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1.
This study aims to evaluate the effectiveness of in‐service courses conducted by the Ministry of National Education in order to inform teachers about the changes introduced by the new primary and secondary school curricula. The study also aims to reveal whether these changes have entered the classrooms based on the teachers’ views of the INSET courses they attended. For this purpose, semi‐structured interviews were conducted with both primary and secondary school teachers during the 2007–2008 academic year. Data were analysed based on the effective INSET criteria identified from the literature. According to the findings, the INSET courses were found to be ineffective, mainly in terms of the quality of the instructors, teaching methods employed, duration of the courses and support after training. Suggestions to conduct effective INSET courses, especially when change is afoot, are included at the end of this paper.  相似文献   

2.
The paper describes a cyclical model for the identification of training and staff development needs within a local education authority. The features of the model include local representation of school staff, prioritisation of needs and the evaluation of training effectiveness in schools. Evaluation of the model suggests that it is more effective than previous strategies at determining school based needs and responding to those needs. The INSET courses designed using this model appear to result in more frequent school based developments than did previous models of INSET provision.  相似文献   

3.
Storytelling     
This paper outlines the early history of whole school literacy policies in secondary schools. It examines the implications of their failure in the aftermath of the Bullock Report. It draws on School Improvement theory to make a case for an experientially based approach to policy making. It describes a case study school, where a large group of subject teachers are receiving training to become writing coaches. This practical training complements INSET on language across the curriculum and the writing of a new policy. The authors conclude with some positive, initial outcomes from the planned evaluation, and ask that any readers engaged in similar research contact them.  相似文献   

4.
The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior toward children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principals' expectations (subjective norm) predicted teacher behaviors. Teachers who had attended more in-service training (INSET) sessions held more positive feelings, but teachers with more experience were less willing to work with children with SEBD. Findings suggest that school principals have a central role in promoting an inclusive ethos within their schools. INSET could focus more on challenging beliefs.  相似文献   

5.
《师资教育杂志》2012,38(2):144-155
Between 1975 and 1980 the Organization for European Co‐operation and Development's (OECD) Centre for Educational Research and Innovation (CERI) engaged in a major project to enable its member countries to share experience of innovatory approaches to the in‐service education of teachers. This paper refers briefly to one strand of the project ‐ the collection and synthesis of case‐study material ‐ and describes in more detail the second strand: the co‐development work on the themes of teacher participation, evaluation, training the trainers, and the development of training materials. A preliminary evaluation is offered of the benefits gained in terms of accessing the international network, the motivation of participants, the development of in‐service education for teachers (INSET) research, and influences on national policy.  相似文献   

6.
Any implementation of an inclusive policy is largely dependent on educators’ attitudes. In Turkey, many teachers who educate preschool children with Special Educational Needs (SEN), and who have not received in‐service teacher training (INSET) are observed to have negative attitudes towards their SEN students. The aim of this article is to examine differences between the attitudes of preschool teachers before and after an INSET course. Sixty‐six preschool teachers were selected for this study which had a single group pre–post‐test design. The teachers’ opinions and attitudes relating to mainstreaming SEN students in regular educational environments were assessed using the ‘Opinions Relative to Mainstreaming’ scale. The data indicate that these teachers were affected by the INSET programme in such a way that their attitudes towards the inclusion of SEN students became more positive.  相似文献   

7.
《师资教育杂志》2012,38(1):46-54
This study describes the development and dissemination of a multi‐media package for inservice education for ‘teachers’ (INSET) in social‐service settings, and details its effectiveness when used in a variety of services with a diversity of staff. Three elements, critical to the success of this model, are identified and discussed. It is argued that this approach is a feasible strategy for future developments.  相似文献   

8.
This study aims to compare the INSET needs of non-specialist teachers as perceived by these teachers, with the views of their INSET providers. The case of the non-specialist physics teacher in Swaziland is used as an example. Questionnaires and semi-structured interviews were used to collect perceptions of the problems of teaching various physics topics and skills, and of handling different pieces of physics equipment. The results show that the ranking of INSET needs are broadly similar for both providers and teachers. Important ranking differences relate to INSET support with teaching dynamics and circuit electricity. In addition, providers and teachers express diverging views on the type of INSET needs with using some demonstration equipment and with teaching a number of manipulative skills. The differences are attributed to varying specialist training, professional development, or personal goals for science education. Strategies are recommended to converge the perceptions of the INSET needs.  相似文献   

