Level 5- Diploma In Education And Training Assignment Sample

Level 5- Diploma In Education And Training

Introduction: Diploma In Education And Training 

Uncover the advantages of choosing our assignment help services for a seamless learning experience.

In this report, a critical analysis is done of the teaching roles and responsibilities. Besides, the importance of different teaching techniques, assessment technique, and communication methods, and their effectiveness on students has been discussed.  

Task 1: Relationship, role, and responsibility of the teacher in class

1.1: Analysis of own role and responsibility

The fundamental responsibility of a teacher is to impart knowledge to the students. Hence, this is my primary role as a business teacher to follow the teaching cycle which includes "assessing needs of the student, planning instruction, delivering instruction, assessing outcomes, and determining student needs" (Yalcin Arslan, 2019). Assessment of the student is also the responsibility of a teacher. Without proper assessment, it is impossible to understand whether the student is learning or not. Another essential part of being a business teacher is to be involved in the summative assessment, where final marks are given at the end of the season to develop a mark sheet. Being a teacher is much more difficult than following a "core role". Many roles are essential, which are followed by the business teacher even after the class starts. According to Hutchison, and Woodward (2018), the Health and safety of the students in the classroom is another responsibility of the teachers. Safety and security are essential needs of the person and the absence of these can prevent a person from meeting their goal. As a business teacher, it is important to ensure that the students fulfill these basic needs. Besides, the teacher also needs to maintain diversity and prevent inequalities in the classroom (Yalcin Arslan, 2019). As a business teacher, I must treat each student in the same way and give the same focus on each student. A business teacher is also responsible for coordinating and managing the teaching curriculum and schedule. Coordinating all the staff of the school helps to run the teaching process smoothly.

1.2: Legislation, codes of practice and regulatory requirements

Various legislation and codes of practice need to be maintained by the business teachers. As per the Education Act 2002 UK, the teachers are responsible for maintaining the health and safety of each student (compliance education.co.uk, 2022). Besides, the Data Protection Act 2018 stated that the confidentiality of personal data and learning requirements should be maintained (compliance education.co.uk, 2022). Besides, business teachers should develop their skills and professionalism with the help of different institutions such as IFL.

1.3: Boundaries and relationship between other professionals and teachers

 The teaching profession involves the establishment of different relationships with other professionals. Though the main role of a business teacher is to teach the students and conduct assessments, there is other work as well in the school. It is nearly impossible for a business teacher to manage all the work alone along with teaching (Imants, and Van der Wal, 2020). Hence, the teacher needs to build professional relationships with managers, peers, seniors, caretakers, social workers, different officers, and others. Hence, these functional relationships help to run a school smoothly. Proper communication or building rapport and supporting behaviors are important parts of this relationship. It helps to discuss and state the role of each person. Besides, as stated by Makovec, (2018), proper communication reduces conflict and confusion in the workplace. Sharing and exchanging information is also possible with effective communication.

However, there are certain boundaries as well in the teaching role.

The responsibility of a business teacher is to minimize the constraints of students and provide the best possible way to teach them. However, a teacher is not always the right person to solve every problem of a student (Imants, and Van der Wal, 2020). Hence, the business teacher needs to understand the boundaries and limitations of the role. Understanding when and how to refer the students is another important part of the boundaries. Such as when a business teacher finds that a student is a drug addict, it is necessary to inform the respective authority instead of trying to handle the situation.

1.4: The role of referral to meet the needs of students

Referral is a process or steps taken by the business teacher to provide extra assistance to the students. The types of referrals depend on the school. Some of the common referrals are for “special education evaluations”, “disciplinary issues”, and “counseling services” (Anyon et al. 2018). The business teacher provides the referral when they think that the student needs an additional intervention, which is not possible to provide by the teacher. As each student has some specific requirement in the study, additional support is needed to help him or her achieve his or her goal and become successful. Professional development and training are needed for the business teacher in order to recognize the symptoms. Hence, this reduces the chances of false referrals. “Financial or housing advice” is provided additionally when the business teacher is found to lack financial knowledge (Yalcin Arslan, 2019). Another important aspect is the “job search and counseling”. Additional support is provided to help the student find a better job after school. Besides, students with special needs such as “dyslexia, dyscalculia, ESOL” refer to the specific department.

