Teacher development multi-year study series: Timor-Leste: Interim report 2

Elizabeth Cassity; Jennie Chainey

Teacher development multi-year study series: Timor-Leste: Interim report 2

Australian Council for Educational Research (ACER)

Research output: Other contribution

Abstract

The interim reports present the findings from the first and second years of a multi-year study on Timor-Leste's Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the program leads to improvements in learning outcomes for students. This study is framed within the context of Timor-Leste's introduction of a new National Basic Education Curriculum.

Original language	English
Publication status	Published - 1 May 2020

Keywords

Curriculum implementation
Mentoring
Multimethod techniques
Primary education
Professional development
School leaders
Student engagement
Teacher improvement
Teaching effectiveness
Timor Leste

Disciplines

Educational Assessment, Evaluation, and Research
Teacher Education and Professional Development

Access to Document

https://research.acer.edu.au/teacher_education/23

Cite this

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title = "Teacher development multi-year study series: Timor-Leste: Interim report 2",

abstract = " The interim reports present the findings from the first and second years of a multi-year study on Timor-Leste's Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the program leads to improvements in learning outcomes for students. This study is framed within the context of Timor-Leste's introduction of a new National Basic Education Curriculum.",

keywords = "Curriculum implementation, Mentoring, Multimethod techniques, Primary education, Professional development, School leaders, Student engagement, Teacher improvement, Teaching effectiveness, Timor Leste",

author = "Elizabeth Cassity and Jennie Chainey",

note = "Cassity, E., & Chainey, J. (2020). Teacher development multi-year study series: Timor-Leste: Interim report 2. Australian Government Department of Foreign Affairs and Trade. https://research.acer.edu.au/teacher_education/23 Teaching effectiveness, Teacher improvement, School leaders, Professional development, Mentoring, Student engagement, Primary education, Curriculum implementation, Multimethod techniques, Timor Leste Canberra, Australia",

year = "2020",

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language = "English",

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T1 - Teacher development multi-year study series: Timor-Leste: Interim report 2

AU - Cassity, Elizabeth

AU - Chainey, Jennie

N1 - Cassity, E., & Chainey, J. (2020). Teacher development multi-year study series: Timor-Leste: Interim report 2. Australian Government Department of Foreign Affairs and Trade. https://research.acer.edu.au/teacher_education/23 Teaching effectiveness, Teacher improvement, School leaders, Professional development, Mentoring, Student engagement, Primary education, Curriculum implementation, Multimethod techniques, Timor Leste Canberra, Australia

PY - 2020/5/1

Y1 - 2020/5/1

N2 - The interim reports present the findings from the first and second years of a multi-year study on Timor-Leste's Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the program leads to improvements in learning outcomes for students. This study is framed within the context of Timor-Leste's introduction of a new National Basic Education Curriculum.

AB - The interim reports present the findings from the first and second years of a multi-year study on Timor-Leste's Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the program leads to improvements in learning outcomes for students. This study is framed within the context of Timor-Leste's introduction of a new National Basic Education Curriculum.

KW - Curriculum implementation

KW - Mentoring

KW - Multimethod techniques

KW - Primary education

KW - Professional development

KW - School leaders

KW - Student engagement

KW - Teacher improvement

KW - Teaching effectiveness

KW - Timor Leste

M3 - Other contribution

ER -