9.
The goal of this study is to determine which features effective in‐service activities must have, and to what extent designers of in‐service activities take these features into account. The study is also directed at the relationship between these features of in‐service activities and their implementation and impact characteristics. On the basis of a Delphi‐study, a survey was carried out among teachers, principals, in‐service education and training (INSET) trainers and school counsellors. This article presents the data gathered on programme participants’ and trainers’ opinions and beliefs about effective in‐service and about implementation and impact characteristics. The study also examines the extent of the oft reported critical comments on in‐service activities. In spite of extensive criticism about the value of in‐service education, most participants are positive about the design and execution of the activities. However, INSET has to be closely watched for effectiveness, especially where it concerns applicability and functionality. This is generally judged to be insufficient.  相似文献   

10.
《师资教育杂志》2012,38(1):3-4
This article reports on In‐Service Education and Training (INSET) workshops offered in Limpopo and Mpumalanga Provinces in the field of environmental education. The purpose of these workshops is to assist practising teachers to enhance their teaching skills, to infuse environmental education in their teaching and to participate in solving environmental problems in their communities. Aspects of the workshops were assessed using a questionnaire which was completed by teachers on conclusion of the workshops. These data are provided as well as recommendations provided by the attendees. Although this is a case study report where findings are usually not perceived to be generalisable, it is believed that the participants' perceptions of and recommendations for improving INSET opportunities could substantially inform similar INSET initiatives.  相似文献   

11.
This article explores teachers’ reactions to changing management cultures and argues for a complex reading of their responses. Data from an ethnographic study of a primary school are used to illustrate the restructuring of the teachers’ work since the mid‐1980s. Different teacher strategies were developed in response to changes in the managerial control of their work and dominant management constructions of professionalism. Whereas teachers in an occupational culture, the ‘old professionals’, largely resisted the changes but subsequently left the school or left teaching, the ‘new professionals’ complied with some of management's changed expectations of them, but resisted others. In the new managerialist culture the teachers experienced new forms of control and their roles increasingly included managerial tasks. The article concludes by suggesting that measures for policing teachers’ work, such as inspection and school self‐management may limit the spaces in which teachers can use strategies of resistance within accommodation.  相似文献   

12.
Schemes aiming to promote free movement for teachers and other schemes stressing the European dimension of school teaching should be distinguished. The latter affect most teachers. Difficulties arise from the need of harmonising the different educational systems, vis‐à‐vis the shortage of time allotted to the training of teachers. Increasing familiarity with foreign languages should not hide other pedagogical, administrative or financial difficulties. Harmonisation can be promoted, for instance, by: (1) a pattern of training encouraging trainees to produce their own instruments; (2) positive relationship between initial training and INSET, at the same geographical scale, on a module‐based pattern; (3) training based on mutually shared educational projects. Two cases are analysed, showing the relationship between European dimension and teachers’ exchange.  相似文献   

13.
A school has used a full‐time post as teacher researcher, supporting a curriculum development team, and herself being supported by a consultant from Higher Education. Issues and outcomes are discussed including the role of data collection in educational decision‐making, and ways in which both the teacher‐researcher, and her colleagues must rethink their planning approach. Finally, we consider how this model might be developed under grist to evaluate whole‐school effects on INSET.  相似文献   

14.
The emphasis on more overt managerial actions by primary school head teachers is considered, in relation to the effects of this change on their work‐styles. Methods of studying managerial work are highlighted before the outcomes of North American and Australian research on elementary school principalship are offered. The lack of systematisation and the methodological weaknesses in the British research on primary headship are highlighted, while a survey of recent research reveals the limited knowledge. It is argued that systematic study of head teacher activity could be a valuable tool in refining models for head teacher development.  相似文献   

