School Based In‐Service Training of PE Teachers

1999 ◽  
Vol 4 (1) ◽  
pp. 4-16 ◽  
Author(s):  
Naomi Fejgin ◽  
Ronit Hanegby
Keyword(s):  
School Based ◽  
Service Training

scholarly journals Challenges Affecting the Implementation of £50 Million In-Service Training Program for English Teachers in Bangladesh

2019 ◽  
Author(s):  
Abdul Karim ◽  
Zohur Ahmed ◽  
Faheem Shahed ◽  
Mohammad Rahman ◽  
Abdul Mohamed
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Structured Interview ◽  
Language Teachers ◽  
Small States ◽  
Policy Makers ◽  
School Based ◽  
Service Training ◽  
Funded Project ◽  
English Language Teachers

Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.

scholarly journals Bringing X, Y, Z Generations Together to Facilitate School-Based Sexual and Reproductive Health Education

2016 ◽  
Vol 8 (9) ◽  
pp. 132 ◽  
Author(s):  
Mahnaz Akbari Kamrani ◽  
Sharifah Syed Yahya
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Science Teachers ◽  
Sexual And Reproductive Health ◽  
Teaching Strategy ◽  
Government Schools ◽  
School Based ◽  
Reproductive Health Education ◽  
Generic Qualitative ◽  
Service Training

<p>This generic qualitative study explores the perspective of Malaysian teachers regarding the constraints of the current school-based sexual and reproductive health education in secondary schools of Klang-Valley Malaysia. For this study, in-depth interviews were conducted with twenty eight science teachers of government schools. The majority of participants named the teaching strategy and capacity of teachers, the lack of co-operation from the school and parents, limited resources in teaching and students themselves as some of the challenges. We concluded that if sexual health education is to be effective, it needs to be provided by people who have some specialized training. The teachers should be trained to teach sexual reproductive health education classes at the basic level, and in-service training for teachers already in the field should be intensified. Local adaptation to culture, language, religion, and so forth is often necessary.</p>

scholarly journals School–University Collaboration for Facilitating In-Service Teacher Training as a Part of School-Based Professional Development

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Anne Berit Emstad ◽  
Lise Vikan Sandvik
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Training Programme ◽  
Boundary Spanning ◽  
University Partnerships ◽  
School Based ◽  
Programme Design ◽  
Service Training ◽  
Successful Design ◽  
Relationship Of

Achieving equality in school–university partnerships is challenging. In this study, we examined a school–university partnership in Norway and how the partners worked together to facilitate a school-based in-service teacher training programme. For the purposes of this investigation, we used a theoretical framework specifically developed to explore cross-sectoral collaborations in general. Participants included 135 teachers (101 from an upper secondary school and 34 from a lower secondary school) who participated in and graduated from an on-site in-service teacher training programme on “mentoring and research and development” that awarded participants 15 ECTS credits upon completing the programme. We conclude that a relationship of trust is evident in the way the partners collaborated on developing a curriculum for the programme as well as the programme design throughout the implementation of the programme. We argue that the anchoring processes seem to be of great importance in encouraging internal commitment among the different partners involved. Next, we argue the importance of ‘boundary-spanning champions’ who negotiated and renegotiated the programme design based on close dialogues with the teachers. This was important not only for the internal commitment and trust obtained, but also for the successful design of a school-based programme based on both practice and theory. Keywords: school–university collaboration, partnership, school-based in-service training Tilrettelegging av skolebasert videreutdanning i partnerskapssamarbeid mellom skole og universitet Sammendrag Å oppnå likestilling i partnerskap mellom skole og universitet er utfordrende. I denne studien undersøkte vi et partnerskap mellom skole og universitet i Norge og hvordan samarbeidspartnerne jobbet sammen for å legge til rette for et skolebasert videreutdanningstilbud. Studien bygger på et teoretisk rammeverk som er spesielt utviklet for å utforske tverrsektorielt samarbeid. Studien inkluderte 135 lærere (101 fra en videregående skole og 34 fra en ungdomsskole) som alle deltok og tok eksamen i emnet «Veiledning og FOU», som ga deltakerne 15 studiepoeng. All undervisning var lagt til egen arbeidsplass. Vi konkluderer med at samarbeidet preges av et tillitsforhold som setter sitt preg på arbeidet med utvikling av læreplanen og gjennomføring av videreutdanningen. Vi argumenterer for at forankringsprosessene ser ut til å være av stor betydning for å oppmuntre til intern forpliktelse blant de involverte partnerne. Dernest argumenterer vi for viktigheten av «grensespennende mestere» (boundary-spanning champions) som forhandlet og reforhandlet studieplanen gjennom flere dialoger med lærerne. Dette var viktig ikke bare for den interne forpliktelsen og tilliten som ble oppnådd, men også for den vellykkede utformingen av en skolebasert videreutdanning basert på både praksis og teori. Nøkkelord: skole–universitetssamarbeid, partnerskap, skolebasert videreutdanning

