scholarly journals Towards Professional Development: Training Needs Assessment of Primary School Theater Teachers in Greece

2021 ◽  
Author(s):  
Vasileios Pavlou ◽  
Evaggelos Anagnou ◽  
Iosif Fragkoulis
Keyword(s):  
Primary Schools ◽  
Professional Training ◽  
Training Needs ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Training Needs Assessment ◽  
Professional Development Training ◽  
Visual Artist ◽  
Theater Teachers ◽  
A Minor

The purpose of this research is to investigate the professional training needs of theater educators, as they arise based on their views, who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). In some cases, research addressed in training needs that music educators or visual artist have, but not for training needs theater educators have. Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, until 2019, the Greek ministry of education considered the in job-training of theater educators a minor issue. For those reasons, emerged the importance of a research for the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

scholarly journals Towards Professional Development: Training Needs Assessment of Primary School Theater Teachers in Greece

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Vasileios Pavlou ◽  
◽  
Evaggelos Anagnou ◽  
Iosif Fragkoulis
Keyword(s):  
Primary Schools ◽  
Professional Training ◽  
Training Needs ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Training Needs Assessment ◽  
Professional Development Training ◽  
Visual Artist ◽  
Theater Teachers ◽  
A Minor

The purpose of this research is to investigate the professional training needs of theater educators, as they arise based on their views, who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). In some cases, research addressed in training needs that music educators or visual artist have, but not for training needs theater educators have. Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, until 2019, the Greek ministry of education considered the in job-training of theater educators a minor issue. For those reasons, emerged the importance of a research for the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

scholarly journals Towards Professional Development: Training Needs Assessment of Primary School Theater Teachers in Greece

2021 ◽  
Author(s):  
Vasileios Pavlou ◽  
Evaggelos Anagnou ◽  
Iosif Fragkoulis
Keyword(s):  
Primary Schools ◽  
Professional Training ◽  
Training Needs ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Training Needs Assessment ◽  
Professional Development Training ◽  
Visual Artist ◽  
Theater Teachers ◽  
A Minor

The purpose of this research is to investigate the professional training needs of theater educators, as they arise based on their views, who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). In some cases, research addressed in training needs that music educators or visual artist have, but not for training needs theater educators have. Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, until 2019, the Greek ministry of education considered the in job-training of theater educators a minor issue. For those reasons, emerged the importance of a research for the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

scholarly journals Training Needs of Primary School Theater Teachers: A Greek Case Study

2020 ◽  
Vol 3 (4) ◽  
Author(s):  
Vasileios Pavlou ◽  
◽  
Evaggelos Anagnou ◽  
Iosif Fragkoulis
Keyword(s):  
Qualitative Research ◽  
Thematic Analysis ◽  
Primary Schools ◽  
Training Programs ◽  
Training Needs ◽  
Visual Artists ◽  
Structured Interviews ◽  
Theater Teachers ◽  
A Minor

Aim of this paper is to investigate the training needs of theater educators who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, the in-job-training of theater educators has been at least a minor issue. For this reason, it was considered important to study more specifically the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.

scholarly journals TRAINING NEEDS ASSESSMENT FOR SMALL BUSINESSES: THE CASE OF THE HOSPITALITY INDUSTRY IN JORDAN

2022 ◽  
Vol 40 (1) ◽  
pp. 20-29
Author(s):  
Ali S. HYASAT ◽  
◽  
Ghazi A. AL-WESHAH ◽  
Dana F. KAKEESH ◽  
◽  
...  
Keyword(s):  
Small Businesses ◽  
Hospitality Industry ◽  
Training Needs ◽  
Training Methods ◽  
Structured Interviews ◽  
Face To Face ◽  
Training Needs Assessment ◽  
The Status ◽  
Training Programmes ◽  
Training Need

This study is designed to assess and identify the status of hospitality training needs, methods and potential challenges within the hospitality industry, in order to recognize gaps and develop training programmes that address and enhance the competitiveness of small businesses within it. A qualitative approach was employed, whereby face-to-face and semi-structured interviews were conducted with 60 owners and managers of small businesses in the hospitality industry. Using thematic analysis, the study concludes that communication skills, especially foreign languages, are the most the important training need at both managerial and operational levels. Moreover, the study found that on-the-job training is one of the most important training methods. Furthermore, a lack of training budgets is found to be the most critical challenge to training. The study provides empirical evidence and practical implications for decision-makers in the hospitality industry.

Leadership and school success: Barriers to leadership in Botswana primary and secondary schools

2017 ◽  
Vol 47 (3) ◽  
pp. 443-456
Author(s):  
Bernard Moswela ◽  
Keonyatse Kgosidialwa
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
School Success ◽  
School Leaders ◽  
Management Team ◽  
Senior Management ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Democratic Leadership ◽  
The Subject

This paper explored two issues as follows: the influence school leaders have on school performances and factors that hinder school leaders’ efforts to achieve school success in Botswana secondary and primary schools. The subjects of the study were 199 teachers and 21 members of the senior management team in primary and secondary schools in Botswana. The participants were to analyse, through semi-structured interviews and a closed-ended questionnaire, the leadership patterns of their leaders and the barriers to effective leadership in schools. The findings revealed that, generally, leaders in Botswana schools practise democratic leadership although not without barriers. Chief among the barriers are the imposition of policies through numerous directives from the Ministry of Education and drug abuse by students supplied by some adults in society. The study ends with a conclusion that draws from the discussion of the findings and relevant studies to the subject being discussed.