Task 2: Role of initial and diagnostic assessment to meet the individual learning goal

2.1: Importance of meeting the individual goal of the learner

All business teachers must understand that each individual is unique and they have a different perspective on learning. Without identifying the needs of the individual, it is almost impossible to develop an individual learning plan (Panjaitan, Murniarti, and Sihotang, 2021). In an educational institute, the first step is to plan the curriculum. The plan can be generic or customized based on the requirement of the student. Hence, different types of assessment help the teacher to make a more effective plan. Besides, goals or objectives are set as there is a specific timeline for a specific course. Another important part of meeting the individual's needs is asking questions and taking reviews from the students. As stated by Yalcin Arslan (2019), it helps to understand whether the existing education plan and strategy are effective for them or not. As a result, the business teachers can modify the strategy or curriculum and help the student get better learning within the specific time.

2.2: Role and use of initial and diagnostic assessment

The duty of a business teacher is to ensure that each student is getting benefits from the teaching. In a school, there are many types of students and the requirements of each are different. Each learner has the right to get high-quality teaching according to his or her need and requirements. Hence, the first step, in this case, is to analyze the needs of the student. As a result, the business teacher will be able to provide equal opportunity to every student (Hummes, and Breda, 2019). Besides, the assessment of needs has to be done before starting the class so that no student can feel awkward in the class. Hence, the business teacher takes the initial assessment before starting a new course.

2.3: Use methods of initial and diagnostic assessment

 There are many types of assessment used by the professionals such as interviews, numerical tests, and others. This also helps the learner choose the correct course. As stated by the researcher Campbell, and Ronfeldt, (2018), the role of the business teacher is to support the learner to choose the correct course based on the result of that assessment. The business teacher also receives the idea about the current knowledge of the learner. Based on that ILP or individual learning plan is developed for the students 

2.4: Record learners’ Individual learning goals

In the educational institute, there are many processes, which keep the record of individual educational requirements such as manual recording, audio or video recording, CCTV recording, notes in the papers, or using other technologies (Hummes, and Breda, 2019). In our educational institute, we record both class performance and individual performance. Based on that ratings and reviews are generated monthly, quarterly, and annual basis. 

Task 3: Inclusive teaching and learning plan

3.1: Scheme of work based on internal and external requirements

There are various internal and external requirements related to the scheme of work. Such as, if I am teaching business, the size of the group, and the class timing need to be arranged in such a way that it can give maximum output. According to Panjaitan, Murniarti, and Sihotang, (2021), there are guidelines provided by the regulatory bodies in terms of internal and external requirements. As business teachers, we are bound to follow those. 

3.2: Design learning and teaching plan

Planning and design of the teaching is another responsibility of the business teachers. It is necessary that the entire teaching plan should be done based on the curriculum. On the other hand, individual learning plans need to be developed for students with disabilities like dyslexia or other impairments. Practical skill is also important. Hence, the study plan should be designed in such a way so that it can promote practical learning. Besides, the entire curriculum outcome needs to be fulfilled in order to step ahead in the next class. 

3.3: Role of own planning in individual learning goal

To meet the individual needs of the learner, the role of the business teacher is huge. Just like the students, each business teacher is also different and they think differently to meet the needs of the students (SULYMA, Ruslan, and VERKHOLAZ, 2018). Some business teachers prefer to focus on the teaching style some prefer the strategy. However, each of them should meet the same goal, which is individual learning. Most business teachers prefer an individual learning plan. Teaching the students as a group does not allow them to understand the needs of the specific students.

