CHAPTER 1: INTRODUCTION
1.1. General Introduction
Teachers are one of the key elements in any school and effective teaching is one of the key
propellers for school improvement. This review is concerned with how to define a teacher’s
effectiveness and what makes an effective teacher. It draws out implications for policymakers in
education and for improving classroom practice. Terms such as ‘instructional effectiveness’,
‘teacher effectiveness’ and ‘teaching effectiveness’ have been used interchangeably in much of
the research literature. This reflects the fact that the primary nature of a teacher’s work is
instructional and that teaching or instruction is generally carried out in the classroom. Part of the
confusion is because sometimes the focus is on the teacher’s influence on student outcomes, and
at other times on the classroom behaviors and practices that teachers use to promote better
outcomes for learners.
While stakeholders across countries agree on the aim of promoting high-quality teaching, they
may have different conceptions of what characterizes good practice. Moreover, teaching and
learning can be regarded a cultural activity. What works in one system might not be easily
transferred to others and reforms in different countries sometimes move in opposite directions.
Zambia through the Ministry of General Education recognizes the important role that teachers in
meeting the challenges of providing quality education. According to the Ministry of Education
(1996), the importance of employing well qualified and competent teachers is underlined in the
national policy document, ‘Educating our Future’. It further states that the quality and
effectiveness of any education system largely depends on the quality of its teachers as they are
the single most important resource and determinant of success in meeting the education system’s
1
,goals. In addition, the educational and personal well-being of children hinges crucially on their
competence, commitment and resourcefulness.
1.2. Statement of the problem
Teachers and teaching have become an important focus of national and local policy. All around
the world, reforms and actions aim to promote high-quality teaching in classrooms and
professional collaboration at the school level. In order to tailor policies and interventions to the
needs of different stakeholders and to improve the learning conditions of learners, it is important
to understand what is happening in schools and classrooms in different education systems.
Therefore, research proposal will be an assessment of classroom practices to improve pedagogy
and teacher education training.
1.3. Purpose of the study
The study will aim at assessing classroom practices to improve pedagogy and teacher education
training at Buyantanshi Primary School of Chingola District.
1.4. Objectives of the Study
The following will be the objectives of the study:
i. To identify the forms of classroom practices to improve pedagogy and teacher education
training.
ii. To assess the extent to which classroom practices improve pedagogy and teacher
education training.
iii. To establish ways of incorporating classroom practices to improve pedagogy and teacher
education training.
1.5. Research Questions
The following will be the research questions:
2
, i. What are the forms of classroom practices to improve pedagogy and teacher
education training?
ii. To what extent to which classroom practices improve pedagogy and teacher
education training?
iii. How can classroom practices improve pedagogy and teacher education training?
1.6. Significance of the Study
This study will be important because it will investigate classroom practices to improve pedagogy
and teacher education training at Buyantanshi Primary School of Chingola District. This study
will be undertaken in order to generate data on the classroom practices to improve pedagogy and
teacher education training. The findings will be used by the government in partnership with other
stakeholders including civil society, the private sector and the international community to redress
the classroom practices to improve pedagogy and teacher education training at Buyantanshi
Primary School of Chingola District. Since the government is committed to international
conventions this study, as a contribution to existing knowledge, could assist government in
domesticating international agreements such as improvement on the quality of education and
reduce illiteracy levels and the achievement of Millennium Development Goals (MDGs).
Such data will also assist the government in particular, the Ministry of General Education and
indeed other stakeholders in the execution of interventions related to poverty reduction. This
study will serve as a working document to policy makers in the education sector and the non-
governmental Organizations.
3
1.1. General Introduction
Teachers are one of the key elements in any school and effective teaching is one of the key
propellers for school improvement. This review is concerned with how to define a teacher’s
effectiveness and what makes an effective teacher. It draws out implications for policymakers in
education and for improving classroom practice. Terms such as ‘instructional effectiveness’,
‘teacher effectiveness’ and ‘teaching effectiveness’ have been used interchangeably in much of
the research literature. This reflects the fact that the primary nature of a teacher’s work is
instructional and that teaching or instruction is generally carried out in the classroom. Part of the
confusion is because sometimes the focus is on the teacher’s influence on student outcomes, and
at other times on the classroom behaviors and practices that teachers use to promote better
outcomes for learners.
While stakeholders across countries agree on the aim of promoting high-quality teaching, they
may have different conceptions of what characterizes good practice. Moreover, teaching and
learning can be regarded a cultural activity. What works in one system might not be easily
transferred to others and reforms in different countries sometimes move in opposite directions.
Zambia through the Ministry of General Education recognizes the important role that teachers in
meeting the challenges of providing quality education. According to the Ministry of Education
(1996), the importance of employing well qualified and competent teachers is underlined in the
national policy document, ‘Educating our Future’. It further states that the quality and
effectiveness of any education system largely depends on the quality of its teachers as they are
the single most important resource and determinant of success in meeting the education system’s
1
,goals. In addition, the educational and personal well-being of children hinges crucially on their
competence, commitment and resourcefulness.
1.2. Statement of the problem
Teachers and teaching have become an important focus of national and local policy. All around
the world, reforms and actions aim to promote high-quality teaching in classrooms and
professional collaboration at the school level. In order to tailor policies and interventions to the
needs of different stakeholders and to improve the learning conditions of learners, it is important
to understand what is happening in schools and classrooms in different education systems.
Therefore, research proposal will be an assessment of classroom practices to improve pedagogy
and teacher education training.
1.3. Purpose of the study
The study will aim at assessing classroom practices to improve pedagogy and teacher education
training at Buyantanshi Primary School of Chingola District.
1.4. Objectives of the Study
The following will be the objectives of the study:
i. To identify the forms of classroom practices to improve pedagogy and teacher education
training.
ii. To assess the extent to which classroom practices improve pedagogy and teacher
education training.
iii. To establish ways of incorporating classroom practices to improve pedagogy and teacher
education training.
1.5. Research Questions
The following will be the research questions:
2
, i. What are the forms of classroom practices to improve pedagogy and teacher
education training?
ii. To what extent to which classroom practices improve pedagogy and teacher
education training?
iii. How can classroom practices improve pedagogy and teacher education training?
1.6. Significance of the Study
This study will be important because it will investigate classroom practices to improve pedagogy
and teacher education training at Buyantanshi Primary School of Chingola District. This study
will be undertaken in order to generate data on the classroom practices to improve pedagogy and
teacher education training. The findings will be used by the government in partnership with other
stakeholders including civil society, the private sector and the international community to redress
the classroom practices to improve pedagogy and teacher education training at Buyantanshi
Primary School of Chingola District. Since the government is committed to international
conventions this study, as a contribution to existing knowledge, could assist government in
domesticating international agreements such as improvement on the quality of education and
reduce illiteracy levels and the achievement of Millennium Development Goals (MDGs).
Such data will also assist the government in particular, the Ministry of General Education and
indeed other stakeholders in the execution of interventions related to poverty reduction. This
study will serve as a working document to policy makers in the education sector and the non-
governmental Organizations.
3
