Monitoring and Evaluation of Teacher Professional Development for Resourceful Classroom Practices

Govender, Samantha; Ajani, Oluwatoyin Ayodele

doi:10.13189/ujer.2021.090421

Cited by 10 publications

(14 citation statements)

References 9 publications

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“…Here, the informants usually began with Q and A to check learners' understanding before and after the material discussed. These findings correspond with Govender & Ajani (2021) stating that questions and answers whether written or verbal could make educators identify their learners' understanding of the learning topic. When the learning objectives are clear, learners can discern the learning objective.…”

Section: Initiating Activitiessupporting

confidence: 85%

Initial Activities Encouraging Students’ Autonomous Learning: Faculty Teacher Training and Education Program

Khulaifiyah

Widiati²,

Anugerahwati³

et al. 2023

J.ofEngforAcad

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Initial activities become important as the stepstone to raise students’ autonomous level. The study aims to explore lecturers’ initial activities to encourage students’ autonomous learning. Autonomous learning is a process to be apprehensive of taking control of literacy. This study used a case study and a content analysis in the qualitative exploration. The English teacher educators at the English language education department, the faculty of teacher training and education in Pekanbaru became the research samples. A qualitative approach is chosen as exploration design with the help of Nvivo 12 Apps since interviews come as the main instrument. Some interview points questioned how lecturers help learners comprehend the material, determine their particular pretensions, chancing out supporting coffers. The study reveals that the lecturer's exertion as the initial activities were giving the material explanation, giving information about the course figure, giving assignments, giving what students need, giving provocation or motivation, sharing experiences, making personal approach, exercising, being a Model, making agreement letter, warning, having a concession, having references of material, participating gests, checking students’ appreciation by reviewing, giving question and test. Yet, giving assignments collectively or in collaboration, systems or incidental test becomes a proposed exertion in the initial process to enhance learners’ autonomous.

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Section: Initiating Activitiessupporting

confidence: 85%

Initial Activities Encouraging Students’ Autonomous Learning: Faculty Teacher Training and Education Program

Khulaifiyah

Widiati²,

Anugerahwati³

et al. 2023

J.ofEngforAcad

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show abstract

“…According to the extant literature reviewed, it is established that teachers play key roles in creating a value-based teaching and learning (Rahmadi et al, 2020;Govender & Ajani, 2021) to foster in learners, positive relationships, capable of making them responsible and effective citizens (Amollo & Lillian (2017). Similarly, Chaitanya (2017) concurs with Amollo and Lillian (2017) by stating that positive and remarkable change in society is expected to be brought about teachers through the impartation of values education into the curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, it will be difficult for teachers who did not understand the concept of values education, to integrate it effectively into their teaching, especially for subjects that did not specify it. Teachers must be involved in the curriculum development and regular training of values education (Govender & Ajani, 2021). This will enable them to develop insight and understanding of what is contained in the curriculum and how it must be taught and why.…”

Section: Discussionmentioning

confidence: 99%

Exploring Teachers’ Lived Experiences on the Integration of Values Education in South African High Schools

Khathi

Ajani

Govender

2022

RESSAT

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Values education has become a necessary tool in response to the rise in moral deterioration in an average South African society today. The school is viewed as one of the key players in nurturing children into adulthood. The teaching of values that can give the growing generation, necessary moral development is one of the responsibilities of the schools. Hence, this study aims at exploring teachers’ experiences on how they integrate values education into South African learners in various high schools. This qualitative study engaged five schools in its case study, where five teachers from each of the schools were purposively selected for semi-structured focus group interviews, to share their experiences on the integration of moral values in schools. Moral development theory was used to underpin the study. Findings from the inductive thematic analysis from the participants from both rural and urban schools indicated a misunderstanding of the concept of values education by some teachers, which affects its effective integration. The study established that role modelling of learners by teachers and parents are inevitable to save the society from moral decadence, while some participants indicted overpopulation, single parenthood, social media as some of the challenges to the integration of value education in schools. The study, therefore, recommends capacitation of teachers through various professional development programmes, to integrate values education and adequate parental support as some of the strategies to promote effective integration of values education in schools.

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“…The 'one-size-fits-all' or cascade model of professional development activities usually are ineffective in improving the classroom performance of the teachers and needs to be improved. Govender and Ajani (2021) argue that one-size-fits-all professional development activities do not address the professional needs of individual teachers. This approach brings together teachers with different subject backgrounds and tends to present common knowledge and skills to them in the same approach, while cascading expects of teachers who attend professional activities to transfer knowledge gained during professional development activities to their colleagues http://ijlter.org/index.php/ijlter upon return to their schools (Ejima & Okutachi, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Teacher Professional Development Activities: Perspectives of Nigerian High School Teachers

Ajani

2022

IJLTER

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The quality of education is central to the Sustainable National Development that can be attained by any country. Hence, the professional development of teachers is critical to classroom practices in the education system. Teachers attend various professional development activities every year to improve their classroom practices. The aim of the study was to establish teachers’ perspectives on professional development activities. The study adopted an interpretive qualitative approach to explore teachers' views on the phenomenon. The study engaged three heads of departments in semi-structured interviews and five teachers in a focus group interview to explore teachers’ lived experiences of professional development. The study employed andragogy as the theoretical framework to understand teachers' views on workshops, subject association meetings, conferences and other professional development activities they attended. Thematic analysis of the data was carried out systematically to generate themes from the findings. Teachers did not regularly attend annual professional development activities. The contents of the professional development activities did not adequately address teachers’ needs for dynamics in the classroom. It is therefore recommended that teachers’ classroom practices be assessed by their heads of departments, vice principals/principals or subject specialists to determine how their classroom practices could be enhanced. The frequency of professional development activities for teachers should be increased every year, to improve their classroom practices.

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Monitoring and Evaluation of Teacher Professional Development for Resourceful Classroom Practices

Cited by 10 publications

References 9 publications

Initial Activities Encouraging Students’ Autonomous Learning: Faculty Teacher Training and Education Program

Initial Activities Encouraging Students’ Autonomous Learning: Faculty Teacher Training and Education Program

Exploring Teachers’ Lived Experiences on the Integration of Values Education in South African High Schools

Exploring the Teacher Professional Development Activities: Perspectives of Nigerian High School Teachers

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