Abstract

The Teacher Development Programme (TDP) is a six-year (2013-2019) programme funded by the UK Department for International Development (DFID), with a total budget of £34 million. It seeks to improve the quality of teaching in primary schools, junior secondary schools, and colleges of education at the state level in northern Nigeria. It works through in-service training for primary teachers, reform of pre-service teacher education, and strengthening evidence-based research on teaching. This evaluation focuses on the first of these three outputs: in-service training and support for primary teachers in the three core curriculum subjects of English, mathematics, and science. The programme initially operated in three states, Jigawa, Katsina, and Zamfara, and was later extended to Kaduna and Kano. This survey covers a group of schools that were randomly assigned to receive the TDP intervention in Jigawa, Katsina, and Zamfara, and a control group of schools in the same states that did not receive the TDP intervention.

The impact evaluation has three main purposes: -Formative - to help inform the implementation of TDP in Phase 1 of in-service activities and the design and implementation in its Phase 2; -Summative - to help inform TDP, DFID Nigeria, and other education stakeholders if TDP's in-service teacher training activities have led to improvements in teacher effectiveness and pupil learning levels in English, mathematics, and science and technology; and -Learning - to assess from TDP what might work for improving teacher effectiveness in Nigeria and elsewhere.

The impact evaluation is a theory-based, mixed-methods design. The endline research focuses on the efficiency, effectiveness, impact, and sustainability of the TDP (programme relevance was assessed through the baseline survey). The overarching evaluation questions for the endline research are:

-Impact: Has TDP caused changes in pupil learning in English, mathematics, and science in TDP schools? (quantitative) -Effectiveness: Has TDP led to changes in teacher effectiveness? (qualitative and quantitative)
-Efficiency: Were TDP results achieved on time and to plan? How does TDP's organisational set-up facilitate delivery? (qualitative and quantitative) -Sustainability: Are TDP's impacts on teacher effectiveness sustainable without further DFID support? (qualitative)

At the core of this impact evaluation is a constrained randomised design, with half of the sample schools assigned to receive the TDP intervention, while the other half was assigned to the control group. The main source of quantitative data is the sample panel survey of 330 schools in Jigawa, Katsina, and Zamfara conducted in 2014 and 2017. At each sample school, the head teacher and a sample of teachers and pupils were interviewed and tested on their subject knowledge in English, mathematics, and science; lesson observations were conducted; a teacher roster was compiled; and classroom attendance by teachers and pupils was measured. The baseline and endline surveys were timed to allow sufficient time for TDP impact on pupil learning outcomes to be feasible, while ensuring that a panel of pupils could be sampled at baseline and endline within the same school, and producing results in time for them to be of value to the final stages of the TDP.

The endline quantitative survey fieldwork was carried out by OPM Nigeria and Education Data, Research and Evaluation in Nigeria (EDOREN). The data from the endline survey available in the World Bank Microdata Catalog are from the TDP IE quantitative endline survey conducted in 2017. For the qualitative research findings and methods see the final endline report under Related Materials.

Geographic coverage

The endline survey was carried out in three states in northern Nigeria: Jigawa, Katsina and Zamfara. The results are not representative at individual state-level nor at the level of the three states as a whole, rather they are representative of the treatment and control clusters in the 14 local government authorities (LGAs) selected by the TDP in these three states.

Analysis unit

The primary sampling units (PSUs) of the survey are TDP-eligible public primary schools in the three states Jigawa, Katsina, and Zamfara. The secondary sampling units are teachers (selected prior to the PSUs and teaching grades 1-3 in any of the three subjects: English, mathematics, or science), pupils (in grade 3 at baseline and taught English, mathematics, or science by at least one of the sample teachers, and in grade 6 at endline) and lessons taught by the selected teachers (not sampled).

See the 'Sampling' section for more details.

Universe

The target populations are the schools eligible for the Teacher Development Programme in treatment and control groups in the three states Jigawa, Katsina and Zamfara, and the eligible teachers and pupils within these schools. See the 'Sampling' section for details on the elligibility of teachers and pupils.

