Variables After ascertaining the total number of new appointments made in primary, secondary and further education establishments and the number of probationers appointed, the survey collected information from each LEA in three categories: 1. Selection and Placement of Probationers: what kind of information the Authority receives on each probationer and the kind of information found most helpful in both selection and placement; whether probationers are excluded from any of five types of teaching (supply, 'floating', remedial, reception or very large classes); whether probationers are appointed to a particular school, and the latest date by which probationer is notified of appointment to the Authority and of placement in the school. 2. Services to Probationers: forms of guidance offered to the probationer and institutions invited to give guidance. 3. Assessment: intervals at which progress information is sought; where responsibility for making assessment lies; recommended number of class observations for assessment purposes; where responsibility for final recommendation on probationer's suitability for teaching lies, and the number of teachers, both those with teacher training qualifications and those with other qualifications, who were adjudged to have successfully completed their probationary year, the number whose probation was to be extended for a further six months, and the number deemed unsuitable for further employment as teachers. General background information on each LEA included the population served, the population density per square acre, and the pupil-teacher ratio and number of the register in respect of each LEA and of each type of school within that LEA, including primary and secondary sub-totals and the combined primary and secondary totals.

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

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.

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.

The survey studied the image and pulling power of teacher education programmes and teaching profession in Finland as perceived by upper secondary school students, students in teacher education, teacher educators and guidance counsellors working in upper secondary schools. Most questions were asked from all the four respondent groups. The data are part of a research project on the attractiveness of programmes leading to a teaching degree, conducted by the Finnish Institute for Educational Research at the University of Jyväskylä and funded by the Ministry of Education and Culture. Upper secondary students were asked about their studies and future study plans. Students in teacher education were asked about their experiences of the study programme and intentions to work as a teacher in the future. Teacher educators were asked about their work experience. Images of teacher training and education were charted with questions relating to, for instance, quality of the study programme. Views were probed on whether certain issues increased or decreased the pulling power of teacher education programmes, for instance, the employment situation of teachers and the tough competition to get a place in such a programme. Images of teaching profession and the educational environment in Finnish schools were studied with statements and questions covering views on teachers' working conditions, pay, leave entitlement, career opportunities, autonomy at work, digital transformation, teacher impact on society, and relations with students and parents. The respondents were asked to what extent they followed different types of media and whether the media had a negative or positive impact on their image of the attractiveness of teaching and education profession. Background variables included the respondent's group, gender, age group, mother tongue, type of municipality, whether there was a university providing teacher education programmes in the municipality, and the year when commenced studies. FSD holdings also contain another dataset related to the same research project: FSD3458 Attractiveness of Teacher Education: Focus Group Interviews 2020.

The rapid evolution of digital technology has necessitated a shift in educational paradigms, particularly in teacher training and continuous professional development. This paper presents a study that explores Austrian teachers' attitudes toward digital education training and their preferences for in-service training modalities. Data were collected from a comprehensive survey involving about 600 Austrian secondary public school teachers and analyzed using quantitative and qualitative methods to reveal preferences and constraints in digital education in-service training, including the preferred modalities, the support required, and the teachers' motivations for engaging with training. Key findings from the study indicate that Austrian teachers generally have a positive perception of their autonomy in teaching digital education. Additionally, the study reveals that teachers are willing to participate in in-service training under specific conditions. This willingness is influenced by factors such as the flexibility of the training schedule, the provision of support resources, and the balance between professional obligations and personal time. The study highlights a broader trend toward flexibility and efficiency in in-service teacher training, acknowledging teachers' time constraints and the importance of maintaining a work-life balance. The findings suggest that flexible and supportive training environments can enhance teachers' engagement with digital education, ultimately benefiting their teaching practices and student outcomes. Overall, this study underscores the importance of adapting in-service teacher training to meet the needs of teachers, promoting a more effective integration of digital education.

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;

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.