scholarly journals Hambatan pendidikan inklusi dan bagaimana mengatasinya: Telaah kritis sistematis dari berbagai negara

2021 ◽  
Vol 9 (1) ◽  
pp. 97
Author(s):  
Citra Nadia Sari ◽  
Wiwin Hendriani
Keyword(s):  
Professional Development ◽  
Family Support ◽  
Resource Center ◽  
School Based ◽  
Awareness Program ◽  
Service Training

Objektif:Artikel ini bertujuan untuk mengulas tantangan dan hambatan yang dihadapi pelaksanaan pendidikan inklusi serta strategi yang dapat dilakukan oleh negara.Metode: Artikel ini merupakan telaah kritis sistematis. Jurnal diambil dari 9 situs artikel penelitian internasional berbeda. Pencarian jurnal diutamakan terbit tahun 2011-2020. Didapatkan 11 jurnal yang merupakan jurnal kualitatif.Temuan:Hambatan yang dihadapi yaitu tenaga pendidik kurang terlatih, stigma negatif, kebijakan otoritas yang kurang aplikatif, kurangnya pengetahuan tenaga pendidik, hambatan aksesibilitas, keterbatasan sumber belajar, dan keterbatasan finansial. Strategi yang dilakukan yaitu peningkatan kualitas in-service training (INSET), awareness programmes, school-based professional development programmes, family support, kontekstualisasi proses belajar-mengajar, dukungan berkelanjutan selama proses implementasi di lapangan, komitmen pemerintah memberikan sebagian prosentase dari GNP sebagai sumber dana, kolaborasi dengan stakeholders, dan kerjasama regional, nasional, maupun internasional.Kesimpulan:Ada beberapa strategi yang dapat dilakukan di Indonesia, yaitu pelatihan kepada guru kelas, menyelenggarakan awareness program, bekerjasama dengan tim Pokja yang memiliki resource center yang mendukung implementasi pendidikan inklusi, penyediaan dana untuk menyelenggarakan pelatihan guru kelas, dan membangun fasilitas umum yang lebih ramah terhadap individu dengan disabilitas.

scholarly journals Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy

2021 ◽  
pp. 026565902199554
Author(s):  
Emina J McLean ◽  
Pamela C Snow ◽  
Tanya A Serry
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Knowledge Bases ◽  
Language And Literacy ◽  
Qualified Teachers ◽  
School Based ◽  
Employment Barriers ◽  
Service Training ◽  
Additional Support ◽  
Qualitative Exploration

Internationally, professional bodies are increasingly recognizing a role for speech-language therapists (SLTs) in identifying and supporting students who struggle with literacy. Although some guidelines have been developed to support this work, little is understood about the overlapping, but distinctive knowledge bases claimed by SLTs and teachers with respect to reading instruction and provision of additional support to struggling readers. In this article, we report on a qualitative exploration of the experiences and perspectives of 25 professionals in Australia who are dually qualified as teachers and SLTs. The aim of this study was to understand the views from both professional perspectives about pre-service training and barriers and facilitators pertaining to literacy instruction and intervention. Paradigm differences in conceptualizing reading instruction and support, bi-directional knowledge of scope of practice, and employment barriers and enablers emerged as themes and are discussed with reference to implications for pre-service training and interprofessional practice in school settings.

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