Kind of data

Sample survey data [ssd]

Sampling procedure

The aim of the sampling design was to define a valid counterfactual (control group) from which comparisons could be made with the treatment group that participates in the Teacher Development Programme (TDP). The control group does not participate in the TDP in-service training but has background characteristics that are, on average, similar to those of the treatment group that does participate in TDP in-service training. The sampling design was based on a quasi-experimental 'constrained' randomisation approach. 'Constrained' is used because certain parameters of the impact evaluation were already fixed. For example, the Local Government Authorities (LGAs) where the TDP was to operate had already been selected by the TDP in agreement with the three states covered by the impact evaluation. In addition, pre-determined groups of schools fulfilling certain criteria (described below) constitute the sampling frame -- this is in contrast to a fully randomised design where one would expect the random drawing of groups (or clusters) of schools from a list of all state primary schools in the region under study. Randomisation was conducted only in allocating groups of schools to 'treatment' or 'control' status.

Sampling frame construction

The intended size of the sampling frame was 1,008 public primary schools eligible for the TDP (504 treatment and 504 control schools) in the three states. This would constitute the target population of eligible schools from which the sample of schools would be drawn for the survey. The sampling frame was constructed through the steps described below.

Step 1: LGAs

In each of the three states, 14 LGAs where the TDP would operate had been predetermined by the TDP in agreement with each state: -Jigawa: 14 out of 27 LGAs. -Katsina: 14 out of 34 LGAs. -Zamfara: 14 out of 14 LGAs.

Step 2: Primary schools

To be eligible for the TDP, a school must have one head teacher and at least three other teachers and at least eight grade 3 pupils. In each of the 14 LGAs in each state, two sets of 12 eligible primary schools were to be selected. Schools within each set were identified according to geographical proximity to facilitate any training and periodic meetings of teachers, and to create a peer network within the locality. The two sets of schools within each LGA were meant to be seleted to be broadly similar. State Education Boards (SUBEBs) were responsible for the selection of the schools and were provided guidelines for how to do this. For example, to take into account the location of schools (rural/urban), school size in terms of pupils enrolled and number of classrooms, condition of school infrastructure, and existence of a school-based management committee (SBMC).

Step 3: Teachers

Before the sampling of schools, the Local Government Education Authority (LGEA) and head teacher from each school in the two sets (see 2. above), were required to identify three teachers in addition to the head teacher, who would potentially receive the TDP support and training. These teachers were identified using the following criteria: -They teach classes at early grade level (grades 1 to 3); and -They teach classes in any of the three subjecs of English, mathematics, and science.

Step 4: Random assignment of treatment/control status

After receiving the lists of the sets of eligible schools and teachers from the TDP coordinators, the impact evaluation team randomly assigned one set of schools among every pair of sets in each LGA to TDP treatment, and the other set to control status. This resulted in 42 (14 LGAs x 3 states) sets consisting of 12 schools each, for a total of 504 schools to receive the TDP, and 42 (14 LGAs x 3 states) sets consisting of 12 schools each for a total of 504 schools that would not receive the TDP. The sample treatment and control schools were then selected from these two lists respectively. In the 504 schools that would receive the TDP, all head teachers and the teachers identified in step 3 (see above) would receive TDP support and training, while the head teachers and teachers in the schools on the list of 504 'non-TDP' schools would not.

Sampling stages

Stage 1: Selection of schools

At the first stage, schools were selected using implicit stratification by state, LGA, and treatment/control status. That is, each of the school sets (see step 4 above), was considered a stratum. Four schools were randomly selected from each of these sets. This

The data set is taken from the survey "Information technology in teacher education" conducted by Statistics Norway in December 1997 and January 1998 for the Ministry of Education, Research and Church Affairs.

The purpose of this study was to map the IT situation in teacher education in terms of quantity and quality of hardware and software, and the use of IT equipment for teaching purposes. The study includes teacher education and teacher education (PPU) at the universities.

The survey is part of a larger mapping of the use of information technology as part of the Ministry's action plan for IT in utdanning. In all, four different agencies was contacted, head teachers at primary and secondary schools, leaders of the Academic Section of the teacher education, student advisers at the teacher training, leaders of disciplines in teacher education, department managers and / or course leaders in PPU.

This file contains data from the survey of heads of subjects at the PPU.