Overview - Teacher recruitment and retention in England has been problematic since 2011, despite the recent pay increases. Emotional labour is a well-researched concept in the service sector and has been given some attention in academic research in education. Yet, teachers’ understanding of it is under-researched. This study has discovered that teachers have little theoretical understanding of emotional labour and even less training in how to manage this aspect of their job. Since teachers consider emotional labour to be mainly centred around the care and emotional connection they have to their work and their students, they risk burn-out and compassion stress injury, both of which can hinder wellbeing.Methodology - interview and focus groups.Analysis - thematic analysis

Data have been collected in Finland in 2017–2019 from basic education teachers.The dataset is fully anonymised to make it suitable for public opening to support the reported results submitted for publication.

Dataset contains the following variables:

1. Gender (0=female, 1 = male)
2. Municipality (unique numeric identifier)
3. School (unique numeric identifier)
4. Administrative_district (unique numeric identifier)
5. Usage_of_computers_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
6. Usage_of_tablets_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
7. Usage_of_smartphones_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
8. Usage_of_digital_learning_environments_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
9. Usage_of_online_learning_materials_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
10. Usage_of_games_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
11. Usage_of_internet_for_information_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
12. Usage_of_videa_sharing_services_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
13. Usage_of_blogs_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
14. Usage_of_networking_services_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
15. Usage_of_digital_assessment_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
16. Usage_of_mobileapps_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
17. Usage_of_email_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
18. Usage_of_office_suite_in_teaching (0 = “never”, 1 = “sometimes”, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”)
19. Total_scores_in_ICTskilltest (range 0-30)
20. Age (years in numbers)
21. Digital_self_efficacy (perceived level of competence on a scale of 0-100% in relation to one's own work)
22. In_service_training (perceived adequacy level on a scale of 0 to 100% in relation to one's own work)
23. STEM_teacher (in the case of a teacher of STEM subjects = 1, otherwise = 0)
24. Humanities_social_science_teacher (in the case of a teacher of humanities or social science subjects = 1, otherwise = 0)
25. Arts_skills_teacher (in the case of a teacher of arts and skills subjects = 1, otherwise = 0)
26. Use_of_devices_for_teaching (the sum variable of the use of digital devices, i.e., the maximum use of any type of device)
27. Versatility_of_usage (the sum variable for regular (= at least weekly) use of different applications)
28. Teacher_type (0 = classroom teacher, 1 = subject teacher, missing value = other teaching staff)
29. Classroom_teacher in the case of a classroom teacher = 1, otherwise = 0

2017 NYC School Survey teacher data for all schools; To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

Limited investigation has been undertaken into Australian physical educators’ teaching beliefs and intentions and those that have been researched have tended to utilise ‘qualitative’ research methods. The present study addresses a gap in the literature by exploring the differences in teaching perspectives between Australian preservice and graduate physical education teachers. The teaching perspectives inventory (TPI) was administered to pre-service physical education teachers (n=105) graduate physical education teachers (n=37). Each TPI item was linked to one of five key teaching perspectives (apprenticeship, developmental, nurturing, social reform & transmission). Average teaching perspective scores were calculated for each of the five teaching perspectives and the proportions of dominant and recessive teaching perspectives were identified within both groups. Independent t-tests and multivariate chi-square statistical tests were conducted to compare mean teaching perspective scores and proportions of dominant and recessive teaching perspectives. The findings revealed that graduate physical education teachers had significantly higher average scores for the apprenticeship, developmental and social reform teaching perspectives. The nurturing teaching perspective was the most common dominant teaching perspective and the social reform teaching perspective was the most common recessive teaching perspective for both pre-service and graduate physical education teachers. The findings suggest that teacher training programs have the ability to develop and inform knowledge of teaching approaches to facilitate higher scores for a broader range of teaching perspectives in comparison to pre-service teachers commencing their teacher training.

