Teacher Professional Development for the New School Improvement: Botswana

Autor/in	Moswela, Bernard
Titel	Teacher Professional Development for the New School Improvement: Botswana
Quelle	In: International Journal of Lifelong Education, 25 (2006) 6, S.623-632 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Foreign Countries; Measures (Individuals); Learning Processes; Educational Change; Professional Development; Educational Improvement; Questionnaires; Interviews; Inservice Teacher Education; Administrators; Administrator Effectiveness; Botswana + Suchen Sie Ihr Suchwort? Ausland; Messdaten; Learning process; Lernprozess; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Fragebogen; Interviewing; Interviewtechnik; Lehrerfortbildung
Abstract	This article focused on the training needs of serving teachers for the enhancement of school performances. It sought to achieve this by involving a selected group of teachers and head teachers in the completion of a questionnaire. The questionnaire was reinforced by interviews conducted on a few teachers and head teachers. The study concluded that for teacher development programmes to achieve their intended goal of improving the teaching and learning processes, they should of necessity be based on the actual problems teachers encounter in the classroom. Not only should in-service programmes target teachers, but head teachers also need training on an ongoing basis to strengthen their managerial capacities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10