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1.
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   

2.
Current research in developing countries on the inservice education and training of teachers (INSET) and on the effects of examinations on classroom practice is reviewed. Major issues on each topic are outlined, research findings are summarized, and selected abstracts of current empirical research in five developing countries are provided, along with brief, annotated reference lists. The main trends apparent with INSET are emphases on the professional development of teachers, and increased attention to school-focused INSET. No firm conclusions from the research evidence can be drawn yet, with some expensive successes contrasting with cheaper alternatives to accepted practice. The conclusion from the literature on examinations is that it is a necessary but not sufficient condition that attempts to change classroom practice should not be incongruent with teachers' and pupils' perceptions of the requirements of any public examination system.  相似文献   

3.
《师资教育杂志》2012,38(2):120-132
Recent years have witnessed considerable growth of emphasis in the inservice education and training of educational personnel. It has come to be generally accepted that the pace of social and educational change makes preservice training an inadequate basis for long‐term professional competence, and that inservice training is an essential instrument for updating and upgrading staff. In contrast to preservice training, inservice courses can often be more easily related to the practicalities of the education profession, and several models of inservice training avoid removing staff from the workforce. Inservice practices are not usually without problems, however, many of which may be logistical and financial constraints arising from the decision to cater for trainees in their workplaces rather than in one central location.

This paper highlights some of these issues by reference to the experience of several less developed countries, and in particular by reference to practices in Papua New Guinea. For over a decade, university inservice courses have been organized in Papua New Guinea for school teachers and a variety of educational administrators. These programmes were developed independently of ‘main stream’ thinking on INSET, but analysis of their operation within a more general and contemporary theoretical context sheds useful light on issues of international interest.  相似文献   

4.
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   

5.
A survey of Florida school counselors' need for inservice training in handicapped student education indicates that, although counselors spend a significant portion of their work time with guidance activities for handicapped students, they have received inadequate preparation, in both preservice and in-service training.  相似文献   

6.
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   

7.
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   

8.
ABSTRACT: A Dairy Foods Curriculum Packet and inservice training were provided to South Dakota high school agricultural education instructors. Instructors rated barriers to implementation of teaching dairy foods as "small to medium barriers." After curriculum distribution and inservice training, more than half of instructors indicated an increase in class time spent on dairy foods instruction. More than half of instructors taught a greater variety of dairy foods topics after receiving the curriculum. More than 1/3 of instructors who increased dairy foods instruction attributed 75% or more of their increase to the packet and inservice. High school dairy foods education can be enhanced by providing curriculum and training to instructors. Dairy foods education is necessary to ensure high school graduates are educated about dairy products and exposed to potential dairy science careers.  相似文献   

9.
This is the report of a two-year study using qualitative research methods to assess the training needs of science teachers in southern Florida. The respondents included individuals and groups comprising the educational enterprise and those outside the enterprise with the ability to influence policy in science education and implementation of that policy in Florida. The study resulted in recommendations describing the desired state for graduate training leading to a master's degree in science education and has implications for noncredit inservice activities.  相似文献   

10.
A central component of government strategies for improving the quality of education and the implementation of new programs and policies is often the short inservice course. The context for this particular study was the National Computer Education Program in the State of Victoria, Australia. Week-long courses were provided from 1984 to 1986 for over 2,000 teachers on the applications of microcomputers in schools at a cost of approximately $2m. Policy-makers within the State Program had a second agenda: that course participants would act as “change-agents” when they returned to their schools. Teachers were surveyed up to 2 years after attending the course about the extent to which they had implemented course objectives. What had been done varied greatly from school to school and the factors which mainly accounted for this variation were the levels of administrative support and follow-up assistance teachers received after their course. The study indicates that returns from investments in inservice education by school systems will be limited if the need for such support and assistance is not anticipated; that is, if planning for policy implementation goes no further than the provision of inservice courses alone, without the orchestration of follow-up support, both from within the school and from external sources.  相似文献   

11.
Abstract

The instructional elements of inservice training sessions that prepare teachers to implement innovations were investigated. Workshops conducted by trainers from exemplary programs sponsored by the National Diffusion Network were observed to describe the content and activities in terms of number of minutes and percentage of time. Changes in teachers' concerns were measured by the Stages of Concerns Questionnaire. The results indicated that content topics classified as introduction, skills, organization, and theory were related to changes in teachers' concerns following training. In contrast to previous research, the measure of time spent in training activities classified as presentation, example, application, and feedback were not as critical to resolution of concerns.  相似文献   