MT21 is a cross-national study of the preparation of middle school mathematics teachers. Countries participating included Chinese Taipei (Taiwan), South Korea (Korea), Bulgaria, Germany, Mexico, and the United States. Data were collected from teachers in their first and last year of preparation by sampling institutions in each country. Future teachers were asked about their backgrounds, course-taking and program activities, knowledge relevant to their teaching (mathematical and pedagogical), and beliefs and perspectives on content and pedagogy. The 1995 Third International Mathematics and Science Study (TIMSS) data revealed that countries with higher achievement have teachers who teach substantially different content than that of their less accomplished counterparts (see Schmidt et al., 1996; Schmidt et al., 2001). The 1996 Report of the National Commission on Teaching and America's Future argued that what teachers know and do in the classroom matters for pupil learning. It also argued that teacher education might be a viable policy tool to improve the quality of education (National Commission on Teaching and America's Future, 1996). United States reform efforts are consistent with this line of thought. They have introduced standards to measure teacher quality as it relates to student achievement. This, in turn, led to accountability concerns regarding teacher preparation programs (INTASC, 1995; Murray, 2000; Leithwood, Edge and Jantzi, 1999; NCATE, 2000). The MT21 Project was designed to answer the following question: how shall we prepare our future teachers to teach a more rigorous curriculum to all students? Several assumptions were made going into this work: the concepts and models defining teacher preparation are not fixed across the world. Recognizing and understanding this diversity to develop a cross-national study of teacher preparation poses a complex and challenging problem. It is hoped that the resulting international data would not only serve to provide policy insights but would also bring about change by making visible contrasts with other countries in terms of teacher preparation in the United States.

Indonesia Trained Teachers in Lower Secondary Education: % of Total Teachers data was reported at 36.932 % in 2023. This records a decrease from the previous number of 39.745 % for 2022. Indonesia Trained Teachers in Lower Secondary Education: % of Total Teachers data is updated yearly, averaging 38.339 % from Dec 2022 (Median) to 2023, with 2 observations. The data reached an all-time high of 39.745 % in 2022 and a record low of 36.932 % in 2023. Indonesia Trained Teachers in Lower 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 lower secondary education are the percentage of lower 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;

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.

Snapshot img

Special Education Teacher Training Market Size 2025-2029

The special education teacher training market size is forecast to increase by USD 145.3 million at a CAGR of 4.7% between 2024 and 2029.

The market is experiencing significant growth due to the rising prevalence of disabilities and the increasing awareness of the importance of providing quality education to this population. According to various reports, the number of children with disabilities is on the rise, creating a growing demand for specialized teachers to cater to their unique needs. However, a key challenge facing the market is the limited access to quality training programs for special education teachers. To address this issue, there has been an increase in the number of short courses and online training programs being offered. These flexible training options enable current and aspiring teachers to acquire the necessary skills and knowledge to effectively teach students with disabilities. As the demand for special education continues to grow, companies offering training programs that cater to this need will have ample opportunities to expand their offerings and capitalize on this market trend. Additionally, partnerships between educational institutions and organizations specializing in special education can lead to innovative training programs and collaborative efforts to improve the overall quality of education for students with disabilities.

What will be the Size of the Special Education Teacher Training Market during the forecast period?

Request Free SampleThe market: Trends and Dynamics Special education teacher training is a significant market, driven by the increasing number of students with hearing impairments, visual impairments, learning disabilities, behavioral disorders, physical disabilities, and other special needs. This market focuses on differentiated instruction, educational psychology, occupational therapy, speech therapy, literacy skills, numeracy skills, social skills development, positive behavior support, IEP implementation, inclusion practices, and classroom management. Applied behavior analysis and transition planning are essential components of special education teacher training, ensuring students receive the necessary support for their unique needs. Assistive technology plays a crucial role in enhancing learning experiences and promoting inclusive education. Market research publishers, such as Market Research Future (MRFR), Grand View Research, FMI Study, and others, highlight the importance of teacher training in special education. These reports indicate a growing demand for specialized training in areas like applied behavior analysis, inclusive education, and classroom management. Special education teacher training is a dynamic and evolving market, with ongoing research and development in educational psychology, positive behavior support, and assistive technology. As the needs of students with special needs continue to change, so too will the demands on special education teachers and the training they receive. Increased focus on inclusive education and IEP implementation necessitates continuous teacher training to ensure effective instruction and support for students with diverse learning needs. By staying informed of the latest trends and best practices, special education teachers can better meet the needs of their students and help them reach their full potential.

