Sentence examples for teachers proficiency from inspiring English sources

As already discussed, teachers' proficiency may have a direct effect on teaching and learning.

In fact, teachers' proficiency, motivation, and identity may affect what students learn in L2 classroom (Valmori and De Costa 2016).

As it seems, there are a great deal of inconsistencies and paradoxes in teachers' proficiency, assessment ability, and WCF practice which are taken for granted.

As these researchers suggested, consistent and explicit use of the definition of multiplication can support the development of teachers' proficiency with quantitative reasoning, which may further provide a basis for PTs to unpack mathematical tasks in ways that prompt students' mathematical reasoning and explanations.

New York City is in bad shape in both of those areas, even as the evidence piles up that smaller classes and greater teacher proficiency have a dramatically beneficial effect on student performance.

Moreover, regarding the Iranian context, we need to establish a teacher language proficiency benchmark, design teacher proficiency tests, and also require providers of teacher training and teacher education courses to revise the content of such programs to include writing instruction and assessment.

The Teacher Inquiry Rubric (TIR) is a four-level rubric assessing teacher proficiency in guiding students to develop necessary skills in science questioning, investigating, explaining, communicating, and applying science knowledge to a new situation (Nugent et al. 2011).

Evidence from research conducted by Teacher Initiative in Sub-Saharan Africa in partnership with the Uganda Ministry of Education Science, Technology and Sports in 2013 revealed worrying low levels of subject mastery among primary teachers, with teacher proficiency levels averaging 37% in oral reading, 66% in numeracy, and 73% in literacy.

This is accomplished through the benchmark assessment providing current information about where a given teacher's teacher language proficiency is and suggesting directions for potential future improvement.

As Richards (2017) highlighted, future research needs to focus on the role of teacher language proficiency in shaping teachers' practice in classroom and the differential effects of teacher language proficiency on different language skills and various aspects of classroom instruction.

In such situations only a single set of four construct scales would be inadequate to describe a given EFL teacher's multifaceted teacher language proficiency.