However, the business teacher can use different content or styles for each student. According to Panjaitan, Murniarti, and Sihotang, (2021), the role of the business teacher is also to encourage the students and create a different activity for the students. Hence, students can work in a way that is best for them. As a result, students do not get bored and it becomes easier for them to learn.

3.4: Ways of learning and teaching plan to meet the needs of individual learning

Business teachers can use many ways to promote individual learning. Activity, resources, and assessment are the three main attributes of the individual learning plan. Business teachers are responsible for different activities in the school such as studying, teaching, group learning, and others (Govender, and Govender, 2019). This is a major way to provide the individual requirements to the students. Understanding the strengths and weaknesses of the students and providing solutions based on that is important in the activity. The next important thing is resources. Resources included the course material, audio, video, books, and others. The teachers need to ensure that the course material contains a diversity of examples so that each student can relate to them. Besides, different information and content should be present so that it becomes relevant to each student. Besides, resources can be organized for individual students when possible. According to experts like Silalahi, and Hutauruk (2020), the Assessment of the student is another major part of individual learning. Assessment can be done both initially and during the study. This allows the business teachers to understand the requirements of each student and provide support based on that.

3.5: Opportunities for leaner to provide feedback

Proper feedback from the student allows the business teacher to improve more. Two types of feedback are generally used in our educational institute, such as “informal learning feedback” and “planned learning feedback” (Govender, and Govender, 2019). Identification of the highlights of class, group feedback, discussion forum, etc. is informal feedback. On the other hand, elections for learner representatives, unit and course reviews, etc. are taken as planned feedback. 

Task 4: Create and maintain a safe, inclusive learning and teaching environment

4.1: Role of promoting respect and correct behaviors

While starting the business teaching in a new class it is necessary to develop some ground rules in order to maintain the boundaries and safeguarding. The main objectives behind it are to show respect to each other and provide value to the opinion of other stakeholders in the educational institution (Flenser, and Von der Lippe, 2019). Developing a list of ground rules means, those rules are agreed upon and documented by the respective authority. This states what types of behavior are expected from each stakeholder of the school. However, ground rules can be both negotiable and non-negotiable. Some non-negotiable ground rules are health and safety, respecting others' opinions, and antisocial behaviors. Hence, proper awareness and ground rules allow for maintaining safety in the institution. Besides, a supportive learning environment is developed which helps in obtaining goals. As stated by the experts Darounkola, Yaqubi, and Khomri (2022), it needs to be ensured that ground rules and regulations should be the same for everyone and it does not increase inequality in the class. Immediate feedback is given due to the boundaries, which help to address the inappropriate behaviors as soon as possible.  The behavior management approach of Bill Rogers can be followed in the classroom, which has four major steps positive correction, prevention, consequences, repair, and rebuild. The behavior management theory of Skinner can also be followed, which is described as “Operant Conditioning” (Flenser, and Von der Lippe, 2019). According to Skimmer, the consequences of the response determine the probability of the repetition of the same behavior. As a business teacher, I can follow these theories in the classroom to promote correct behavior.

4.2: Different ways to promote diversity and equality

There are many ways to promote equality and maintain diversity in an educational institute. There should be some ground rules in the institution about maintaining equality. Besides, some basic principles need to be maintained by all the stakeholders of the institution. All students must learn about equality in school from a very young age (Keisu, and Ahlström, 2020). The role of business teachers is huge in this case as they are the ones, who stay in touch with the students most of the time. Hence, business teachers need to teach about equality in the school so that the moral education of the students can be developed. Another important attribute of promoting diversity is the resources. As discussed by Bathmake and Pennacchia (2022), the respective authority can develop the curriculum and resources, which promote diversity. Hence, this will reduce the barriers related to culture, gender, religion, race, and language.

4.3: How to establish an inclusive and safe learning environment

A safe and inclusive learning environment is necessary in the classroom. Business teachers need to ensure that all the legal requirements and health and safety standards are followed in the classroom. Besides, the presence of different safety equipment is also necessary to have in the classroom (Keisu, and Ahlström, 2020). Inclusion can be promoted through proper responses, and management of the needs of the students and others, which is followed in our classroom.  