12.
Abstract

The focus of this study was to explore the opinions, knowledge and requirements of regular primary school teachers who taught in schools where children with hearing impairments were included. A questionnaire which covered the four aspects, was used to collect data on a sample of 104 regular school teachers. Results indicate that teachers who taught these children had more knowledge about hearing impairment than those who did not. The majority of teachers expressed a positive attitude towards inclusion and there was no difference in the opinions of teachers concerning inclusion. On seeking teachers' views on their requirements when helping children with hearing impairments, seminars and short courses, full-time in-service training, sign language and equipment were the four major factors suggested. The implementation of the results was discussed in relation to the INSET requirements of teachers and the education of the children with hearing impairments in included settings.  相似文献   

13.
The purpose of this paper is to examine the effect of head teachers' background characteristics on the entrepreneurship education of schools. The study analyzes how the background characteristics of head teachers explain the implementation of entrepreneurship education in schools. The methods applied were analysis of variance and linear regression analysis. The data consists of 135 Finnish general education head teachers. The results show that while the head teachers and schools bring out some interesting differences, only the school level and the head teacher's training in entrepreneurship education can help to anticipate entrepreneurship education activities in the school.  相似文献   

14.
This paper describes a school management development programme aimed at developing managerial skills and responsibilities across the whole school staff. The paper describes why there is possibly some antipathy to this topic for in‐service education and training (INSET). The approach chosen was to use teachers’ current managerial tasks as the focus for the development so that in conjunction with extant self‐study materials, teachers could design their own INSET appropriate to their current perceived needs.  相似文献   

15.
The current study evaluated the effectiveness of a training program for inservice secondary school teachers in classroom management. In a non-randomized pre-post-design, 19 teachers participated in a newly developed training (the intervention group) and 18 teachers participated in a control training (the control group). All participants reported better knowledge of classroom management after training. However, hypothesized positive effects on teachers' competencies and increased student engagement occurred only in the intervention group. These findings are supported by participants' reported high subjective validity of the training. Further research is needed to study sustainability of the observed effects.  相似文献   

16.
School psychology is experiencing a shortages crisis. Within this two‐part study, the Social Cognitive Career Theory was used to examine the impact of video interventions on students' choice and application to school psychology programs. A sub‐sample of participants were followed across 4 years. Findings suggest that, when measured immediately before and after, a short video intervention had a significant impact on participants' perceived knowledge and intentions to apply to a school psychology training program. However, when measured across several years, the video was not found to have a significant impact on actual application to a school psychology training program. Nevertheless, exposure to school psychology from multiple sources was still found to be the best predictor of actually applying to a school psychology program. Study results highlight the importance of concerted efforts throughout the career development pipeline to expose students to the profession of school psychology.  相似文献   

17.
Counselor education programs must respond to the need for inservice education for practicing, school counselors. The Extern Program described here is designed to provide inservice education through didactic, experiential learning activities implemented on a one weekend per month schedule for nine months. The weekend training involves new developments in the field of counseling, problem solving with a focus on concerns brought to the sessions by the counselors, and new developments in the behavioral sciences outside education. Each weekend is divided into eight phases as follows: (1) didactic input with the topic related to the field of counseling; (2) synthesis and discussion of didactic input with small-group interaction; (3) participant problem solving with small-group interaction; (4) group problem solving with large-group discussion and synthesis; (5) didactic input with the topic relevant to counselor education; (6) synthesis and discussion of didactic input with small group interaction; (7) didactic input with the topic being behavioral science developments outside education; and (8) synthesis and discussion of didactic input with small-group interaction. An evaluation plan is also discussed.  相似文献   

18.
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   

19.
Numerous educational reforms have been initiated in Serbia since 2000. The aim of this study was to examine education policymaking in Serbia in order to provide policymakers and stakeholders with recommendations on how to minimize pitfalls and increase success of future educational endeavors. In the study, we utilized the education policy cycle heuristic to analyze formation, implementation, and evaluation of three major education policies in Serbia: in-service training of teachers (INSET), school development planning (SDP), and inclusive education (IE). Examining three reforms simultaneously enabled us to identify major characteristics of Serbian policymaking, regardless of the reform content. We also relied on educational change literature, so that we could assess complex contexts of reforms. Finally, considering the importance of school staff during implementation, we examined education policymaking in Serbia through the eyes of over 1,800 teachers, counselors, and principals. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order.  相似文献   

20.
This paper describes the structure and unique features of an inservice training course for science teachers (Pädagogik und Fachdidaktik für Lehrer, PFL). The course is based on the view that most issues of classroom practice are at the same time issues of pedagogy, methodology and subject knowledge. Therefore, the close connection between the participants' work required during the course and their teaching situation is most important: the teachers selected issues of direct concern to their daily work, performed research on these issues by methods of action research, analysed their findings, took appropriate action and documented the process in written form. They were supported by a team of mentors. A preliminary evaluation indicates a high degree of satisfaction of the participants and provides suggestions for the improvement of initial teacher education. In the PFL-project inservice science teacher education is considered not only an opportunity for professional development of individual teachers, but also a contribution to the development of science education and—in a larger context—school development.  相似文献   

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