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Topic: The impact of Teacher Training on the Academic Success of Elementary Aged
Students.
Ventisa, O.M., & Brown. (2023). Teachers’ professional learning and its impact on students’
learning outcomes: Findings from a systematic review: Social Sciences & amp; Humanities
Open,8(1),100565.https://doi.org/10.1016/j.ssaho.2023.100565
Ventisa and Brown focused on the impact of teachers’ professional learning and its impact on
students’ learning outcomes. The study examined the factors contributing to effective
professional development of educators and the positive results on students’ performance. The
Authors carried out this study with the use of previously done study, some of which examined
the direct implications of teachers’ professional development and the impact on students’
learning. The research also focused on the professional development opportunities available for
teacher within the working environment the content and the frequency of these training
opportunities. According to the research, training is the most usual form of professional
development offered to Elementary teachers followed by collaborative engagements with
learning teams and lesson study. The study suggested that some forms of professional
development which may take the form of coaching, teaching and courses, working with
collaborative teams have had a positive impact on students’ academic progress at the elementary
stage. This study will be beneficial to my paper because it provides information from other
studies which speak to relevance of teacher training and professional development and the
implication for the field of education.
ANNOTATED BIBLIOGRAPHY 1-8 3
Mifsud, D., & Day, S. (2023). Teacher education as an ongoing professional trajectory. Teacher
Education, Learning Innovation and Accountability. https://doi.org/10.1007/978-3-031-
28620-9
The authors provided an extensive discourse on the educational practices of countries within the
European regions. It focused on issues such as the policies, teacher preparation, professional
learning and related practices. It looks at the teachers’ role, who they are, the knowledge and
teachers’ capabilities in contributing to the students’ development both academically and
otherwise. The authors speak to the value of teacher education and suggested that there is a
correlation between the caliber of teachers and student achievement, therefore it is important to
attract top highly qualified teachers and provide high quality training. This study will be useful
because it provides a comprehensive perspective on the education system of countries outside of
the United States of America. This will give insight on the policies procedures which are
practiced in other countries. This study will be very important is with discussions on value of
teacher training and the impact on the teaching and learning process.
Hafeez, M. (2021). Impact of teacher’s training on interest and academic achievements of
students by multiple teaching methods. Pedagogical Research, 6(3).
https://doi.org/10.29333/pr/11088
Muhammad discussed the effects of teacher training and teaching methods on the academic
success and interest of learners in a particular course. The study was conducted with four
different group of teachers. The mythologies used differentiated. One group of teachers
employed the lecture method, discussion method, inquiry method and demonstration method.
Each study yielded different results and had implications for the teaching and learning process.
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The findings from the study suggested that students’ achievement was increased in both the
pretest and post assessment that was administered. It was concluded that the training of teachers
is a significant factor in choosing the best strategy for teaching and improved the academic
success and interest of the students. This study is useful because it provides data on the
effectiveness of the various methodologies used in the teaching process. This will be beneficial
in assessing the various skills that teacher may or may not possess and the effectiveness of the
skills.
Sun, R., & Du, P. (2021). Does teacher training narrow the educational gap between urban and
rural students? empiricalEevidence from CEPS baseline data. Best Evidence in Chinese
Education, 9(2), 1243–1261. https://doi.org/10.15354/bece.21.ar036
The authors of this study conducted a study which focused on the correlation between teacher
training and academic performance in Urban and Rural schools and the impact of teacher
training on urban-rural gap students’ performance. The results indicated that there was
noticeable difference in the academic success of both samples involved in the study. There
were several factors which contributed to this. The impact of teacher training had a greater
effect in the in urban areas was noticeably higher than that in rural areas. Students of the
urban area who were performing at intermediate or above academic levels and those of the
rural areas who were performing at the intermediate level were impacted by the level of
training the teacher had. One of the factors that affected the quality of teacher training and
the impact it had on the students’ success was a matter of equity. The schools within the
urban communities had better resources and endowment as opposed to the schools in the
rural area. More resources better quality teachers. This study is relevant because it speaks
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of an issue which is prevalent in education and has a significant impact on the quality of
education students receives.
Li (李宝敏), B., Yang (杨风雷), F., & Wang (王倩), Q. (2023). Policies, strategies, and the
evolutionary logic of large-scale teacher training in China. ECNU Review of Education,
6(3), 451–468. https://doi.org/10.1177/20965311231167195
This is another study which focuses on the policies, practices and trends in the This study
provides information on the systematic review of the various policies relating to teacher
training in China. Many countries have implemented different policies and approaches
towards teacher training.