Task 5: Delivery of inclusive learning and teaching

5.1: Effectiveness of teaching and learning approaches by using own specialism

The most preferable teaching technique that is followed by me is cooperative learning and safeguarding the students during learning. The students are divided into small groups and technological devices are used to enhance the teaching. It has been found that cooperative learning increases social interaction and elevates thinking levels (Tavoosy and Jelveh, 2019). As the students have to study together, it also helps them to develop oral communication skills and self-confidence. It is also possible to develop critical thinking ability and accept different points of view. However, some constraints are there with cooperative learning. Some group dynamic problems are there, which may inflict on the group. As stated by Campoy and Xu (2018), all students have diverse identities, beliefs, and perspectives. It is hard for them to work together. Hence, a lack of acceptance can reduce the ability to learn. However, as a business teacher, it is my responsibility to remove the challenges and maintain a positive environment to promote the growth of the students. Hence, I focus on the safeguarding technique. It reduces inequality and enhances safety in the classroom. 

5.2: Benefits and limitations of own teaching specialty

Each business teacher has some specialism, which they use in the classroom. I prefer the combination of lecture, discussion, and presentation to promote learning in the classroom. It allows me to give maximum benefits to the students by providing knowledge that is not easily available to them students (Babadjanova, 2020). The lecture experience and the factual materials are shared with the students. Besides, lectures are good for students who prefer to learn through listening. On the other hand, the use of visual presentations is beneficial for students who like to learn through videos. Besides, I also promote discussion in the class. As a result, students can ask questions without hesitation. According to Winebrenner (2020), it increases their understanding of the topic and enables the opportunity for critical thinking. However, the main constraint here is that at the time of the discussion, all the students do not take part. As a result, some students stay behind. Besides, the actual topic became off-track due to excessive discussion in the class. However, as discussion allows the students to investigate the subject further, it generates pools of new ideas and perspectives on a topic.

5.3: Effectiveness of resources used in own area of specialism

In a classroom, the business teacher always focuses on the individual needs of the students. The resources play a big role in order to meet the objectives of the business teachers. One of the main resources that are used me is the study material custom-designed for the students. This has been done particularly for students who are dyslexic. According to the suggestion of de Jong et al. (2020), study materials are printed with a bigger and bold print for the students who are partially visually impaired, and braille prints are used for the permanent visually impaired students.  Along with that, various assistive technology is used during teaching. Some voice recognition software is used along with braille consoles, interactive whiteboards, worksheets, and others (Jerome and Kisby, 2022). Different software is used to compose the curriculum for the dyslexia student. Hence, they do not have to stress about spelling or handwriting.

Recording devices are also used to record all the lectures for the student who missed the class or was slow in writing or taking notes. However, the challenge here is to maintain the cost. All the available technologies and software are costly. Hence, the school needs to allocate more budget for teaching, which is not possible all the time (de Jong et al. 2020). Besides, students can be more dependent on technology for learning. Hence, this overreliance is not good as well.

5.4: Inclusive teaching approach, resources and technology for individual learning plan

The major objectives of the teaching are to enhance the growth of the students. Developing the skills and competency is necessary in order to meet all the learning requirements. In that aspect, use of inclusive learning technique is very beneficial for the students. Such as the business, teachers need to have proper knowledge on different learning techniques, communication technique and use of proper resources to achieve that desire outcome (Babadjanova, 2020). Hence, this can promote active engagement in the classroom. It has seen that use of pictures, audio visuals material, YouTube video increase the interest of the student and improves engagement in the class.  

