Category: Teachers
(Re)Imagining teacher wellbeing in the Indian public school system
Global debates recognise that students’ educational achievements rely heavily on teachers’ quality, motivation, and capability. The OECD confirms that students’ wellbeing also depends on teachers’ initial education and professional development. However, the instrumental educational reforms overlook the bidirectional relational aspects between teachers’ and students' wellbeing.
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Transforming education through locally-led teacher development
Of all the countries that have experienced extreme trauma to their educational systems, few have suffered on a scale comparable to Cambodia. Last month marked 50 years since the Khmer Rouge came to power here. 90% of teachers were among the 1.7 million killed and the entire education system was…
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Adapting classroom observation tools for play-based learning in Burundi
In underfunded and overcrowded classrooms, structured observation tools can provide a deep understanding of teaching quality and providing actionable feedback to educators. Effective classroom observations can help teachers adjust their practice and create better learning environments for their students, with relatively low costs.
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High frequency administrative monitoring to tackle coach absenteeism in hard-to-reach schools: Reflections from Afghanistan and Sierra Leone
Under the structured pedagogy approach, teachers are trained to implement scripted/structured lesson plans and teacher coaches provide ongoing classroom support to teachers to monitor the implementation of the lesson plan.
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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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