An In‐Service Training Course in Physics for School‐Teachers

1987 ◽  
Vol 14 (1) ◽  
pp. 29-33
Author(s):  
T.A. Lee
Keyword(s):  
School Teachers ◽  
Training Course ◽  
Service Training

scholarly journals The needs analysis for learning autonomotive supports of the secondary school teachersOrtaokul öğretmenlerinin öğrenen özerkliğini desteklemelerine yönelik ihtiyaç analizi

2017 ◽  
Vol 14 (4) ◽  
pp. 4393
Author(s):  
Aytunga Oğuz ◽  
Nazlı Dönmez
Keyword(s):  
Secondary School ◽  
Autonomy Support ◽  
Secondary School Teachers ◽  
Approaches To Learning ◽  
Educational Status ◽  
Learning Approaches ◽  
Constructivist Approach ◽  
School Teachers ◽  
Training Course ◽  
Service Training

The changes in the education in the recent years have shown a shift from teacher-centered learning approaches to learning environments to the constructivist approach to which learners are centralized. The provision of learning autonomy can occur when the learner is still "active" using the constructivist approach. Learners must be supported to make learners "active". The research’s aim is to define the level of teachers' perceptions and behaviors of support for learning autonomy and to examine these levels according to some variables like “gender”, “seniority”, “educational status” and “studying any "in-service " education or not”. The research was conducted on a screening model. In this study, "Learning Autonomy Support Scale" was used to collect data from teachers. The scale was developed by Oğuz in 2013. The scale has a 3-factor structure. Mann Whitney U and Kruskal Wallis H tests were used as nonparametric analysis techniques. Also, some descriptive operations such as arithmetic mean and standard deviation were applied in the process of data analysis. The findings show that the secondary school teachers are “always” at the level of supporting the learning autonomy, but “all times” at the level of supporting the learning autonomy. Furthermore, there are important differences in the level of learning autonomy support behaviors compared to the variables of "seniority", "learning status", and "in-service training / course or seminar receiving" at the level of learning autonomy supporting behaviors, even though gender was not an important influence in supporting teachers' learning autonomy. In addition, although there is no significant effect of the "gender" variable on teachers' learning autonomy support behaviors, the levels of autonomy support behaviors, compared to the variables of "experience", "education status" and "in-service training / course or seminar reception", have important different effects.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetSon yılardaki eğitim alanındaki değişimler doğrultusunda öğrenme ortamlarında öğretmen merkezli öğrenme yaklaşımlarından, öğrencinin merkeze alındığı yapılandırmacı yaklaşıma doğru bir geçiş görülmektedir. Öğrenen özerkliğinin sağlanması, yapılandırmacı yaklaşım tarafından öğrenenin “aktif” hala getirilmesiyle ortaya çıkabilir. Öğrenenin “aktif” hale getirilmesi için de öğrenen desteklenmelidir. Bu araştırmada amaç, ortaokul öğretmenlerinin öğrenen özerkliğini destekleme davranışlarını gerekli görme ve sergileme düzeylerini belirlemek ve bu düzeyleri cinsiyet, kıdem, öğrenim durumu ve “hizmet içi eğitim/ kurs ya da seminer alma durumu”   değişkenlerine göre incelemektir. Araştırma, tarama modelinde gerçekleştirilmiştir. Bu çalışmada, öğretmenlerden veri toplamak için “Öğrenen Özerkliğini Des­tekleme Ölçeği” kullanılmıştır. “Öğrenen Özerkliğini Des­tekleme Ölçeği” Oğuz (2013) tarafından geliştirilmiştir. Verilerin çözümlenmesinde aritmetik ortalama, standart sapma gibi betimsel işlemler ile parametrik olmayan analiz tekniklerinden Mann Whitney U ve Kruskal Wallis H testleri uygulanmıştır. Bulgulardan yola çıkarak, ortaokul öğretmenlerinin öğrenen özerkliğini desteklemeyi her zaman düzeyinde gerekli bulduğu ancak öğrenen özerkliğini desteklemeyi çoğu zaman düzeyinde sergiledikleri söylenebilir. Bunun yanında, öğretmenlerin öğrenen özerkliğini desteklenme davranışlarında “cinsiyet” değişkeninin önemli bir etkisi olmamasına rağmen, özerkliği destekleme davranışları düzeylerinde “kıdem”, “öğrenim durumu” ve “hizmet içi eğitim/ kurs ya da seminer alma durumuna”  değişkenine göre anlamlı farklılıklar olduğu görülmüştür.