5.5: Diversity and equalities in own teaching

Diversity and equality in the class are necessary to enhance the moral and ethical skills of the students. In my class, I always treat each student in the same way. In addition, students from different backgrounds, races, ethnicities, and genders study together in my class. Besides, I encourage the students to work together on the different business case studies. When there is diversity, it is common to have some conflicts. According to the discussion of de Jong et al. (2020), it is the responsibility of business teachers to take a proactive approach and solve the issues. Managing and motivating the students to work in a diverse group will help them to work effectively in diverse environments in the future. 

5.6: Adaptation of learning and teaching approach, technology, and resources

There are various approaches, which are used by the business teachers to meet the individual needs of the learner. In a classroom, there can many types of students with different needs. The delivery of speech, the use of different questions, and making smaller groups in the classroom can help to meet the needs of each student (Jerome and Kisby, 2022).  Proper resources are also needed to meet the need. Speakers, braille techniques, audiovisuals, and individual study materials are required in the classroom.

5.7: Communication with learning professionals and learners

Communication is another important part of the teaching. It is almost impossible to find the needs of the students, without communicating with them. According to Winebrenner (2020, appropriate language, vocabulary, tone, reflective questioning, and others can help to engage the student in class. Besides, comforting and compassionate behaviors with the students can help them to open up and ask queries. The role of body language and gestures cannot be ignored here. 

Task 6: Assessment of learning

6.1: Types and purpose of assessment in learning

Assessment is an important part of education. The objective of the assessment is to find the choice, strength, and lack of the curriculum. The first type of assessment is the initial assessment, which is taken before starting the course. This allows us to understand the minimum requirement in the curriculum. Other than that, diagnostic and formative basements are also taken after starting the course. Summative assessment is generally performed at the end of the course to find how much the students learn from it. According to Booth, and Kinsella (2022), as a result, the school can track the progress of the students and business teachers in the school. It also helps to find the scope of improvement.

6.2: Effectiveness of assessment methods to meet individual need

To meet the individual needs of learners, assessment is an important tool. There are many types of assessment and each of them has some limitations and strengths. The initial assessment is done in the first stage. The benefits of this assessment are huge. As stated by Saeed, Tahir, and Latif (2018), this assessment provides information about the previous knowledge, strengths, and weaknesses of the student. Hence, the teaching coordinators can suggest specific courses for the students. The next type of assessment is the diagnostic assessment. This assessment technique is used to solve issues. The business teachers take this test after a specific problem has arisen. Hence, performing this assessment helps to find the solution to the issues before it goes out of hand.

This assessment method is also beneficial to shape the course material. Besides, teaching style, resources, and duration can also be adjusted based on that. Another effective assessment method is a summative assessment. This assessment helps to determine whether the learning objective has been fulfilled or not (Dilova, 2021). The achievement of the business teachers can also be found. However, in some cases getting low marks can reduce the self-esteem of the student, which is harmful to them. 

6.3: Method and type of assessment

There are various types of assessment, which are used to understand the level of the learner. These also help to find the scope of improvement by highlighting the lack of learning. According to the experts Booth, and Kinsella (2022), some of the types of assessments are peer assessment, portfolio evaluation, pen and paper tests, and others. The role of the business teachers is to help the students engage in the assessments and produce assessment evidence. The teachers also need to evaluate the effectiveness of the assessments, which should be reliable, valid, and relevant to the learning goals.

According to the needs of the students, the selection of the assessment can be done. 

6.4: Role of feedback and questioning in assessment

Feedback and questioning are both crucial parts of the assessment. The role of the business teachers is to provide feedback based on the result of the assessment. The business teacher can use the “Praise sandwich” technique to tell them what went well in the assessment (Dilova, 2021).  Providing positive feedback at first motivates the students. In the second phase, the business teacher needs to tell what went wrong in the assessment. Constructive criticism is helpful to show the lack to the students so that they can work hard. Besides, it is the role of the business teachers to know about the background before conducting the criticism as not all students can take it positively. Hence, different models can be used based on the type of student. 