Developing teacher capacity in Cambodia: an expanded model

2018 ◽  
Vol 7 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Elizabeth Fiona King
Keyword(s):  
Primary Schools ◽  
Current Model ◽  
Capacity Development ◽  
Cascade Model ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Teacher Capacity ◽  
Case Study Methodology ◽  
Content Type ◽  
Study Methodology

Purpose The purpose of this paper is to explore the issue of how best to develop teacher capacity in Cambodia. Since the 1990s the Ministry of Education, Youth and Sport (MoEYS), with its development partners, has undertaken the tremendous task of rebuilding Cambodia’s shattered education system. Many of the policies and programmes that have been developed hinge on building teacher capacity. This paper investigates the extent to which the capacity of teachers in the schools in this study was developed under the current cascade model favoured by the MoEYS. Design/methodology/approach Using a case study methodology data were collected, primarily, through semi-structured interviews with teachers in three government primary schools located in different geographical areas, and ministry officials and advisors based in these locations. Findings The findings identified that the current cascade model of capacity development, apart from watering down what is taught as it filters along the system, is not developing the requisite capacity of teachers. The findings suggest that the current model limits what constitutes capacity and for whom. Practical implications An expanded model of capacity development is forwarded that includes: school-based training for all teachers on an ongoing basis; incremental training; and regular training for trainers and principals. Originality/value This paper offers valuable insights that contribute to the ongoing discussion of how best to develop teacher capacity in Cambodia. It may also offer insights on developing teacher capacity to those working in similar situations.

scholarly journals Teachers' Perceptions of the Digital Transformation of the Classroom through the Use of Tablets: A Study in Spain

Comunicar ◽  
2016 ◽  
Vol 24 (49) ◽  
pp. 81-89 ◽  
Author(s):  
Cristóbal Suárez-Guerrero ◽  
Carmen Lloret-Catalá ◽  
Santiago Mengual-Andrés
Keyword(s):  
Primary Schools ◽  
Participant Observation ◽  
Project Based Learning ◽  
Learning Assessment ◽  
Educational Objective ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Teaching Resources ◽  
Autonomous Communities ◽  
Teachers Perceptions

This study examines the transformation of classroom dynamics brought about by the use of tablets for educational purposes. The empirical bases of this study were defined by the “Samsung Smart School” project, which was developed by Samsung and Spain’s Ministry of Education during academic year 2014-15, in which teachers and 5th and 6th year students attending 15 primary schools across several Autonomous Communities in Spain were provided with tablets. The research sample comprised 166 teachers. A qualitative analysis strategy was applied by means of: a) non-participant observation, b) focus groups, c) semi-structured interviews with teachers, and d) content analysis of teaching units. These techniques enabled us to extract and examine six dimensions of teaching (educational objective, teaching approach, organization of content and activities, teaching resources, space and time, and learning assessment). Our findings show that teachers tend to apply a transversal approach when using tablets to work on different competencies, focusing more on activities than on content through the use of apps. They reclaim the act of play as part of the learning process, and tablet use encourages project-based learning. To sum up, this study shows that teachers view tablets not only as a technological challenge, but also as an opportunity to rethink their traditional teaching models. El presente estudio examina la trasformación de la dinámica del aula a través del uso educativo de las tabletas. La base empírica de este estudio se enmarca en el proyecto «Samsung Smart School», desarrollado entre Samsung y el Ministerio de Educación de España en el curso 2014-15. Se dotó de tabletas a profesores y alumnos de aulas de 5º y 6º de primaria de 15 centros de Educación Primaria de distintas comunidades autónomas del territorio Español. En suma el estudio se llevó a cabo con una muestra comprendida por 166 docentes. Se empleó una estrategia analítica cualitativa mediante: a) observación no participante, b) grupos focales, c) entrevistas semiestructuradas al profesorado y d) análisis de contenido de unidades didácticas. Dichas técnicas permitieron abordar el estudio de seis dimensiones pedagógicas (finalidad educativa, enfoque pedagógico, organización de contenidos y actividades, recursos didácticos, espacio y tiempo y evaluación del aprendizaje). Los hallazgos evidencian la tendencia del profesorado a trabajar con tabletas de forma transversal distintas competencias, centrarse en las actividades más que el contenido a través de las apps, asumir el reto de recuperar el juego como parte del aprendizaje y poner en práctica el aprendizaje basado en proyectos. En suma, la principal evidencia es que los docentes entienden la tableta no solo como un reto tecnológico, sino como la oportunidad para repensar sus modelos pedagógicos tradicionales.

scholarly journals Investigation of cognitive, psychomotor and social emotional progress in primary schools by directors’ ideas

2020 ◽  
Vol 7 (1) ◽  
pp. 32-46
Author(s):  
Huseyin Tehdit
Keyword(s):  
Primary Schools ◽  
Cognitive Domain ◽  
Psychomotor Development ◽  
Fifth Grade ◽  
Ministry Of Education ◽  
Social Emotional Development ◽  
Structured Interviews ◽  
Social Emotional ◽  
Teaching Programme ◽  
Education Data

The aim of this study was to identify the ideas of the directors about the progress of cognitive, psychomotor and social-emotional skills of the primary fifth-grade teaching programme. This study is qualitative and it is conducted by case study and intertwined case patterns. A total of 12 directors (7 principals and 5 assistant principals) participated in this study who are working in schools in Nicosia district. These schools are linked to the Ministry of Education. Data were collected by semi-structured interviews and were analysed by content analysis. According to the results of this study, students studying in the fifth grade reached the teaching programme’s aims, i.e., 59.83% in the cognitive domain, 42.2% in the psychomotor domain and 76.52% in the social-emotional progress domain. The negative reasons of these results respectively are teachers, individual differences, teaching programme, curriculum incompatibility, lack of infrastructure and college exams.     Keywords: Cognitive development, teaching programme, psychomotor development (motor), social-emotional development (affective).

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