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Achieving Teaching Quality: The Balance of Efficiency and Contextual Relevance. A qualitative case study of in-service teacher training in Cambodia

Persson, Hanna LU (2017) MIDM19 20171
Department of Human Geography
LUMID International Master programme in applied International Development and Management
Abstract
Teaching quality is a vital key to education quality and student learning outcomes but few can agree on how to achieve it. The purpose of this qualitative case study was to analyse the efficiency of short-term training provided to teachers working in schools (i.e. in-service teacher training) with the objective of improved teaching quality in Cambodia. This was achieved in three steps. First, teachers’ (and school directors’) perspectives of teacher training were analysed in a comparative approach between schools that received regular training from NGOs and schools that relied on national/subnational efforts. Secondly, it was analysed to what extent the teachers’ perspectives were reflected in the provision of training. Three effects of... (More)
Teaching quality is a vital key to education quality and student learning outcomes but few can agree on how to achieve it. The purpose of this qualitative case study was to analyse the efficiency of short-term training provided to teachers working in schools (i.e. in-service teacher training) with the objective of improved teaching quality in Cambodia. This was achieved in three steps. First, teachers’ (and school directors’) perspectives of teacher training were analysed in a comparative approach between schools that received regular training from NGOs and schools that relied on national/subnational efforts. Secondly, it was analysed to what extent the teachers’ perspectives were reflected in the provision of training. Three effects of teacher training were then analysed: the extent of teachers’ application of training content and influences on teachers’ attitudes and the school environments. The findings showed that multiple aspects influence the efficiency of teacher training to improve teaching quality. Teacher training was found more efficient if relevant to individual teachers’ needs and school environments and if facilitated in a learning-centred environment with follow-up support after training. Rather contrasting, efficiency measurements were often focused on how many teachers that attended training rather than the influence on teaching quality. (Less)
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author
Persson, Hanna LU
supervisor
organization
course
MIDM19 20171
year
type
H2 - Master's Degree (Two Years)
subject
keywords
efficiency, student-centred pedagogy, teaching quality, in-service teacher training, teachers, contextual relevance, teacher support, education system, school directors, Cambodia
language
English
id
8906930
date added to LUP
2018-03-09 10:30:20
date last changed
2018-06-12 09:13:11
@misc{8906930,
  abstract     = {Teaching quality is a vital key to education quality and student learning outcomes but few can agree on how to achieve it. The purpose of this qualitative case study was to analyse the efficiency of short-term training provided to teachers working in schools (i.e. in-service teacher training) with the objective of improved teaching quality in Cambodia. This was achieved in three steps. First, teachers’ (and school directors’) perspectives of teacher training were analysed in a comparative approach between schools that received regular training from NGOs and schools that relied on national/subnational efforts. Secondly, it was analysed to what extent the teachers’ perspectives were reflected in the provision of training. Three effects of teacher training were then analysed: the extent of teachers’ application of training content and influences on teachers’ attitudes and the school environments. The findings showed that multiple aspects influence the efficiency of teacher training to improve teaching quality. Teacher training was found more efficient if relevant to individual teachers’ needs and school environments and if facilitated in a learning-centred environment with follow-up support after training. Rather contrasting, efficiency measurements were often focused on how many teachers that attended training rather than the influence on teaching quality.},
  author       = {Persson, Hanna},
  keyword      = {efficiency,student-centred pedagogy,teaching quality,in-service teacher training,teachers,contextual relevance,teacher support,education system,school directors,Cambodia},
  language     = {eng},
  note         = {Student Paper},
  title        = {Achieving Teaching Quality: The Balance of Efficiency and Contextual Relevance. A qualitative case study of in-service teacher training in Cambodia},
  year         = {2017},
}