Category: Teachers
EdTech for CPD: How technology can support teacher professional development
The field of educational technology (EdTech) is dynamic and continually evolving, with new technologies and tools emerging regularly. One particular area of growth has been the incorporation of EdTech into teacher continuous professional development (CPD) activities.
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World Teachers’ Day 2024: Valuing teacher voices
This year’s World Teachers’ Day highlights the need to address the systemic challenges teachers face and to establish a more inclusive dialogue about their role in education.
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World Teachers’ Day: Valuing teacher voices in research
Over the past five years, Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge have led a research programme as part of the Mastercard Foundation’s Leaders in Teaching initiative. This research revealed important insights about secondary teaching and learning in Rwanda.
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New research on learning teams for foundational learning
As put forth in the report, the learning team approach has the learner at the centre, supported by an effective education workforce collaborating within and across levels and with other sectors to ensure the learner is ready and able to learn.
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What is needed to improve teacher professional development initiatives?
A multi-year, multi-country study in the Indo-Pacific region has identified strategies that can help shape future teacher professional development initiatives.
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Four takeaways on refugee teachers from the Global Report on Teachers
The inaugural global report on teachers with the International Teacher Task Force for 2030 illuminates serious global teacher shortages and worsening teacher attrition around the world, and what that means for our progress towards global goals on education.
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Teacher professional development in Africa – A decolonial synthesis of the research evidence
What does professional development provision look like for teachers in African schools? What patterns exist across the region in terms of the focus and forms of provision? Who is able to access professional development opportunities, and who is being left out? What are teachers’ experiences and outcomes from provision?
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Implementation research for sustainability: encouraging holistic thinking
There is welcome interest in the issue of ‘implementation’ in the context of international educational development, as exemplified by Maria Brindlmayer. She and the Building Evidence in Education (BE2) team challenge the notion of a rigid theory of change, suggesting that ongoing research during the implementation of an intervention .....
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“Good Buys” bought and shelved – Reviving unused structured teacher guides in Afghanistan
According to UNICEF, 13% of Grade 2/3 students in Afghanistan possess foundational reading skills. While studies have examined the various factors impacting the acquisition of this gateway skill among students, the teaching process has been identified to be a significant factor among them.
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What does an ‘effective’ teacher look like? Factors associated with different teacher ‘outcomes’ in Andhra Pradesh and Telangana, India
This research used mixed methods analysis to examine factors associated with ‘teacher effectiveness’ in Andhra Pradesh and Telangana, a context in which the role of the teacher is challenging, contradictory and rapidly changing.
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Thinking again about agency for inclusion: Analysing leadership data through local and global perspectives
How can leaders be supported to initiate small local changes in schools and classrooms in ways that provide agency and have the potential for scaling? What happens with a bottom-up approach to change and how far does the status quo move in communities?
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Assessment: the forgotten component in large scale teacher professional development?
Much attention has been given to the assessment of learning at school and university. Reflecting this increased focus on this area, Teacher Professional Development (TPD) programmes include considerable support to teachers to improve how they use assessment , but how much thought is given to the design and evaluation of…
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