Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal

Miyazaki, Takeshi

doi:10.1080/03057925.2015.1043238

Cited by 10 publications

(8 citation statements)

References 72 publications

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“…• Collaborations supported by ministries and national/ regional institutions (Miyazaki 2015;White 2007 (Carlsen 2010;Cavanagh 2012). For example, Carlsen reports on a research project in Norway that involved 10 schools from kindergarten to upper secondary and a team of didacticians over a four-year period (TBM/ LBM noted Sect.…”

Section: Resultsmentioning

confidence: 99%

ICME international survey on teachers working and learning through collaboration: June 2016

Robutti

Cusi

Clark-Wilson

et al. 2016

ZDM Mathematics Education

100

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Section: Resultsmentioning

confidence: 99%

ICME international survey on teachers working and learning through collaboration: June 2016

Robutti

Cusi

Clark-Wilson

et al. 2016

ZDM Mathematics Education

100

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show abstract

“…This approach is due to the fact that the professional growth of specialists in any field should be continuous and, accordingly, the electronic format of professional development in this case is more appropriate (Kurelovic, 2016). Miyazaki (2015) considers the following features of e-learning of teachers to be positive: the ability to organize training for a large number of people at the same time, accessibility and low cost due to the massive involvement. Cho & Kim (2016) supplement the list of benefits with a choice: self-study or with a consultant.…”

Section: Ensuring Professional Development Of Higher Education Teache...mentioning

confidence: 99%

E-Learning Technologies for Future Teachers: Introduction of Educational Innovations in Higher School Practice

Lytvynov

Topolnyk

Chumak³

et al. 2022

BRAIN

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Mass introduction of e-learning in the higher education system due to spread of the pandemic has led to a search for effective information technologies and their adaptation, taking into account peculiarities of professional training of specialists in a particular field of knowledge. Based on the theoretical analysis, the conditions for ensuring professional growth of higher education teachers in accordance with the requirements of innovative development of society (improvement of professional education, continuing professional development, introduction of innovative pedagogical technologies, etc.) are established. Peculiarities of e-learning of specialists of pedagogical specialties and its functions in the process of their professional training are determined. The content of the concept of “e-learning” and ways to ensure its effectiveness (scientifically sound selection of the content of training courses, creation of discussion groups, feedback and online counselling).Innovative technologies of e-learning in the practice of higher education (gamification of the training process, use of cloud-based systems, information systems of intellectual teaching, mobile learning technologies, as well as virtual and augmented reality) are characterized. Their advantages, disadvantages and possibilities of introduction into the system of professional training of future teachers are determined. Creation of a model of continuous distance learning for high school teachers and experimental verification of its effectiveness seem promising.

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“…Tabulawa 2013), but what is not seriously in question is the lack of uptake. In a recent study, Miyazaki (2016) wonders whether or not changing teachers' practice is a 'mission impossible'. He found that a lack of attention to the learning of individual students remains characteristic of teaching in Senegal.…”

Section: Pedagogy: the Prevalence Of Formalistic Teacher-centred Peda...mentioning

confidence: 99%

Inclusive Education in Uganda - Examples of best practice

Sarton¹,

Smith²,

Mitchell³

et al. 2022

Preprint

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There is a lack of research into what works in Inclusive Education (IE) in Uganda, as elsewhere in sub-Saharan Africa (SSA). Yet with children with disabilities (CwDs) constituting only 1.79% of total school enrolment, serious attention is needed to ‘ensure learning opportunities for all’ (SDG4). USDC and Enable-Ed were contracted to conduct a national study to identify best practice in IE, which commenced in August 2016 and was finalised in March 2017. A mixed methods approach was utilised and the disability sector was explored regarding the policy and programming that shapes it. Both programming and funding organisations/institutions were consulted. National-level quantitative data was used to identify regions with the highest enrolment of CwDs. The team then explored practices in these locations. Fieldwork was conducted in 38 education sites, including early childhood, primary, secondary and tertiary institutions. A conceptual framework was used to focus data collection on three domains: access, engagement and quality. The principal instrument used to identify best practice was an ‘IE matrix’, developed by Enable-Ed in collaboration with local and national stakeholders. Other sources of data include questionnaires from over 53% of districts in Uganda and interviews with over 30 NGOs, CSOs, MoES and organisations working in IE/disability. The research included a literature review on IE, models of inclusion and Ugandan specific research. The preliminary findings were presented to the IE community in March 2017 which was an opportunity to validate them and highlight areas for further research/discussion. The research offers important insights into aspects of pedagogy for IE, school leadership, the role of CwDs, parents and local service providers, and the need for metrics to measure broader learning outcomes, beyond the narrow academic ones which frame school effectiveness discussions.

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Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal

Cited by 10 publications

References 72 publications

ICME international survey on teachers working and learning through collaboration: June 2016

ICME international survey on teachers working and learning through collaboration: June 2016

E-Learning Technologies for Future Teachers: Introduction of Educational Innovations in Higher School Practice

Inclusive Education in Uganda - Examples of best practice

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