Specialised Professional Training Makes a Difference! The Importance and Prestige of Typical Duties in All-Day Schools from the Perspective of Teachers, Leisure Educators, Principals and Coordinators of Extended Education

2021 ◽  
Vol 8 (2) ◽  
pp. 211-226
Author(s):  
Olivia Fischer ◽  
James Loparics
Keyword(s):  
Teacher Education ◽  
Quantitative Study ◽  
21St Century ◽  
Professional Training ◽  
Day School ◽  
Day Schools ◽  
Professional Groups ◽  
Extra Curricular Activities ◽  
The Difference ◽  
Extended Education

In Austria there is a specialised education (60 ECTS) for “leisure educators”, who are professionals working in all-day schools in the field of extended education but who are not teachers. Despite the existence of leisure educators, also teachers are often tasked with supervising extended education settings like lunchtime, extra-curricular activities and uncommitted free time in all-day schools in Austria. This paper aims to illustrate the difference of prestige that comes with different fields of duty in extended education and the implications of that difference. The paper is based on a quantitative study carried out in all-day schools in Vienna. It looks at the prestige of typical professional duties in all-day schools and at the importance attached to these duties by different professional groups. Leisure educators assign a higher importance to non-formal activities than teachers or other professional groups do. Yet, these activities represent relevant fields of duty in respect of training children and adolescents in 21st century skills. Hence the authors propose to address typical extended education duties in teacher education to enable all-day school professional teams to work on eye-level and efficiently.

scholarly journals Student achievement and educational inequality in half- and all-day schools: Evidence from Germany

2019 ◽  
Vol 6 (2-2018) ◽  
pp. 175-197 ◽  
Author(s):  
Isa Steinmann ◽  
Rolf Strietholt
Keyword(s):  
Student Achievement ◽  
School System ◽  
Educational Inequality ◽  
Growth Models ◽  
Panel Study ◽  
Day School ◽  
Day Schools ◽  
Social Achievement ◽  
Selection Mechanisms ◽  
Extended Education

Several countries have expanded extended education in recent years. In Germany, the most substantial educational reform is the ongoing transformation of the traditional half-day school system into an all-day school system. Among politicians, expectations are high that all-day schools will promote student achievement and reduce social achievement inequalities. To test these assumptions, we used representative data from the National Educational Panel Study (NEPS) to estimate two-level latent growth models for achievement in grades 5, 7, and 9. The analyses revealed initial achievement differences but no differences in achievement growth or changes in inequality throughout secondary school. This suggests that selection mechanisms are at work but that half- and all-day schools are not differentially effective. We discuss these findings in light of the international debate on the quality of extended education.

scholarly journals The Effect of Utilization of Extended Education Offerings and of Their Quality on Reading Achievement at Open-Attendance All-Day Schools

2019 ◽  
Vol 7 (1-2019) ◽  
pp. 5-19
Author(s):  
Benjamin von Allmen ◽  
Marianne Schüpbach ◽  
Lukas Frei ◽  
Wim Nieuwenboom
Keyword(s):  
Reading Achievement ◽  
Primary Schools ◽  
Positive Impact ◽  
Day School ◽  
Day Schools ◽  
General Effect ◽  
School Students ◽  
Set Up ◽  
Extended Education

This paper investigates the effect of primary school students’ utilization of extended education offerings and of the quality of extended education on reading achievement in the Germanspeaking part of Switzerland. All-day schools are being set up. Among other reasons, as a means to level the increasing scholastic demands in the primary schools. In this context, it is expected that students’ utilization of extended education will have a positive impact on their reading achievement. The authors analyzed data on 1,002 students from the longitudinal ‘EduCare-TaSe: All-Day School and School Success?’ study. Extended education offerings did not have a general effect on reading achievement. There was also no compensatory effect regarding the language spoken at home or socioeconomic status. However, the quality of extended education offerings had a positive effect on reading achievement in students with long-term utilization of extended education offerings.

scholarly journals Swedish School-age Educare Centres and German All-day Schools – A Bi-national Comparison of Two Prototypes of Extended Education

2018 ◽  
Vol 6 (1-2018) ◽  
pp. 49-65 ◽  
Author(s):  
Anna Klerfelt ◽  
Ludwig Stecher
Keyword(s):  
Student Learning ◽  
Day School ◽  
Historical Background ◽  
Day Schools ◽  
School Age ◽  
Swedish Model ◽  
National Comparison ◽  
Research Findings ◽  
Extended Education ◽  
Swedish School

