Achieving Teaching Quality in Sub-Saharan Africa: Empirical by Sarah Lange

By Sarah Lange

Sarah Lange examines the effectiveness of cascade education, which constitutes a cheap education version in instructor education. In improvement cooperation nations, educating caliber is anticipated to enhance with instructor expert improvement; for this objective, she explores the effectiveness of educating multipliers in colleges in Cameroon. This study query is analysed with a layout, which features a questionnaire survey supplied to academics, scholars and principals in addition to a instructor video survey and a scholar fulfillment try out. The empirical effects convey the consequences of cascade education at the learner-oriented instructing perform, if the educated lecturers are supported of their function as swap brokers. one of the stipulations for the conceptual caliber and the implementation of cascade education, the continuity of school-based expert improvement is very emphasised in gentle of the results.

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Construction Industry Council (1986) cit. in Friedman, 2012, p. 9; cf. Mulkeen, 2010, p. 96). During the last decade, the relevance of professional development of teachers has increased in the quality debate on education in the context of countries in development cooperation. The effective conception of in-service teacher trainings is seen as a core element for successful school development with the objective of improving quality teaching (cf. Verspoor, 2008, p. 92). The following section will address common models of professional development with the goal of setting the framework for the professional development programme addressed in this study.

For the US-American school context, Smith and Gillespie (2007b) differentiate Traditional professional development and Job-embedded professional development. The traditional professional development models mostly consist of single workshops conducted off-site from the local school context. The distinguishing elements of job-embedded professional development models are the long-term continuing character and the location, since they are described to be mostly on-site at the local school (Smith & Gillespie, 2007b, pp.

Video data provides information about the research object, which is a snapshot of the moment of data collection. There is no guarantee that the data delivers a reliable and authentic picture of the teaching process. In addition, video data may be in danger of being analysed without the frame or context of the teaching process, the teacher and the students. Although this critique is not unique to video data, the authenticity of the data may be affected by the so-called camera effect. The persons that are videotaped may act not normal, but according to the social expectations of the researcher team, that conducts the data collection.

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