15.
Nowadays, a considerable amount of time, money, and energy is invested in inservice education or training (INSET). Yet, our knowledge of design features and implementation conditions in schools that make INSET effective, is still limited. To examine the outcomes of inservice activities the impact ratings of a sample of teachers and principals who participated in individual-based and school-focused INSET were regressed on school characteristics, features of inservice programs, implementation characteristics, and types of inservice activity. Findings from this study suggest that some school characteristics, features of inservice programs, and implementation characteristics contribute to the impact of inservice training. Variables like external support, hours spent on INSET activities, degree of participation,. teacher educators' competence, implementation conditions, and the use of principal's steering functions are subject to alteration to increase inservice training effectiveness.  相似文献   

16.
The problem of significant numbers of unqualified and underqualified primary teachers is critical in some African countries. As INSET (In-service Education and Training) is the only training these teachers receive, effective INSET practice is of concern to INSET planners seeking to address this problem. This article explores effective INSET strategies: the criteria for effectiveness being implementation of the training in the classroom. It presents an effective cyclical INSET model, entitled the INSET Strategies Model, which was used to guide a three-year (1995–1997) INSET programme for 145 unqualified and underqualified primary teachers in Namibia. The programme sought to develop teachers' basic teaching, English Language Teaching (ELT) and learner-centred skills, in order to support their efforts to implement reforms related to ELT introduced in Namibia in the early 1990s. The article discusses the stages of the model, each of which corresponds to an INSET strategy: needs assessment, organisation, determination of content, training process, follow-up and evaluation. The underlying change framework of the model, particularly the extent to which it takes micro-implementation factors into account, is offered as one explanation for its success. These factors are the objective and subjective realities within which teachers work.  相似文献   

17.
This in‐depth study of the experiences of 4‐year‐olds in five schools (two nursery, three primary) indicates that, in the primary schools, quality provision is dependent in part on LEA admissions policies and school resourcing levels. Quality provision is seen to be further hindered by perceptions of nursery nurses’ and parental usefulness, lack of appropriate INSET, as well as the relatively low status of reception teachers.  相似文献   

18.
Abstract

In this paper, the writer, a senior teacher in a comprehensive school, describes his role as a critical friend to two teachers who were undertaking self‐initiated action research projects as part of a school‐based, award‐bearing curriculum development scheme offered in conjunction with the local higher education institute (HEI). He concludes that such a relationship, in providing both challenge and support for colleagues who are attempting to improve practice, is a powerful vehicle for the professional development of teachers and has a positive impact on whole‐school development.  相似文献   

19.
This mixed‐method study examined characteristics and predictors of teacher collaboration. Limited research exists that describes the characteristics of teacher collaboration, and surprisingly little work explains the ways in which teaching experience and teachers’ perceptions of the school environment influence teacher collaboration. Questionnaire data were collected from a sample of 118 elementary school teachers in six schools in a northeast urban school district, and interviews were conducted with administrators in each school. Three schools were in their second year implementing the Responsive Classroom ® (RC) approach, and three schools were comparison schools. Teachers reported collaborating approximately once or twice per month, generally with fellow grade‐level teachers about student‐centered topics. Teachers in RC schools reported more frequent formal collaboration than comparison school teachers. In regards to predicting teacher collaboration, teachers who used more RC practices and/or resources reported collaborating more, valuing collaboration to a higher degree, and perceiving greater involvement in school decision‐making, controlling for whether they taught at a RC school. Also, teachers’ perceptions of the school environment related positively to teacher collaboration. The current study adds to the understanding of teacher collaboration and its antecedents, contributing uniquely to the literature on how a school‐wide educational initiative is associated with teachers’ perceptions of their school environment as well as their collaborative behaviors and beliefs.  相似文献   

20.
Current research indicates that new teachers want to be involved in school‐level decision‐making. Upon entering the profession, many novice teachers are surprised and disillusioned to find they have considerably less involvement and influence than expected. Based on strategies that have been developed, revised, and refined over a number of years in two teacher preparation programs in the eastern US, the current discussion proposes that teacher preparation programs incorporate training in school‐based management as a means to better prepare new teachers for the political realities of the profession. Intended for teacher educators, this paper describes how the research component common to most teacher education programs can be used as a venue to train teacher candidates in school‐based management.  相似文献   

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