By Sarah Lange
Sarah Lange examines the effectiveness of cascade education, which constitutes a cheap education version in instructor education. In improvement cooperation nations, instructing caliber is anticipated to enhance with instructor expert improvement; for this function, she explores the effectiveness of educating multipliers in colleges in Cameroon. This learn query is analysed with a layout, which incorporates a questionnaire survey supplied to academics, scholars and principals in addition to a instructor video survey and a pupil fulfillment attempt. The empirical effects exhibit the consequences of cascade education at the learner-oriented instructing perform, if the proficient lecturers are supported of their position as switch brokers. one of the stipulations for the conceptual caliber and the implementation of cascade education, the continuity of school-based expert improvement is especially emphasised in mild of the results.
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Extra info for Achieving Teaching Quality in Sub-Saharan Africa: Empirical Results from Cascade Training
Knight (2002) argues that there is a need for a more systematic conception of professional development, including non-formal every-day practice learning situations and relating these to (usual) formal settings of professional learning. 2 Types of professional development The way in which continuing professional development is implemented varies largely in different countries and regions. Therefore, the following section presents common models and types of professional development. Various models of professional development can be differentiated.
133–134). Teacher in-service trainings focus on the competencies that professional teachers need to acquire. For the conception of teach36 er training programmes, it is important to be aware of which areas of knowledge are relevant for professional teachers and how different knowledge areas go hand-in-hand with each other. In the last decade, classroom research concentrated on the question as to what set of professional competencies teachers need to acquire. “Teachers’ professional knowledge is defined as the knowledge comprising all the profession-related insights that are potentially relevant to the act of teaching.
Student achievement is believed by many to depend in large part on effective teaching” (Westley, 2010, pp. vii preface). “Students’ performance levels are seen as a reflection of teacher quality, competence, and preparationbetter teachers are presumed to lead to better test scores” (Goodwin, 2008, p. 400). Teacher quality – when understood to refer to a teacher’s competencies, qualification and expertise – has a great influence on student achievement (cf. Darling-Hammond, 1997, p. 16). Helmke stated that the characteristics of a teacher affect student performance in two ways: they influence the quality of the lessons and as role model the teacher has direct influence on the learning and the personality of a student (Helmke, 2009a, p.
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