Needs for In-service Professional Development of Teachers to Improve Students’ Academic Performance in Sub-Saharan Africa

Ajani, Oluwatoyin Ayodele

doi:10.4172/2151-6200.1000330

Cited by 11 publications

(18 citation statements)

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“…According to [4] the effectiveness of IPD starts with the appropriate contents for the teachers, contents that can benefit the teaching and learning in the school system. This supports [2] that the needs of the teachers should be the basis for what IPD activities should cover as the contents. [20], [21], [22] posit that teachers should be evaluated to know what should be designed as IPD activities for them.…”

Section: Theme 3: the One-size-fits-all Contents Of Ipdmentioning

confidence: 52%

“…[13] in [2] identifies four key assumptions which can promote appropriate learning in teachers as adult learners. These assumptions are: i).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Teachers do not participate frequently in these activities. Teachers need regular in-service professional development activities to achieve and sustain quality education; there is a need for them to improve their skills and knowledge in their fields of knowledge [2]. According to [11] classroom practices of teachers become effective and productive with adequate and regular in-service professional development activities every school calendar.…”

Section: Theme 2: In-service Training Activities Are Not Regularly Designed For Teachersmentioning

confidence: 99%

“…Teachers, therefore, request for a long duration of IPD activities to promote the acquisition of necessary knowledge and skills from those IPD activities. [2] submits that adequate time should be allocated to teachers' IPD activities to allow teachers' understanding and participation in the training. [20] opines that teachers' workshops and training should be varied in short and long term durations.…”

Section: Theme 7: Short Duration Of Ipd Activitiesmentioning

confidence: 99%

“…The Department of Basic Education has continuously been emphasizing on the need for teachers to be professionally developed by engaging in various professional development activities, with insignificant cautions on the effectiveness of such activities on teachers' improvement [26]. Similarly, [1] and [2] posit that the "one-size-fits-all" or the cascade model of professional development activities have been established to be ineffective to improve classroom performance of the teachers in South African high schools and should be improved upon. The "one-size-fits-all" professional development activities do not address the professional needs of individual teachers, rather this approach brings together teachers with different subject backgrounds and tends to present common knowledge and skills to them in the same approach, while the cascade model promotes teachers who attend professional activities to facilitate knowledge gained in attended professional development activities to their colleagues upon return to their schools.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Monitoring and Evaluation of Teacher Professional Development for Resourceful Classroom Practices

Govender¹,

Ajani²

2021

ujer

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Section: Theme 3: the One-size-fits-all Contents Of Ipdmentioning

confidence: 52%

“…[13] in [2] identifies four key assumptions which can promote appropriate learning in teachers as adult learners. These assumptions are: i).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theme 2: In-service Training Activities Are Not Regularly Designed For Teachersmentioning

confidence: 99%

Section: Theme 7: Short Duration Of Ipd Activitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Monitoring and Evaluation of Teacher Professional Development for Resourceful Classroom Practices

Govender¹,

Ajani²

2021

ujer

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Effects of Two Modes of Digital Storytelling Instructional Strategy on Pupils' Achievement in Social Studies

Abimbade,

Olasunkanmi,

Akinyemi

et al. 2023

TechTrends

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In-service EFL teachers’ self-perceived receptive skills

Damayanti,

Rodliyah,

Nurlaelawati

et al. 2024

Indonesian J. Appl. Linguist.

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Professional English language teachers are expected to master subject knowledge that includes not only their knowledge of English language but also their proficiency in using the language. They can self-assess their proficiency and use their assessment result as the basis for their professional growth since it can inform which areas that still need improvement. Despite the importance of teachers’ self-assessment, there has not been much research on this, especially one that investigates the teachers’ perceived receptive skills. This study, therefore, aims to explore the in-service teachers’ perception of their proficiency level, particularly of their receptive skills. This research uses a descriptive quantitative approach utilizing a survey containing 48 questions of self-perceived reading and listening skills which was distributed to in-service teachers in lower and higher secondary schools in Indonesia. This snowball survey received responses from 449 in-service teachers from various islands in Indonesia such as Java, Bali, Sumatera, Sulawesi, Kalimantan, and Papua. The results show that, in general, the participants considered themselves to be able to comprehend various text types concerning personal and daily issues in both written and spoken modes. However, when it came to comprehending longer texts with more complex linguistic choices and structures in both modes, an increase in the number of participants who struggled was evident. These findings indicate that while most of the in-service teachers were confident in their receptive skills. However, while only limited numbers of in-service teachers’ facing difficulties in comprehend longer and more specialized texts containing complex linguistic resources, support is still needed. Based on these findings, this study discusses several important implications for teacher educators and English teachers in Indonesia and offers recommendations for future research in EFL contexts.

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Needs for In-service Professional Development of Teachers to Improve Students’ Academic Performance in Sub-Saharan Africa

Cited by 11 publications

References 0 publications

Monitoring and Evaluation of Teacher Professional Development for Resourceful Classroom Practices

Monitoring and Evaluation of Teacher Professional Development for Resourceful Classroom Practices

Effects of Two Modes of Digital Storytelling Instructional Strategy on Pupils' Achievement in Social Studies

In-service EFL teachers’ self-perceived receptive skills

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