teaching is without a doubt one of the most significant professions and without it the world would be nothing worth living. to address this gap, teachers ought to get refresher training once in a while. learning is a gradual process and therefore teachers must learn a lot more to be able to continuously respond adequately to the changing requirements of learners such as their background, aspirations and learning styles. a well-structured career progression plan will only surface when there has been thorough teacher training or teacher capacity building, which in turn will lend credibility to the profession. there are factors that contribute overwhelmingly in one environment but with insignificant influence in another.
follow up and feedback must be incorporated in the current model of teacher training mainly because the skills acquired during training may not readily apply in a classroom environment. a deep-seated teacher training will be important for professional growth among the teachers and will enhance good and quality education outcomes. some teachers tend to abscond from their responsibilities and therefore should be reminded of their role as mentors. the contemporary teacher training is still traditional, so teachers need to improve and visit other places to see how education is administered. the refresher courses can be a wake-up call to remind teachers of their teacher roles and enhances their professional ethics which in the end will improve their performance and thus quality education. teachers need training in order to improve service delivery in terms of self-expression.
the two-day refresher workshops were designed to re-enforce the training delivered at the beginning of the school year on the internationally accepted standards for teaching classes that host vulnerable trauma-affected children and larger size classes in a refugee crisis context. the refreshers were concluded at the end of march 2014. with guidance of a qrta facilitator, teachers were given the opportunity to engage with their fellow educators to discuss challenges they faced managing an inclusive learning environment, share success stories and exchange best practices they found most beneficial. on many occasions, the teachers praised the systematic follow-up refreshers as they helped to reinforce important concepts and strategies. the initial teacher professional development courses were delivered by specially trained ministry of education supervisors and counselors.
trainers were asked to reflect upon their experiences namely the support visits they conducted for the 2,000 teachers and share the experiences teachers mentioned in their discussions. trainers shared that teachers were able to recall how their training prepared them to better identify students who require additional support and to develop remedial strategies ensuring an inclusive learning environment that is meeting the individual needs of students regardless of their background. the school counselor called the parents to the school and discussed with them the importance of their daughter to continue her education, which resulted in her coming back to the classroom. though the student continued to exhibited behavioral attitudes consistent with displacement and exposure to trauma, the teacher was able to rely on her training to identify the student’s needs and develop a strategy to support her. the project has put in place a systemic situational response capacity within the ministry of education that can be re-used and embedded in other regular school-based pedagogical support programs.
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