Brazil Trained Teachers in Primary Education: % of Total Teachers data was reported at 93.000 % in 2021. This records an increase from the previous number of 92.242 % for 2020. Brazil Trained Teachers in Primary Education: % of Total Teachers data is updated yearly, averaging 92.242 % from Dec 2019 (Median) to 2021, with 3 observations. The data reached an all-time high of 93.000 % in 2021 and a record low of 91.168 % in 2019. Brazil Trained Teachers in Primary Education: % of Total Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Brazil – Table BR.World Bank.WDI: Social: Education Statistics. Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

The Teacher Development Programme (TDP) is a six-year (2013-2019) programme funded by the UK Department for International Development (DFID), with a total budget of £34 million. It seeks to improve the quality of teaching in primary schools, junior secondary schools, and colleges of education at the state level in northern Nigeria. It works through in-service training for primary teachers, reform of pre-service teacher education, and strengthening evidence-based research on teaching. This evaluation focuses on the first of these three outputs: in-service training and support for primary teachers in the three core curriculum subjects of English, mathematics, and science. The programme initially operated in three states, Jigawa, Katsina, and Zamfara, and was later extended to Kaduna and Kano. This survey covers a group of schools that were randomly assigned to receive the TDP intervention in Jigawa, Katsina, and Zamfara, and a control group of schools in the same states that did not receive the TDP intervention.

The impact evaluation has three main purposes:
-Formative - to help inform the implementation of TDP in Phase 1 of in-service activities and the design and implementation in its Phase 2;
-Summative - to help inform TDP, DFID Nigeria, and other education stakeholders if TDP's in-service teacher training activities have led to improvements in teacher effectiveness and pupil learning levels in English, mathematics, and science and technology; and
-Learning - to assess from TDP what might work for improving teacher effectiveness in Nigeria and elsewhere.

The impact evaluation is a theory-based, mixed-methods design. The endline research focuses on the efficiency, effectiveness, impact, and sustainability of the TDP (programme relevance was assessed through the baseline survey). The overarching evaluation questions for the endline research are:

-Impact: Has TDP caused changes in pupil learning in English, mathematics, and science in TDP schools? (quantitative)
-Effectiveness: Has TDP led to changes in teacher effectiveness? (qualitative and quantitative)
-Efficiency: Were TDP results achieved on time and to plan? How does TDP's organisational set-up facilitate delivery? (qualitative and quantitative)
-Sustainability: Are TDP's impacts on teacher effectiveness sustainable without further DFID support? (qualitative)

At the core of this impact evaluation is a constrained randomised design, with half of the sample schools assigned to receive the TDP intervention, while the other half was assigned to the control group. The main source of quantitative data is the sample panel survey of 330 schools in Jigawa, Katsina, and Zamfara conducted in 2014 and 2017. At each sample school, the head teacher and a sample of teachers and pupils were interviewed and tested on their subject knowledge in English, mathematics, and science; lesson observations were conducted; a teacher roster was compiled; and classroom attendance by teachers and pupils was measured. The baseline and endline surveys were timed to allow sufficient time for TDP impact on pupil learning outcomes to be feasible, while ensuring that a panel of pupils could be sampled at baseline and endline within the same school, and producing results in time for them to be of value to the final stages of the TDP.

The endline quantitative survey fieldwork was carried out by OPM Nigeria and Education Data, Research and Evaluation in Nigeria (EDOREN). The data from the endline survey available in the World Bank Microdata Catalog are from the TDP IE quantitative endline survey conducted in 2017. For the qualitative research findings and methods see the final endline report under Related Materials.

Indonesia Trained Teachers in Secondary Education: % of Total Teachers data was reported at 38.025 % in 2023. This records a decrease from the previous number of 38.305 % for 2022. Indonesia Trained Teachers in Secondary Education: % of Total Teachers data is updated yearly, averaging 38.165 % from Dec 2022 (Median) to 2023, with 2 observations. The data reached an all-time high of 38.305 % in 2022 and a record low of 38.025 % in 2023. Indonesia Trained Teachers in Secondary Education: % of Total Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Indonesia – Table ID.World Bank.WDI: Social: Education Statistics. Trained teachers in secondary education are the percentage of secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Teacher attrition is a major problem in many countries. One possible and widely spread counter measure is to recruit persons from other occupational fields to become teachers. Although the existent literature suggests that second career teachers (SCT) have additional resources compared to first career teachers (FTC), empirical data are still scarce on whether SCT are able to transfer prior skills and knowledge into teaching, how this affects the way they deal with professional demands, as well as their intentions to stay in their new profession. On this basis, the present study explores whether FCT and SCT differ in how challenged they feel by typical professional demands associated with teaching, and in what way their challenge appraisals are relevant for the intention to leave the profession. A questionnaire survey was conducted with a sample of 297 teachers, comprising 193 FCT and 104 SCT. Both groups had had regular teacher training, resulting in a full teacher diploma. Professional demands associated with student learning and assessment were rated as most challenging, whereas classroom management, establishing a professional role and cooperation with colleagues were perceived as less challenging. A group difference was found in professional demands concerning student learning and assessment, where SCT felt less challenged than FCT. Also, SCT were more intent to stay in the teaching profession. Further analyses showed that both group differences are mainly attributable to the higher proportion of male teachers among SCT, as well as to their higher general self-efficacy beliefs. Both career background and the degree to which the teachers felt challenged in their job played a subordinate role for the intention to leave the teaching profession. The findings indicate that SCTs’ background as career switchers might be less important for coping with specific professional demands than the existent research literature implies. On the other hand, they indicate that SCT feel nearly as challenged when starting to teach as traditional teachers, and need may have the same needs for good teacher induction.