6.5: Record of outcome of assessment

Recording the outcome of the assessment is necessary as per the regulation of the quality control board and management of the institution. Besides, there is some governmental regulation as well. Keeping and maintaining the record helps to change the progress of the learner. As stated by Saeed, Tahir, and Latif (2018), the record must be kept for 3-4 years until the student completes the whole course and leaves the institution. Such as in our institution we use Turnitin, Microsoft Teams, and drives to keep all the records of assessment. It is also easier to access than accessing the hard copy. 

6.6: Communicate for assessment information with other professionals

All the information related to learner progress needs to be readily available so that the internal and external regulatory bodies can access and analyze the progress. Such as in our institution all the records of curriculum, assessment, assignments, and homework are kept safe by using different technologies and software. Besides, training is provided on data management and protection so that confidentiality can be maintained (Dilova, 2021). Various inspections are done every quarter where those records are needed. Based on the analysis of the record various important decisions are taken by the regulatory bodies.

Task 7: Implement expectations of the minimum core in planning, assessing, and delivering inclusive teaching and learning

7.1: Ways to demonstrate minimum core elements

The minimum core is defined as the subject specification, which talks about language, ICT skills, literacy, and numeracy. All these are required for the further education of the business teachers. To meet the different needs of the learner, the business teacher always has to groom himself with new knowledge and skills. Hence, planning, delivering, and assessing proper education is possible. As a business teacher, I focus on four minimum scores, which are discussed.  First is Literacy, which is defined as the ability to read, write, and demonstrate (Mukhamadovna, Sharipovna, and Supkhonovna, 2020).  This is necessary to deliver knowledge and present the teaching effectively. Language is the medium of communication. Without language, it is nearly impossible to deliver knowledge to the student. English is the most preferred language to me for teaching. Numeracy is defined as the ability to divide the work and complete it within a given period. This includes the selection of class timing duration and others. According to Rerke et al. (2020), ICT is another important part of the 21st century. The use of online material and other technology is very effective for students.

7.2: Application of minimum core elements

The main goal of an educational institute is to develop the specific skills of the students. Hence, they can use those skills in their professional lives and achieve success. To meet that goal, I teach my students about business in such a way that they can apply those skills in real situations. Besides, specific value and visions are also taught in the class. Hence, this helps to develop professionalism in the workplace. Some technical skills are also required to work in the changing environment such as communication skills, ICT, and others. I try to teach all those in my classroom. 

Task 8: Evaluation of own practice in inclusive teaching and learning

8.1: Review the effectiveness of your own practice

To provide the experience of an inclusive program to the students, I prefer an initial assessment in the first place. Hence, the result of the assessment helps me to develop an individual learning plan based on the current knowledge and needs of the students. There are various processes for conducting an initial assessment such as one-to-one interviews, observation, and analysis of the previous record (Chan, 2018). All of this is done to find the interest of the student. Based on that assessment result, the lesson plan for the student is developed. According to my experience, this is a very effective way of developing lesson plans. As the preference of the student is known, an individual learning plan can be developed. A customer lesson plan is always better than a generic lesson plan as the customized one targets some specific gap to mitigate (essentialschools.org, 2022). Besides, discussion in class is very important to me. At the time of learning from the business teachers, the students can have much confusion, as all the topics are new to them. It is the responsibility of the business teachers to solve all the queries. To support this, I allow my students to ask questions and share their views in the classroom.

Besides, the focus is also given to the development of ILP, where lesson plans, monitoring, and amendments all are included accordingly. I also promote the use of "SMART goal" techniques in the classroom. As stated by the experts like Chan, (2018), SMART goals are designed for each student separately and those are assessed periodically to find whether the goal is meeting or not. I also make time to receive feedback from the students and other stakeholders. Hence, this helps to improve the teaching quality. The feedback can be taken by different techniques such as portfolios, individual presentations, tests, Q&A season, and others (essentialschools.org, 2022). Hence, it can be said that I capitalized on the student-centric approach to provide an "effective inclusive learning program". Providing a focus on the distinct view, aspirations, and need to motivate them to learn more and meet the learning goal.

