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

By Sarah Lange

Sarah Lange examines the effectiveness of cascade education, which constitutes an economical education version in instructor education. In improvement cooperation international locations, 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 examine query is analysed with a layout, which contains a questionnaire survey supplied to academics, scholars and principals in addition to a instructor video survey and a pupil success attempt. The empirical effects exhibit the results of cascade education at the learner-oriented instructing perform, if the knowledgeable 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 specialist improvement is very emphasised in mild of the results.

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This shows that there currently exists little research on the effectiveness of teacher training on student learning in development cooperation countries (cf. Tatto, Lerman, & Novotna, 2010). 4 Research desideratum The previous sections of this chapter showed that in terms of teaching quality and teacher professionalism there are several research gaps. This is especially the case in regards to the effects of teacher professional development down to the student level. Furthermore, the effectiveness of professional development on the change of teachers’ behaviour and their classroom practice is a field in which there is still a lack of empirical research.

However, the strength of this research finding depends on the measure used to indicate ‘quality’” (Juenzi, 2010, p. 44). Besides the point that detailed indicators for the concept of teacher professionalism are missing, another aspect is that it is still unknown what factors really make up an effective teacher. Nevertheless, there is recent research that indicates the empirical relation between teacher quality and student achievement. “Some studies examining teachers’ professional qualifications indicate a small positive relationship between the quality of their preparation and credentials and their students’ achievement” (cf.

Avalos & Haddad, 1981, p. 14). The following section will discuss the theoretical idea of effect that underlies professional development activities and the complexity of the empirical measurement of student outcome. Since both concepts (teacher quality and teacher professionalism) have an inward reference to the respective outcome on students, this chapter can be seen as a linkage between the two theoretical concepts. 1 The chain of effects in theory From a theoretical perspective, the relation between teacher and students in class is often characterized by a chain of effects that comprises according to some authors three main elements (cf.

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