Trinidad and Tobago TT: Trained Teachers in Secondary Education: % of Total Teachers data was reported at 91.024 % in 2020. Trinidad and Tobago TT: Trained Teachers in Secondary Education: % of Total Teachers data is updated yearly, averaging 91.024 % from Dec 2020 (Median) to 2020, with 1 observations. The data reached an all-time high of 91.024 % in 2020 and a record low of 91.024 % in 2020. Trinidad and Tobago TT: Trained Teachers in Secondary Education: % of Total Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Trinidad and Tobago – Table TT.World Bank.WDI: Social: Education Statistics. Trained teachers in secondary education are the percentage of secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.

United States Trained Teachers in Primary Education: Male: % of Male Teachers data was reported at 100.000 % in 2022. This stayed constant from the previous number of 100.000 % for 2021. United States Trained Teachers in Primary Education: Male: % of Male Teachers data is updated yearly, averaging 100.000 % from Dec 2014 (Median) to 2022, with 9 observations. The data reached an all-time high of 100.000 % in 2022 and a record low of 100.000 % in 2022. United States Trained Teachers in Primary Education: Male: % of Male Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United States – Table US.World Bank.WDI: Social: Education Statistics. Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Trained teachers in secondary education are the percentage of secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.

Virgin Islands (British) VG: Trained Teachers in Primary Education: Male: % of Male Teachers data was reported at 90.323 % in 2022. This records an increase from the previous number of 73.333 % for 2021. Virgin Islands (British) VG: Trained Teachers in Primary Education: Male: % of Male Teachers data is updated yearly, averaging 70.000 % from Dec 1999 (Median) to 2022, with 14 observations. The data reached an all-time high of 100.000 % in 2018 and a record low of 30.435 % in 2006. Virgin Islands (British) VG: Trained Teachers in Primary Education: Male: % of Male Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Virgin Islands (British) – Table VG.World Bank.WDI: Social: Education Statistics. Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Trinidad and Tobago TT: Trained Teachers in Preprimary Education: Male: % of Male Teachers data was reported at 100.000 % in 2023. This records an increase from the previous number of 47.059 % for 2022. Trinidad and Tobago TT: Trained Teachers in Preprimary Education: Male: % of Male Teachers data is updated yearly, averaging 45.752 % from Dec 2019 (Median) to 2023, with 4 observations. The data reached an all-time high of 100.000 % in 2023 and a record low of 41.176 % in 2019. Trinidad and Tobago TT: Trained Teachers in Preprimary Education: Male: % of Male Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Trinidad and Tobago – Table TT.World Bank.WDI: Social: Education Statistics. Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

ABSTRACT This paper maps the productions of the Mathematics Teachers Training generated by the Working Group on Mathematical Education in Higher Education, of the Brazilian Society of Mathematical Education. This investigation is aimed to analyze, among other aspects, the initial training of Mathematics teachers, the role of supervised internship practice and the development of the teaching professional. We sought to highlight the concerns that researchers, whose main field of interest is teaching in Higher Education, have about the initial and continued training of Mathematics teachers. We have identified, by means of Content Analysis, six pillars in which the topics presented in the body of the analysis are concentrated.

Abstract: The aim of this paper is to assess the levels of statistical literacy and perception of Early Teaching Training (ITE) students and teachers working in the Chilean schooling system. Two measuring tools were applied: (1) statistical literacy and (2) perception, both validated statistically. The results of this analysis show that, in general, ITE students and working teachers present low achievement percentage on decoding textual situations, delivering unlikely arguments with little basis on basic statistical concepts.

