Quality control and quality assurance in teacher training institutions: messages from Botswana

Hopkin, A.G.

doi:10.1016/s0742-051x(99)00013-x

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…That was the teacher training programs of Botswana, [9] the overarching argument of this research is that external variables, such as university affiliation, may be leveraged to improve teacher training programs. The specific challenges raised concern quality control and assurance.…”

Section: The Scope Of Nationmentioning

confidence: 98%

“…As a result, the analysis of these works will contribute to a review of the research directions of teacher training management while also helping to improve the quality of teaching staff and bringing efficiency to educational systems. The researches are assessment and evaluation [15], [11], [7], [12], [4], [8], [6]; forms of training [10], [5], [1], [17], [16], [13]; nationally [9], [1], [3], [2], [14].…”

Section: Introductionmentioning

confidence: 99%

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A review of the management of teacher training

Nam¹,

The,²

2022

World J. Adv. Res. Rev.

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Teacher quality in general and the Management of Teacher training, in particular, have been becoming interested much more than ever by researchers all over the world because these issues are always regarded as the keys to any quality education system. A review method is used in this paper in order to find out what has been researched in the management of teacher training. The findings show that there are three main focuses of the research assessment and evaluation, forms of training or training delivery and this sector has been researched in some countries. There are further studies on the issue and its relevant characteristics should be carried out that can make futuristic contributions to the management of teacher training.

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Section: The Scope Of Nationmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

A review of the management of teacher training

Nam¹,

The,²

2022

World J. Adv. Res. Rev.

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“…The results revealed a poor curricula, lack of support, and shortage in handling all techniques. The study recommended the importance of benefiting from the leaders of thinking and knowledge, addressing technical science, offering the governmental and non-governmental support to help the development programs meet knowledge society requirements Hopkin (2009). examined the quality evaluation of the secondary teacher's performance based on knowledge society requirements.…”

mentioning

confidence: 99%

Social Studies Teachers' Performance in the Context of the Knowledge Society at Saudi Arabian Schools

Almelweth

2019

International Journal of Education and Practice

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This study investigated social studies teachers' teaching practices in the knowledge society framework at Saudi Arabian schools as viewed by educational supervisors and teachers using the descriptive analytical approach. The study used a questionnaire. The study's sample consisted of 33 randomly selected educational supervisors and 62 social studies teachers. Only 95 questionnaires were complete and statistically analyzed Results revealed that the means of the social studies teachers' performance were viewed as being above average. The study recommends training teachers on the modern educational experiences imposed by the knowledge society. Contribution/Originality: This study contributes to existing literature by investigating social studies teachers' teaching practices in the light of knowledge society at Saudi Arabian schools as viewed by educational supervisors and teachers.

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Frame factors and a quality assurance agency in an ‘embryonic’ higher education system

Hopkin

2004

Quality in Higher Education

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Quality control and quality assurance in teacher training institutions: messages from Botswana

Cited by 4 publications

References 8 publications

A review of the management of teacher training

A review of the management of teacher training

Social Studies Teachers' Performance in the Context of the Knowledge Society at Saudi Arabian Schools

Frame factors and a quality assurance agency in an ‘embryonic’ higher education system

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