A training programme on managing science class interactions: Its impact on teachers' practises and on their pupils' achievement

This research evaluates the impact of a training programme on trainee physics and chemistry teachers, focusing on the way pupils' explanations are dealt with during teacher-pupil interaction. The population is composed of 10 teachers and 303 pupils, from which the experimental sample was taken (8 teachers and 172 pupils). The qualitative analysis of the recordings of the sessions shows that teachers, after training, are more ready to take pupils' productions into account, use a greater number of appropriate arguments, and are more frequently aware of pupils' misconceptions. A quantitative analysis of the achievement of pupils whose teachers followed the complete programme indicates that pupil outcomes improve. The conditions required for this training to be effective are also explored.     

National Qualifications Framework and TVET teacher competence frameworks: A neglected dimension of qualifications reforms?

This article examines the interplay between qualification systems reforms and technical and vocational education and training (TVET) teachers' competences and qualifications in the context of the future of work and learning, and the United Nations Sustainable Development Agenda. The article reviews international standards and trends and examines a range of country case studies. The concluding section focuses on future scenarios for TVET Teachers Competence frameworks.