scholarly journals Teacher Training for Effective Teaching

2021 ◽  
Vol 22 ◽  
pp. e25290
Author(s):  
Francisco José MELARA GUTIÉRREZ ◽  
Ignacio GONZALEZ LÓPEZ
Keyword(s):  
Secondary School ◽  
Professional Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Learning Goals ◽  
School Teachers ◽  
Daily Work ◽  
Training Requirements ◽  
Actual Reality ◽  
Primary And Secondary School

This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible evaluation.

scholarly journals Primary and secondary school teachers’ perceptions of their social science training needs

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Raquel Sánchez-Ibáñez ◽  
Catalina Guerrero-Romera ◽  
Pedro Miralles-Martínez
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
Social Science ◽  
Secondary School Teachers ◽  
Historical Thinking ◽  
Training Needs ◽  
School Teachers ◽  
The Social ◽  
Competency Based ◽  
Primary And Secondary School

AbstractCompetency-based education is one of the challenges currently faced by social science teachers. At present, there is an abundance of research on competencies relating to the social sciences which favour the development of historical thinking among learners. The ongoing training of teachers is of vital importance when it comes to shifting the method of teaching towards approaches which focus more on the learner, which favour the teaching of historical contents and competences aimed at forming a critical citizenship. For this reason, the two objectives of this study are to discover which disciplinary contents are considered by teachers to be most relevant for the teaching of history and what training is required by teachers who give social science classes in primary and secondary education in Spain. The research is a non-experimental mixed-methods study. In order to achieve the first objective, a quantitative analysis has been carried out of the data obtained from a questionnaire with a Likert-type scale administered to 332 primary and secondary teachers in Spain. To achieve the second objective, the information obtained from 12 interviews with primary and secondary school teachers in Spain has been analysed in a qualitative way. The results obtained indicate that teachers update their disciplinary knowledge via scientific journals and that they are interested in receiving training in historical thinking skills, active learning methods and ICT resources. Based on these training needs, it is concluded that teachers currently envisage a teaching model in the social sciences which is more competency-based and focused on the active participation of the learner.

scholarly journals Correction: Primary and secondary school teachers’ perceptions of their social science training needs

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Raquel Sánchez-Ibáñez ◽  
Catalina Guerrero-Romera ◽  
Pedro Miralles-Martínez
Keyword(s):  
Secondary School ◽  
Social Science ◽  
Secondary School Teachers ◽  
Training Needs ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Science Training ◽  
Primary And Secondary School

A Correction to this paper has been published: https://doi.org/10.1057/s41599-021-00740-x

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context

2021 ◽  
pp. 003329412110091
Author(s):  
Aikaterini Gkolia ◽  
Nikolaos Tsigilis ◽  
Maria Evangelou ◽  
Athanasios Koustelios
Keyword(s):  
Secondary School ◽  
Principal Leadership ◽  
Concurrent Validity ◽  
Secondary School Teachers ◽  
Equation Modeling ◽  
General Factor ◽  
Educational Context ◽  
School Teachers ◽  
Validity Data ◽  
Primary And Secondary School

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers’ levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher’s Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers’ responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers’ perceptions revealed that their principal implemented practices related to factor “intellectual; stimulation” more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the “principal” facet of teachers’ job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

scholarly journals DISTANCE LEARNING IN A PEDAGOGICAL UNIVERSITY: PROBLEMS AND PROSPECTS

2021 ◽  
Vol 1 ◽  
pp. 144-152
Author(s):  
Olga Granichina ◽  
Svetlana Surikova
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Data Processing ◽  
Secondary School Teachers ◽  
Learning Technologies ◽  
Years Of Experience ◽  
Future Teachers ◽  
School Teachers ◽  
Distance Learning Technologies ◽  
Primary And Secondary School

The article discusses the possibilities, problems and prospects of using distance learning in the process of training primary and secondary school teachers. The presented results are based on a survey of students and undergraduates of one of the largest pedagogical universities in Russia. The identified problems that was based on data processing, are presented in an ordered form. The authors suggest possible solutions to problems based on many years of experience in using distance learning technologies in training of future teachers.

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