scholarly journals Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants

2021 ◽  
Vol 11 (4) ◽  
pp. 166
Author(s):  
Tiina Kivirand ◽  
Äli Leijen ◽  
Liina Lepp ◽  
Tiiu Tammemäe
Keyword(s):  
Inclusive Education ◽  
School Leaders ◽  
Good Opportunity ◽  
Training Course ◽  
Inclusive Practice ◽  
Whole School ◽  
Self Development ◽  
Key Factor ◽  
Service Training ◽  
Staff Commitment

Significant and effective implementation of inclusive education (IE) has been a major challenge in many countries during the last decades. Although teachers’ knowledge and skills are considered a key factor for successful inclusive practice, the whole school staff commitment and contribution to implementing IE policies are equally important. Collaboration between different professionals such as teachers, school leaders, and support specialists is crucial. This study aimed to design and implement an in-service training course for school teams (teachers, support specialists, school leaders) on IE in the Estonian context and to explore how participants experienced learning as a team in this course. The results of this study showed that the main aspects of the in-service training for school teams valued by participants were: (1) All topics covered in a systematic and coherent way gave a good opportunity to focus on relevant issues, which should be considered in the schools’ self-development activities in the field of IE; (2) practical approach to training structure helped to identify priority areas that need to be developed in particular schools; (3) learning from each other both within their own school team and across school teams contributed to finding the best solutions for meaningful implementation of IE. The implication of these findings is further discussed in the paper.

scholarly journals The perceptions and needs of science and primary school teachers about in-service training

2011 ◽  
Vol 15 ◽  
pp. 1102-1109 ◽  
Author(s):  
Tohit Güneş ◽  
Engin Serdar Demir ◽  
Meral Hoplan ◽  
Murat Çelikoğlu ◽  
Oktay Güneş
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training

scholarly journals A FIELD STUDY OF THE TRANSACTIONAL MODALITIES OF THE IN-SERVICE TEACHER TRAINING PROGRAMMES FOR SECONDARY SCHOOL TEACHERS UNDER RMSA IN MIZORAM

2020 ◽  
pp. 9-13
Author(s):  
Zairemmawia Renthlei ◽  
Prof. L N Mishra
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programme ◽  
Administrative Staff ◽  
School Teachers ◽  
Service Training ◽  
Training Programmes ◽  
Teachers Training ◽  
District Offices

The professional development of teachers is an important aspect of education and the main avenue for the professional development of secondary school teachers is the in-service training programmes organised by the district education offices. This study is an attempt to study the transactional modalities i.e. the manner in which the training programmes are organised by the various district education offices. Training Centres in all eight districts of Mizoram were visited and administrative staff from all the district offices were interviewed. Findings were tabulated and recommendations made for improvement. KEYWORDS: In-service Training Programme, Secondary School Teachers, Training Centres, Transactional Modalities, Challenges, Thrust Areas, Recommendations.

scholarly journals Directions of improving the quality of in-service teacher training in Serbia: the perspective of primary school teachers

2013 ◽  
Vol 45 (1) ◽  
pp. 86-107
Author(s):  
Dejan Stankovic ◽  
Ivana Djeric ◽  
Vladeta Milin
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Primary Schools ◽  
School Setting ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Service Training

This paper presents one part of the findings of a research that deals with teachers? perceptions of educational reforms in Serbia. More specifically, the paper focuses on the segment of the research that was aimed at exploring teachers? views on the ways of improving the system and practice of in-service teacher training. Pursuing this topic is very important since the findings of recent studies have shown that this aspect of education system needs considerable improvement, while the authors who deal with educational change point to the importance of consulting the teachers in the development of the new system solutions. The questionnaire was used to collect the data from 326 teachers from 125 Serbian primary schools. The teachers provided answers to open-ended questions on what needs to be done in order to improve the quality of their in-service training. Content analysis was used to process the data - response categories were created inductively on the basis of teachers? answers, and then their frequency was established. The results indicate that, according to teachers, in-service teacher training has to be improved, primarily through increased funding, higher quality of programmes/seminars, diversification of types of training, as well as through creating a more encouraging system and school setting for in-service teacher training. These results are significant from the aspect of the in-service training system since they point to developmental priorities, as well as to the necessity of a more complex and comprehensive approach to the reform of this segment of education system.

scholarly journals Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

2021 ◽  
Vol 5 (3) ◽  
pp. 32-53
Author(s):  
Harriet Isaboke ◽  
Maureen Mweru ◽  
Gladwell Wambiri
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Target Population ◽  
Learning Approaches ◽  
School Teachers ◽  
Chi Square ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Competency Based

Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study.  The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.

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