In Sweden and in Germany, an extensive system of extended education programmes and activities has been established within the last decades. Prototypic examples of this development are school-age educare centres in Sweden and all-day schools in Germany. In this article a bi-national comparison, aiming to find some similarities and differences by means of historical background, current questions of student learning, staff professionalism, and research findings, is presented. It can be shown that, though Swedish school-age educare centres and German all-day schools are based on pedagogical roots reaching back to the end of the 19th and the beginning of the 20th century, their historical developments are quite different. Whilst in Sweden the school-age educare idea became entrenched in the society and the collective beliefs about the necessity of learning outside the classroom, in Germany the all-day school model never prevailed. That only changed in the beginning of the 21st century when PISA showed that the German education system was not performing very well. Based on the different developments over time, both models established different features. With regard to student learning, the Swedish model is more oriented towards fostering creativity and imagination, whilst the German model is more oriented towards curricular learning. One difference concerning the students are that in Germany the all-day school embrace both children and youths up to the end of secondary-II level (up to 18/19 years), in Sweden young people older than 13 years old cannot participate in the school-age educare. In Sweden educators working outside of the classroom are academically trained in quite the same way as classroom teachers, whilst in Germany there is no such common regulation. Based on the more curricular learning centred view in Germany, some large scale effectivity studies were conducted within the last decade. Such comprehensive research programs are lacking in Sweden. We will give a short overview of some main research findings and discuss future research topics.

scholarly journals The Challenge of Educating Purposeful Teachers in Finland

2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
21St Century ◽  
School Community ◽  
The Self ◽  
Moral Commitment ◽  
Mediating Factor

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.

Evaluating Programs for Preparing Teachers of Emotionally Disturbed Children

1969 ◽  
Vol 36 (3) ◽  
pp. 157-162 ◽  
Author(s):  
Norris G. Haring ◽  
George A. Fargo
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Emotionally Disturbed ◽  
Professional Training ◽  
Training Programs ◽  
Specific Training ◽  
Direct Evaluation ◽  
Teaching Process ◽  
Evaluation Procedures ◽  
And Training

The premises from general education that have important implications for direct evaluation of professional trainees, teachers, and training programs in special education are presented in this article. They include the following: (a) the focus of professional training programs should be on the teaching process; (b) specific training objectives and evaluation procedures are 2 requisites for any training program; (c) direct evaluation of the teaching process is feasible; and (d) specific statements of criteria are prerequisites to research in teacher education.

scholarly journals PERAN FULL DAY SCHOOL TERHADAP PERKEMBANGAN KREATIVITAS DAN SENI PADA SISWA TINGKAT SEKOLAH DASAR

2020 ◽  
Vol 4 (2) ◽  
pp. 459
Author(s):  
Arif Hidayat ◽  
Rizka Febriyani Awliyah ◽  
Suyadi Suyadi
Keyword(s):  
Extracurricular Activities ◽  
Integrated Curriculum ◽  
Qualitative Method ◽  
Day School ◽  
School Level ◽  
Day Schools ◽  
Library Research ◽  
Support Students ◽  
Full Day ◽  
And Robotics

The purpose of this study was to obtain information about the development of creativity and art in full-day schools. This study used a qualitative method with the type of library research. Full day school was an integrated curriculum and integrated activity, which meant a system that was carried out consciously in order to organize a planned learning action, then implemented and evaluated the learning in a fun way, with the expectation that students did not feel bored and tiresome even though they had studied all day long. The results of the study revealed the schools that implemented the full day school system, seen from previous research or library research, had many significant advantages in the development of creativity and art, one of which was extracurricular activities that could support students' talents and creativity. Some of them were sports, art and musicextracurricular, or extracurricular of science and robotics, from this explanation, the researchers yielded hypothesis that full-day school had an impact on students’ development, especially on creativity and art at the elementary school level.

scholarly journals Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates towards Global Competence Initiatives

2020 ◽  
Vol 19 (12) ◽  
pp. 106-125
Author(s):  
Gilbert C. Magulod ◽  
Leonilo B. Capulso ◽  
Josephine Pineda Dasig ◽  
Micheal Bhobet B. Baluyot ◽  
John Noel S. Nisperos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
The Philippines ◽  
Global Competence ◽  
Graduate Attributes ◽  
The Difference ◽  
High Level ◽  
Program Graduate

This paper focuses on assessing the immediate program graduate attributes and learning outcomes for the teacher preparation towards global competence initiatives. It describes the students' retrospection, which will serve as a basis for the program's strategic enhancement. This study employed a descriptive survey of 75 teacher candidates in the Philippines. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator. Simultaneously, the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in experiential learning courses spelled the difference in the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the Immediate Graduate Attributes (IGA). Retrospection of the respondents showed excellent satisfaction with the research and extension services, educational counseling program, and the instructors and professors' qualities while family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect the teacher education program enrollment. This study will serve as reference in designing teacher education initiatives towards internationalization.

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