8.2: Identification of the areas of improvements

There is always an area for improvement in the professional setting. When I provide an inclusive learning program, I also have some shortcomings, which can be improved. Different skills and technologies are improving with time. To be a good business teacher, the person must be updated with those skills. The first thing that I need to improve is the action playing techniques. Though I promote the use of SMART goals, a specific action plan is needed to meet those goals (Cassidy, Franco, and Meo, 2018). However, sometimes it's hard to develop effective lesson plans, especially with deadlines. Sticking to those plans is another challenge here. Hence, those need to be mitigated.

The second thing is being aware of the qualification requirement. Unlike in previous days, the requirements for soft skills and ICT are changing rapidly. Business teachers need to maintain the same pace in this rapidly changing environment to be updated (Zakhir, 2018). Besides, various certification courses are available to a master of a specific part. Identifying the lack is the first step here. Such as, I am good at safeguarding. Hence, I need to focus on other skills such as communication for improvement.  The responsiveness to students and their peers also needs to be improved (Cassidy, Franco, and Meo, 2018). Proper response is important in the case of vulnerable and minorities students, who are partly or completely dependent on other people. Hence, better response techniques should be developed to support those groups in the schools.

Another important skill is leadership. Leadership is a quality that allows the individual to guide or influence others. Business teachers also need to have those leadership qualities to motivate and influence students in a good way. Only studying the textbook is not enough for the student. They need to develop moral and ethical knowledge, soft skills, and others. According to Ziyadin et al. (2018), without having leadership skills, a business teacher can't teach these skills. Hence, I will do a course separately in my spare time to develop my leadership qualities. There are many types of leadership styles available. However, due to its relevance to the teaching profession, the "transformational leadership style" will be chosen.

Conclusion

It can be concluded from the above discussion that proper teaching and assessment techniques are very important to being a good business teacher. The role of the business teachers is to help the students learn and help the institute meet their objectives. Proper skillset, ethics, vision, and professionalism can help to achieve that. 

Reference list

Book

Winebrenner, S., 2020. Teaching gifted kids in today's classroom: Strategies and techniques every teacher can use. Free Spirit Publishing.

Journals

Anyon, Y., Lechuga, C., Ortega, D., Downing, B., Greer, E. and Simmons, J., 2018. An exploration of the relationships between student racial background and the school sub-contexts of office discipline referrals: A critical race theory analysis. Race Ethnicity and Education, 21(3), pp.390-406.

Babadjanova, N., 2020. Effective classroom management techniques for the curriculum of the 21st century. Science and Education, 1(7), pp.281-285.

Bathmaker, A.M. and Pennacchia, J., 2022. Who governs and why it matters. An analysis of race equality and diversity in the composition of further education college governing bodies across the UK. Journal of Vocational Education & Training, pp.1-19.

Booth, N. and Kinsella, V., 2022. The importance of threshold concepts and formative assessment in lower-secondary school group composing. British Journal of Music Education, pp.1-12.

Campbell, S.L. and Ronfeldt, M., 2018. Observational evaluation of teachers: Measuring more than we bargained for? American Educational Research Journal, 55(6), pp.1233-1267.

Campoy, R. and Xu, Y., 2018. Using Teaching Videos to Integrate the Danielson Framework for Teaching into Secondary Certification Programs. SRATE Journal, 27(2), pp.1-10.

Cassidy, K., Franco, Y. and Meo, E., 2018. Preparation for Adulthood: A Teacher Inquiry Study for Facilitating Life Skills in Secondary Education in the United States. Journal of Educational Issues, 4(1), pp.33-46.

Chan, W.M., 2018. Teaching in HIGHER education: Students’ perceptions of effective teaching and good teachers. Social Sciences and Education Research Review, 5(1), pp.40-58.

