characterized by some prominent features of professional activity, its specific nature makes it difficult to establish distinct criteria of professionalization.

Professional development (PD) can be costly with the outcomes often difficult to measure and sometimes, even intangible. Training and education organisations are seeking new ways of responding to the challenge of developing the expertise of their teachers to teach effectively in times characterised by changing student profiles and changing government and community expectations and demands. This paper reports on an 18 month long action research project involving three Queensland TAFE institutes that trialled a grassroots PD model. Three features characterised the model; the PD was planned, prepared and delivered by teachers for teachers. The project included a formal evaluation of the trials. This paper explains the rationale for this model to PD delivery and reports on the results of its implementation. It discusses how and why the model evolved in different ways in the three sites and it analyses the strengths and weaknesses of such an approach to delivering professional development in TAFE institutes. The paper concludes with some insights that the trial offered on how PD fits or can fit in the organisational life of 21st century TAFE institutes.

Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity. ; Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.

This paper was read by Professor Converse, head of the Department of Technical Journalism, Iowa State College, as his presidential address to the American Association of Teachers of Journalism at Columbus in December.

The relevance of the research is explained by the contradiction between the needs of the society and the state in teachers with a high level of professional identity capable to create a convincing, positive, socially significant image of modern person, and the lack progress in a number of theoretical, methodological, ontological and structural aspects of the problem of motivation of a modern teacher for professional self-improvement. The article analyzes the accumulated information about professional identity in the national and foreign Pedagogy of the late XX – early XXI centuries and the empirical data obtained during the Russian-Latvian project in 2013-2017 in the field of structural components of teachers' professional identity. The leading method of the research of this problem was a questionnaire survey, conducted among 721 teachers of secondary schools of Smolensk and Riga, which allowed identifying the components having a statistically significant impact on the teacher's professional identity. The article presents data indicating that, generally, the professional identity of both Russian and Latvian teachers, regardless of the years of their teaching experience, is characterized by a democratic style of work. Among the alarming indicators revealed in the course of the Russian-Latvian survey is a psychological and emotional state in their professional activity and value orientations in the profession. The practical usage of the results will contribute to the formation of professional identity not only of young teachers but also of students of pedagogical universities.