Kamis, 03 Mei 2012

Teacher Education, School Effectiveness And Improvement

This  academic  work  begins  with  a  compact  presentation  of  the  general  background  to  the study,  which  also  includes  an  autobiography  for  the  interest  in this  research.  The  presentation provides readers who know little of the topic of this research and of the structure of the educational  system  as  well  as  of  the  value  given  to  education  in  Nigeria.  It  further  concentrates  on the  dynamic  interplay  of  the  effect  of  academic  and  professional  qualification  and  teachers, job  effectiveness  in secondary  schools  in  Nigeria  in  particular,  and  in  Africa  in  general.  The aim of this study is to produce a systematic analysis and rich theoretical and empirical description of teachers, teaching competencies.  The theoretical part  comprises  a  comprehensive literature  review  that  focuses  on  research  conducted  in  the  areas  of  academic  and  professional qualification  and  teachers’  job  effectiveness,  teaching  competencies,  and  the  role  of  teacher education  with  particular  emphasis  on  school  effectiveness  and  improvement.  This  research benefits  greatly  from  the  functionalist  conception  of  education,  which  is  built  upon  two emphases: the  application of the scientific method to the objective social world,  and the use of an analogy between the individual ‘organism’ and ‘society’. To this end, it offers us an opportunity  to  define  terms  systematically  and  to  view  problems  as  always  being  interrelated  with other  components  of  society.  The  empirical  part  involves  describing  and  interpreting  what educational  objectives  can  be  achieved  with  the  help  of  teachers,  teaching  competencies  in close  connection  to  educational  planning,  teacher  training  and  development,  and  achieving them without waste. 
The data used in this study were  collected between 2002  and 2003 from teachers, principals, supervisors of  education from the Ministry of  Education and Post Primary Schools Board in the  Rivers  State  of  Nigeria (N=300).  The  data  were  collected  from  interviews,  documents, observation,  and  questionnaires  and  were  analyzed  using  both  qualitative  and  quantitative methods to strengthen the validity of the findings. The data collected were analyzed to answer the specific research questions and hypotheses posited in this study. The data analysis involved the use of multiple statistical procedures: Percentages Mean Point Value,  T-test of Significance,  One-Way  Analysis  of  Variance  (ANOVA),  and  Cross  Tabulation.  The  results  obtained from  the  data  analysis  show  that  teachers  require  professional  knowledge  and  professional teaching skills, as  well  as  a broad base of general knowledge  (e.g., morality, service,  cultural capital, institutional survey).  Above  all, in order to  carry out instructional processes  effectively,  teachers  should  be  both  academically  and  professionally  trained.  This study  revealed  that teachers  are not however  expected to have  an  extraordinary memory, but rather looked upon as persons capable of thinking in the right direction.  
This study may provide a solution to the problem of teacher  education and school effectiveness in Nigeria. For this reason, I offer this treatise to anyone seriously committed in improving schools in developing countries in general and in Nigeria in particular to improve the lives of all its citizens. In particular, I write this to encourage educational planners, education policy makers,  curriculum  developers,  principals,  teachers,  and  students  of  education  interested  in empirical information and methods to conceptualize the issue this study has  raised  and to provide  them  with  useful  suggestions  to  help  them  improve  secondary  schooling  in  Nigeria.
Though, multiple  audiences  exist  for  any  text.  For  this  reason,  I  trust  that  the  academic  community will find this piece of work  a useful  addition to the  existing literature on school effectiveness  and school improvement. Through integrating  concepts from a number of disciplines,  I aim  to describe  as  holistic  a  representation  as  space  could  allow  of  the  components of  school effectiveness and quality improvement.
A new perspective on teachers’ professional  competencies,  which not only take into consideration  the  unique  characteristics  of  the  variables  used  in  this  study,  but  also  recommend their  environmental  and  cultural derivation.  In  addition, researchers should focus their  attention  on  the  ways  in  which  both professional  and  non-professional  teachers  construct  and  apply their  methodological  competencies,  such  as  their  grouping  procedures  and  behaviors  to  the schooling of students.

download :  Teacher Education

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