The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education O...

Currently, we are facing big challenges of preparing and supporting K-12 CS teachers. In addition to increasing the number of CS teachers, there is a great need of supporting those teachers to grow and retain as committed, quality teachers. As suggested by teacher identity theory, teachers’ sense of commitment and (other aspects of) teaching profession is tightly linked with their sense of iden...

In this paper we propose a theoretical approach of teachers’ professional development, focusing on teachers’ interactions with resources, digital resources in particular. Documents, entailing resources and schemes of utilization of these resources, are developed through documentational geneses occurring along teachers’ documentation work (selecting resources, adapting, combining, refining them)...

This is a qualitative study that researches school leaders and leadership teams on how to effect and support eight different evaluation performances level of vocational schools in school management. This also promotes teachers in professional development and teaching quality. Through the semi-structured interview for the school's principals, teachers, director of the school management and admin...

PURPOSE Although a global picture exists of teachers' voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study compared the vocal loadings of kindergarten and elementary school teachers; professional and nonprofessional vocal load were determined for both groups. METHOD Twelve kindergarten and 20 elementar...

Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the...

Student performance in mathematics has been linked to the mathematical knowledge of the teacher. Based on this finding, a 5-day professional development module was created to improve teachers’ mathematical knowledge and their understanding of number sense. We found no difference prior to the professional development in mathematical content knowledge for teaching mathematics (CKTM) between speci...

This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development program over the school year supported by an on...