Darounkola, E.R., Yaqubi, B. and Khonamri, F., 2022. Teaching Collaborative Ground Rules through Peer Modeling: Changes in Pair Participatory Patterns. Iranian Journal of Language Teaching Research, 10(1), pp.57-79.

de Jong, P.G., Pickering, J.D., Hendriks, R.A., Swinnerton, B.J., Goshtasbpour, F. and Reinders, M.E., 2020. Twelve tips for integrating massive open online course content into classroom teaching. Medical Teacher, 42(4), pp.393-397.

Dilova, N.G., 2021. FORMATIVE ASSESSMENT OF STUDENT'S KNOWLEDGE–AS A MEANS OF IMPROVING THE QUALITY OF EDUCATION. Scientific reports of Bukhara State University, 5(3), pp.144-155.

Flensner, K.K. and Von der Lippe, M., 2019. Being safe from what and safe for whom? A critical discussion of the conceptual metaphor of ‘safe space’. Intercultural Education, 30(3), pp.275-288.

Govender, R.G. and Govender, D.W., 2019. Learning geometry online: A creative individual learning experience. International Journal of eBusiness and eGovernment Studies, 12(2), pp.151-165.

Hummes, V.B. and Breda, A., 2019. Combined Use of the Lesson Study and the Criteria of Didactical Suitability for the Development of the Reflection on the Own Practice in the Training of Mathematics Teachers. Acta Scientiae. Revista de Ensino de Ciencias e Matemática, 21(1), pp.64-82.

Hutchison, A.C. and Woodward, L., 2018. Examining the technology integration planning cycle model of professional development to support teachers’ instructional practices. Teachers College Record, 120(10), pp.1-44.

Imants, J. and Van der Wal, M.M., 2020. A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), pp.1-14.

Jerome, L. and Kisby, B., 2022. Lessons in character education: Incorporating neoliberal learning in classroom resources. Critical Studies in Education, 63(2), pp.245-260.

Keisu, B.I. and Ahlström, B., 2020. The silent voices: Pupil participation for gender equality and diversity. Educational research, 62(1), pp.1-17.

Makovec, D., 2018. The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering, and Education, 6(2), p.33.

Mukhamadovna, T.M., Sharipovna, H.A. and Supkhonovna, H.N., 2020. The system of development of professional competence in future primary school teachers. System, 7(13), p.2020.

Panjaitan, R., Murniarti, E. and Sihotang, H., 2021. Learning Plan with Blended Learning in Elementary School. Advances in Social Sciences Research Journal, 8(2), pp.558-573.

Rerke, V.I., Tatarinova, L.V., Bubnova, I.S., BABITSKAYA, L.A. and Bakhareva, E.V., 2020. Creativity and innovations of teachers of the modern school. Empirical aspect. Revista Espacios, 41(06).

Saeed, M., Tahir, H. and Latif, I., 2018. Teachers' Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools. Bulletin of Education and Research, 40(1), pp.115-130.

Silalahi, T.F. and Hutauruk, A.F., 2020. The application of cooperative learning model during online learning in the pandemic period. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 3(3), pp.1683-1691.

SULYMA, V., Ruslan, D.U.K.A. and VERHOLAZ, ?., 2018. Why Do I Need Medical Students for an Individual Plan of a Training Process?. The Eurasia Proceedings of Educational and Social Sciences, 9, pp.178-181.

Tavoosy, Y. and Jelveh, R., 2019. Language teaching strategies and techniques used to support students learning in a language other than their mother tongue. International Journal of Learning and Teaching, 11(2), pp.77-88.

Yalcin Arslan, F., 2019. The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study. TESOL journal, 10(2), p.e00409.

Zakhir, M., 2018. The role of ICT in teaching ESP classes. International Arab Journal of English for Specific Purposes, 1(1), pp.21-36.

Ziyadin, S., Shash, N., Kenzhebekova, D., Yessenova, G. and Tlemissov, U., 2018. Data on the role of leadership in developing expertise in teaching in developing countries. Data in brief, 18, pp.1127-1133.