Dataset originates from the longitudinal research project “Get Involved! Transition to Grade 1” investigated the role of parents and teachers in the development of children’s academic achievement, motivation, and behaviour during the critical transition from preschool to primary school. The study aimed to provide information on the role of parents’ and teachers’ instructional support and affect in children’s outcomes which is crucial in promoting learning among students in school. The project sought to test a comprehensive model of child development in the early phase of schooling, considering both parental and teachers influences, as well as children’s evocative influence on their interpersonal environment. It examined the longitudinal relations between parents’ and teachers’ instructional support and emotions, and children’s outcomes across the transition from preschool to primary school. The study also aimed to identify cases in which such support had the most favourable outcomes for children’s achievement, motivation, and behaviour, and to determine the mechanisms by which those outcomes emerge. Teachers' general questionnaire data collection took place in three waves: a) Preschool, spring 2017 (T1) b) Grade 1, fall 2017 (T2) c) Grade 1, spring 2018 (T3) Teachers completed a questionnaire about themselves and their class. This questionnaire provided data on teaching styles, self-confidence, working environment, homework practices and collaboration with elementary schools, as well as the overall improvement in students’ reading, math skills and so on. The dataset consists of three separate SPSS files, each representing one wave of data collected through teachers' individual questionnaires during the study.

This data was collected from a randomized experiment run by Seva Mandir and J-PAL in the tribal villages of Udaipur, India. An incentives program was implemented to reduce high teacher absence in non-formal primary education centers (NFEC's). In 60 randomly chosen centers (out of 120) teachers were given a camera with a tamper-proof date and time function, along with instructions to have one of the children photograph the teacher and other students at the beginning and end of the school day. The time and date stamp on the photographs were used to track teacher attendance. A teacher's salary was a direct function of his attendance. The remaining 60 schools served as comparison schools. Monitors were sent on a random day each month to check if the schools were open and the teacher teaching. These monitors collected roster and attendance information for the students as well (if the school was open). Three basic competency exams were given to children enrolled in the NFEC's in August 2003. These included an August 2003 pretest, a mid test in April 2004 and a post test in Sept 2004.

Biological data is increasing at a high speed, creating a vast amount of knowledge, while updating knowledge in teaching is limited, along with the unchanged time in the classroom. Therefore, integrating bioinformatics into teaching will be effective in teaching biology today. However, the big challenge is that pedagogical university students have yet to learn the basic knowledge and skills of bioinformatics, so they have difficulty and confusion when using it. However, the big challenge is that pedagogical university students have yet to learn the basic knowledge and skills of bioinformatics, so they have difficulty and confusion when using it in biology teaching. This dataset includes survey results on high school teachers, teacher training curriculums and pedagogical students in Vietnam. The highlights of this dataset are six basic principles and four steps of bioinformatics integration in teaching biology at high schools, with illustrative examples. The principles and approaches of integrating Bioinformatics into biology teaching improve the quality of biology teaching and promote STEM education in Vietnam and developing countries.

ABSTRACT: The goal of this study is to investigate the researches that explore the relationship between Educommunication and Teacher Training, Media Education and Teacher Training, on a national and international scale. The search for documents was made on SciELO and Scopus databases, from the period between 1997-2017, with the specific purposes of mapping the data through graphs and refining the results for a profitable analysis of the publications. From the results obtained, it was possible to confirm the lack of studies that contribute with reflections for a teacher training in the scope of a digital culture. Despite interesting initiatives in the study of the media, there is a prevalence, in the courses, of notions directed to the use of technologies in teaching, with a disciplinary emphasis. Critical and creative perspectives of reading and production in media are poorly explored. Thus, Media Education is defended as a fundamental formative field for the exercise of active citizenship.

The purpose of the TCT initiative is: to develop and implement programs to provide integrated courses of study in science, technology, engineering, mathematics, or critical foreign languages, and teacher education, that lead to a baccalaureate degree in science, technology, engineering, mathematics, or a critical foreign language, with concurrent teacher certification; to develop and implement two- or three-year part-time master's degree programs in science, technology, engineering, mathematics, or critical foreign language education for teachers in order to enhance the teachers' content knowledge and pedagogical skills; and to develop programs for professionals in science, technology, engineering, mathematics, or critical foreign language education that lead to a master's degree in teaching that results in teacher certification.