Perceptions of teaching quality in Rwandan secondary schools
A contextual analysis
Bibliographic Data
| ID | 21577536 |
|---|---|
| Authors | Emma Carter (0000-0001-6169-3806, University of Cambridge), Anthony J Onwuegbuzie (0000-0002-4569-5796, University of Cambridge), Anthony Onwuegbuzie, Nidhi Singal (0000-0001-5900-168X, University of Cambridge, corresponding author), Loes van der Velde |
| Year | 2021 |
| Volume | 109 |
| Pages | 101843 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2021.101843 |
| OpenAlex | W3190704063 |
| Language | EN |
| Citations received | 10 |
| References cited | 8 |
Teaching quality is regarded as a vital component in educational reform efforts in many countries, however there is little contextualised understanding of what it means, particularly from the perspectives of teachers. This study involved 18 focus group discussions with five stakeholder groups. Findings highlight that each group associated a number of different factors with teaching quality. Additionally, some factors emerged more strongly than others, indicating that perceptions can differ in the extent of their perceived importance and be influenced by an individual's role and experience. Findings showed that perceptions of teaching quality can be highly contextualised, as noted through the emergence of the theme of Teacher Disposition. These findings have implications for the training and development of Rwandan secondary teachers
Disposition · Focus group · Pedagogy · Perception · Political science · Public relations · Sociology · Stakeholder · Global Educational Policies and Reforms · Psychology · School Choice and Performance · Social Psychology · Teacher Education and Leadership Studies
Testing the effectiveness of the designing and applying process with certain circumstances in geometry teaching
Transitioning to an unfamiliar medium of instruction
Teaching and learning science as inquiry
Changes in perceptions of teaching quality in secondary schools in Rwanda during the Covid-19 global pandemic and the subsequent closing and reopening of schools
Educational quality
Head teacher and government officials’ perceptions of teaching quality in secondary education in Rwanda
Examining teachers’ deep and shallow AIoT integration
Creating classrooms for change
Comparing stakeholders’ perceptions of the implementation of ‘learner-centred’ pedagogy
‘A good teacher should…’
Linking Teacher Quality, Student Attendance, and Student Achievement
Understanding teachers’ attitudes and self-efficacy in inclusive education
Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems
Impact of initial teacher education for prospective lower secondary school teachers in Rwanda
Quality teaching in rural Sub-Saharan Africa
Policy adoption of learner-centred pedagogy in Rwanda
The Constant Comparative Method of Qualitative Analysis
| Unique citing works | 10 |
|---|---|
| Citations per year | 2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |