Keyword: professional development

ABSTRACT: In recent years, the Chinese government has actively promoted the digital transformation of education, with a strong emphasis on integrating digital technologies into teaching practices. As a result, teachers’ digital competence has become a key focus of academic research. This study surveyed secondary school teachers in mainland China using the Teacher Digital Competence Self-perception Instrument, and descriptive statistical analysis and inferential statistical analysis were conducted on the data. The findings indicate that teachers generally have a positive self-perception of their digital competence. However, they demonstrate weaker skills in digital teaching and learning management, while excelling in digital engagement. Significant differences in digital competence were observed based on teaching experience, educational background, and regional disparities. To address these challenges, China should offer more professional development opportunities for teachers and enhance policy support for improving digital competence. These findings and recommendations may provide useful insights for other countries and regions pursuing similar initiatives.

ABSTRACT: Rwanda, a landlocked country in East Africa, has undergone a remarkable transformation in the decades following the 1994 genocide against Tutsi. The investment made in the technology and education system is a means of fostering the development of human capital. Thus, recognizing the role of education in the achievement of human capital development, the country has undertaken significant education reforms and policy initiatives in recent years to improve the quality and accessibility of education across the country. Therefore, this study aimed at examining the extent to which educational policies and reforms contributed to human capital development. Conducted in 30 districts, the study employed a cross-sectional survey research design under an explanatory quantitative research approach to collect data from 310 teacher respondents. The data collected were analyzed using bivariate correlation and regression analyses. The findings revealed a positive and significant relationship (p < 0.05) between current educational policies and reforms on the development of human capital in Rwanda. Additionally, the linear regression model indicated that the implementation of the competence-based curriculum (CBC) (β = 0.207, p < 0.5), designed content in the CBC (β = 0.364, p < 0.05), the infrastructure and resources (β = 0.151, p < 0.05), and the provided teaching and learning materials (β = 0.113, p < 0.05) contributed significantly to human capital development in Rwanda. They contributed 35.6% (adjusted R2 = 0.356, p < 0.05) of the variance. Recommendations include regular teacher training programs on innovative teaching approaches, information and communication technology integration in teaching and learning, inclusive education, and gender-responsive pedagogy, as well as planning activities that involve student engagement directly, such as diverse competitions in their respective subjects and field visits.

ABSTRACT: Reading instruction in primary schools has been at the center of attention for decades. Teachers are expected to be qualified and capable literacy teachers in order to produce proficient readers who are able to identify letters, understand the relationship between letters and sounds, decode the words on the page with automaticity, and fluently read the text while simultaneously comprehending. In order for students to be successful, proficient, and confident readers, teachers must understand the science of teaching beginning reading. The Science of Reading (SoR) is a collection of objective and reliable evidence about how humans learn to read, and ultimately, includes evidence-based instructional approaches that provide learning opportunities for all readers. The purpose of this research was to explore primary grade US teachers’ perceptions, attitudes, and knowledge regarding early literacy skills incorporating the SoR. The researchers employed a QUAN descriptive design and analyzed the data using Statistical Package for the Social Sciences. A sample of 126 kindergarten through second grade teachers’ teaching self-efficacy and early literacy knowledge were analyzed with descriptive statistics and revealed that the majority of participants believed in their ability to teach reading effectively, yet possessed low early literacy knowledge (M = 60%) but had average self-efficacy beliefs. Of significance, respondents may believe they can teach reading effectively yet do not have the knowledge to do so.

ABSTRACT: The goal of this research study was to investigate the effects of D.A. Kolb’s active experimentation stage of experiential learning theory (ELT) on teacher professional development. This qualitative interpretive phenomenological study addressed the problem of teachers’ desires for effective professional learning experiences to improve student learning and instruction in the classroom. The research questions explored the perceptions of private school teachers regarding professional development sessions, specifically in the context of active experimentation. The study aimed to investigate the advantages of promoting a professional culture of continuous learning and teamwork among teachers through various methods such as lab classrooms, peer observation, professional learning communities, and peer coaching. The study adopts a descriptive approach utilizing focus group discussion and semi-structured interviews for data collection. Purposeful sampling was used to determine the sample and criterion sampling was used to select the participants. Biographic data were collected to provide background information about the participants involved. The biographic data allowed for stratification enabling the examination of various factors connected to the aim of the study. The study focused on understanding the benefits of providing teacher support through active experimentation during professional development sessions. Results showed that although teachers did not explicitly reference ELT when discussing effective strategies during professional development sessions, they referenced the value of hands-on, active participation in realclassroom stimulations during teacher professional development. The study’s findings also indicate a need for creating a consistent framework for professional development sessions that includes active learning, teacher collaboration, and continuous support in a culture anchored in trust.

ABSTRACT: When teachers are confident in their ability to teach mathematics and science, it can inspire students to have confidence in their own abilities. Students are more likely to engage with and enjoy these subjects when they see their teacher’s interest and belief in the material. This study aimed at exploring teachers’ confidence of teaching mathematics and science as result of continuous professional development by the African Institute for Mathematical Science (AIMS Rwanda) through its Teacher Training Program (AIMS-TTP). It employed an ex post facto research design targeting 351 secondary school teachers. The findings revealed a positive and significant relationship (p < 0.05) between AIMS-TTP interventions and teachers’ confidence to teach mathematics and science. Besides, linear regression model indicated that the dependent variable Teachers’ Confidence to teach mathematics and science was regressed on predicting variables of improved capacity to plan, adapting teaching to the level of learners, Information Communication Technology (ICT) integrated in teaching and learning; learning from peers; addressing cross-cutting issues; effective implementation of the competence-based curriculum; and the application of bloom’s taxonomy. The independent variables significantly predict teachers’ confidence of teaching mathematics and science, F (7, 326) = 183.843, p < 0.001, which indicates that the factors under study have a significant impact on teachers’ confidence of teaching mathematics and science. Moreover, the findings (Adjusted R2 = 0.822, F (8, 342) = 197.055, p = 0.000 p < 0.05) indicated that 82.2% of the variance in improved teachers’ attitude in teaching mathematics and science evidences a significant influence on the total variance. Our research suggests that policymakers should consider developing and endorsing training on innovative teaching and learning methods to boost teachers’ confidence and attitude when it comes to instructing mathematics and science at basic levels. Trainings should also be extended to Technical Secondary School STEM teachers.