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Initial teacher training in initial literacy under the Universidad del Valle de Guatemala’s specialized teacher training programme in primary education
Effective literacy teaching programmes have, as a common denominator, teachers with specialized training. The study summarized in this article suggests that a significant number of teachers in the...
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Strengths and areas for improvement in initial teacher training in literacy in the Dominican Republic
This article focuses on the initial literacy training provided to students in the first stage of their undergraduate degree in primary education at higher education institutions in the Dominican...
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Future vision for developing education in Egypt
This paper discusses a future vision for developing education in Egypt, through a variety of angles, including achieving financial support, authentic approaches in curriculum planning and development...
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Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice
Teacher self-efficacy can significantly affect student learning. Researchers investigated the effects of teacher professional development and integrated STEM curriculum development on teacher self...
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Raising teacher standards in Southeast Asia: Eleven country audit
This article summarises the findings of the 2010 report Teaching competency standards in Southeast Asian countries. Eleven country audit.
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Teacher professional development in the Arab States during the COVID-19 pandemic
This study, commissioned by UNESCO Office Beirut, analyses the situation of teachers in several Arab countries during the COVID-19 crisis. Given the importance of teachers as leaders and agents of...
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In which countries do the most highly qualified and experienced teachers teach in the most difficult schools?
Teachers are the most important school resource. In every country, teachers’ salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have...
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Refugee teachers: the challenges of managing professional expectations with personal experiences
This case study documents the relationship between personal and professional experiences of a group of Syrian refugee teachers working in Lebanon. The study shows that refugee educators welcomed the...
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Teacher professional identity: How to develop and support it in times of change
Promoting and supporting the development of strong professional identities in teachers is relevant to teachers, policy makers and the research community. The benefits of examining Teacher Professional...
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When the personal becomes the professional: Exploring the lived experiences of Syrian refugee educators
Teachers play a central role in supporting students whose lives have been disrupted by crisis, yet the teachers providing education to refugee students often are refugees themselves. This article...
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Teachers and beyond: A mapping of prominent education workforce tools and frameworks
The Global Partnership for Education’s (GPE) work includes providing technical support in the area of quality teaching for the benefit of country operations, including the development and/or...
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Educators for change: Supporting the transformative role of teachers in contexts of mass displacement
Education in contexts affected by mass displacement is typified by political instability, the marginalization of refugee learners, and a lack of educational resources, including learning spaces...