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Effective Teaching

Effective Teaching

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Published by Prince Wasajja

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Categories:Types, School Work
Published by: Prince Wasajja on Jan 06, 2011
Copyright:Attribution Non-commercial

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01/01/2014

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KAMPALA UNIVERSITY GRADUATE SCHOOL
Masters of EducationManagement andAdministration
EFFECTIVE METHODS
OFTEACHING AND LEARNING
Prince Jamil Wasajja
 
EFFECTIVE METHODS OF TEACHINGINTRODUCTIONTeachers’ beliefs, practices and attitudes
 Teachers’ beliefs, practices and attitudes are important forunderstanding and improving educational processes. They are closelylinked to teachers’ strategies for coping with challenges in their dailyprofessional life and to their general well-being, and they shapestudents’ learning environment and influence student motivation andachievement.Furthermore they can be expected to mediate the effects of job-relatedpolicies – such as changes in curricula for teachers’ initial education orprofessional development on student learning. While examining avariety of beliefs, practices and attitudes in previous research, thesehave been shown to be relevant to the improvement and effectivenessof schools.
Effective teaching as a result of professional development
Professional development is generally associated with more (reported)use of specific instructional practices. This means that teachers whoengage in professional learning tend to use specified practices moreoften.
 The
kind 
of professional development a teacher participates in ismore important than the amount of time invested. The net effects of days of professional development are small and only significant in afew countries, whereas indicators of participation in networks andmentoring (and in some countries also in workshops and/ or courses)
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have significant and stronger net associations with teaching practicesin a majority of countries.
Professional development activities that take place at regularintervals and involve teachers in a rather stable social andcollaborative context (
i.e.
networks or mentoring) have a significantlystronger association with teaching practices than regular workshopsand courses.
Student-oriented practices and enhanced activities are more stronglyassociated with professional development than structuring practices.Net effects of indicators of attendance at professional developmentactivities are stronger and significant in a larger number of countriesfor student-oriented practices and enhanced activities than forstructuring practices.It should be noted that, although teacher background variables(gender, experience, level of education and subject taught in thetarget class) are controlled for, the associations found here should notbe interpreted as causal effects of professional development on therespective teaching practices. Results may indicate that professionaldevelopment particularly mentoring and networks for professionaldevelopment – are effective in instructing and inspiring teachers to usemodern and multifaceted practices, especially student-orientedpractices and enhanced activities. But it may just as well be thatteachers who report using student-oriented practices and enhancedactivities relatively often are generally more motivated to learn andapply innovative teaching strategies and thus engage in moreprofessional development.In many countries, professional development is more and moreimplemented at the school level, with in-house training addressing theteaching staff as a group rather than individual teachers. It is thought
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