How is this Special Education Teacher Training Industry segmented?

The special education teacher training industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments. TypeOfflineOnlineProductFormal education programsOthersPrice RangeBasic certificationAdvanced certificationMaster certificationAge GroupProspective teachersCurrent teachersSchool administratorsSpecial education professionalsGeographyNorth AmericaUSCanadaEuropeFranceGermanySpainThe NetherlandsUKAPACChinaIndiaJapan

By Type Insights

The offline segment is estimated to witness significant growth during the forecast period.Offline training plays a significant role in the professional development of educators specializing in special education. This form of education includes hands-on activities, simulations, and practical experiences that enable teachers to directly apply concepts in real-world settings. In-person training offers immediate feedback from instructors and peers, allowing educators to refine their techniques and learn effective practices. Instructors can provide personalized attention to participants, addressing their unique needs, questions, and concerns. Offline training fosters a sense of community among educators, facilitating collaboration and networking opportunities. For instance, a Master of Arts degree from Teachers College Columb

The purpose of the study: to provide impartial information for the school, its students, and their parents (caregivers, foster parents) about the achievements to make decisions on the further improvements of teaching and studying on student, teacher, class, school, municipality, and national level. The objectives of National Survey of Student Achievement (NASA): to collect the information for monitoring the national students’ achievements, planning the novelties, and implementing the novelties for monitoring the success; to evaluate the educational content, and substantiating students’ achievement criteria based on collected data; to prepare the necessary tools (i.e., standardized tests, etc.) for students and teachers for the impartial evaluation of their work results; to prepare the necessary tools (i.e., standardized tests, etc.) for the municipality’s education subdivisions and school principals for collecting the required data of work result assessments and planning of activities. National Survey of Student Achievement, first implemented in 2002, became the responsibility of the Education Supply Centre. Due to economic reasons, the assessments were not provided from 2009 to 2011. In 2012, the renewed assessment implementation was consigned to the National Examination Centre. Since the 2nd of September, 2019, the National Agency of Education took over the activities of the National Examination Centre and continues to carry them on to this day. In 2012, 5 NASA surveys were carried out. One line in SPSS Statistics from the 2012 National Survey of Student Achievement coincides with the achievements or questionnaire answers of one particular student or a teacher. The information provided in databases is impersonal - a student or a teacher is identified based on code, without providing the class or school’s name. Each school that has participated in the 2012 National Survey of Student Achievement received a unique five-number school code. The code used for identifying the schools of both grade 4 and grade 8 students and teachers consists of a school code and the numbers identifying a class and a student. The class code in the student’s database coincides with the code in the teacher’s database. To connect these databases, the variable named “ID_klase” would have to be used as an identifier. This dataset contains data from a survey of primary school the 4th grade teachers. All the provided questionnaire answers from teachers appear in teacher databases from the 2012 National Survey of Student Achievement. The same questionnaire was given to all the teachers. The teacher questionnaire consisted of general questions (to analyse the educational context), as well as personal questions or questions about the objective field. Dataset "NSSA 2012: 4th Grade Teachers Study, 2012" metadata and data were prepared implementing project "Disparities in School Achievement from a Person and Variable-Oriented Perspective: A Prototype of a Learning Analytics Tool NO-GAP" from 2020 to 2023. Project leader is chief research fellow Rasa Erentaitė. Project is funded by the European Regional Development Fund according to the 2014–2020 Operational Programme for the European Union Funds’ Investments, under measure’s No. 01.2.2-LMT-K-718 activity “Research Projects Implemented by World-class Researcher Groups to develop R&D activities relevant to economic sectors, which could later be commercialized” under a grant agreement with the Lithuanian Research Council (LMTLT).

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.