scholarly journals Knowledge Map: Suggestions for Primary and Secondary School Teachers Training from the Perspective of Supply-side

Author(s):  
Ning Wang
Author(s):  
Mate Zaninović

During April 1941, Dalmatia was divided between Italy and as it was then called the Independent State of Croatia (N. D. H.) With the Treaty of Rome (18. V. 1941) Italy annexed a part of Dalmatia. It was divided into the three provinces of Zadar, Split and Kotor. The people and youth of Dalmatia were surrounded by fascist ideology and propaganda, and education was undertaken according to fascist ideology (carta della scuola) — »School Charter« which implemented this. The Italian fascist powers little by little introduced their own teachers, most of them from continental Italian regions, of which practically all were organised and armed fascists. Many of our primary and secondary school teachers left their positions in schools, and many were arrested by the Italian authorities. Secondary school pupils in Split demonstrated against diplomas Written in the Italian language, and pu- pupils of the Teachers’ Training School in Šibenik opposed in various ways lessons which were given in Italian, so that the authorities closed the schools, arrested the pupils and sent them to concentration camps or prisons. Because of the denouncement of a pupil, school master Čiro Gamulin was tortured to death in prison. Plupils in primary and secondary schools continued to oppose the Italians in various ways.266


2021 ◽  
pp. 003329412110091
Author(s):  
Aikaterini Gkolia ◽  
Nikolaos Tsigilis ◽  
Maria Evangelou ◽  
Athanasios Koustelios

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.


Author(s):  
Olga Granichina ◽  
Svetlana Surikova

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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