scholarly journals A study on CLIL secondary school teachers in Spain: Views, concerns and needs

2021 ◽  
Vol 29 ◽  
pp. 49-68
Author(s):  
Inmaculada Senra-Silva
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Tertiary Education ◽  
Methodological Approach ◽  
Training Needs ◽  
School Teachers ◽  
Online Questionnaire ◽  
Bilingual Programs ◽  
Educational Stakeholders ◽  
Comprehensive Reform

Content and Language Integrated Learning (CLIL) is a methodological approach that is growing very fast in many European countries, particularly in Spain. The implementation of bilingual programmes in primary, secondary and tertiary education has produced significant changes that have had direct consequences on all educational stakeholders, including teachers, parents and students. In the case of CLIL teachers, research has often addressed their training needs, and actions towards preparing them for successful classes have been proposed. However, few studies have focused on their concerns and views of bilingual programs. Despite the fact that many researchers have acknowledged the importance of understanding CLIL teachers’ views and beliefs, thus hoping for more studies on those issues, this is not yet one of the major research targets. In this study CLIL secondary school teachers in Spain were approached in order to identify the problems they encounter when implementing CLIL. An online questionnaire with both open and close questions was designed administered to informants across Spain. The findings reveal that, overall, the difficulties teachers encounter when implementing a bilingual programme are multiple, and many informants believe that the bilingual programme in English needs a comprehensive reform in Spain.

scholarly journals Teaching practice in teachers’ initial training in Cape Verde: supervisors’ perspectives

2020 ◽  
pp. 3-26
Author(s):  
Isabel Salomé de Miranda Santos de Lima ◽  
Ana Isabel Andrade ◽  
Nilza Maria Vilhena Nunes da Costa
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Cape Verde ◽  
Initial Teacher Education ◽  
Initial Training ◽  
School Teachers

This article aims to characterize the supervisors’ discourse about their TP in the context of initial teacher education of future Secondary School teachers in Cape Verde, trying to understand some of their limitations and/or failures while performing their academical duties and, consequently, their training needs. The methodology involves construction, validation, and application of questionnaires with 10 institutional supervisors, 19 cooperative supervisors and 66 future teachers, and in order to better understand the results interviews with 3 Higher Education supervisors and 3 school supervisors were carried out. The results show that it is urgent to develop supervisors’ competences, in order to promote reflexive and critical teachers, based on thinking and acting, as well as to increase collaboration with their peers, in a reflective scenario of teacher education. This will certainly enhance the quality of their supervisor role, and make them more active in their professional development, profile of trainees and, consequently, education in the archipelago, at large

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 Geografías e historias de aprendizaje de docentes de secundaria. Intersecciones, tránsitos y zonas de no saber

2019 ◽  
Vol 37 (2 Jul-Oct) ◽  
pp. 67-92
Author(s):  
Alejandra Bosco ◽  
Cristina Alonso Cano ◽  
Raquel Miño Puigcercós
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Educational Research ◽  
Secondary School Teachers ◽  
Narrative Research ◽  
Methodological Approach ◽  
School Teachers ◽  
Research Project ◽  
Professional Development Of Teachers ◽  
Formación Docente

El artículo muestra parte de los procesos y resultados de un proyecto de investigación que explora qué, cómo, con qué y dónde aprenden los docentes de secundaria dentro y fuera de sus centros. Tras presentar la perspectiva onto-epistemológica en la que se sitúa el estudio y los avances que se propone alcanzar, nos referirnos brevemente a la aproximación metodológica y a los participantes en la investigación. A continuación, nos centramos en ocho docentes que trabajan en uno de los tres ins titutos que han colaborado en el estudio. Para ello, situamos el contexto y los procesos llevados a cabo y realizamos una aproximación a sus geografías e historias de aprendizaje. A continuación, se problematiza el proceso de análisis seguido y se identifican los escenarios en los que aprenden los docentes, los tránsitos entre escenarios y las nociones de aprendizaje que emergen en sus geografías e historiasde aprendizaje. Finalmente, se sitúan las aportaciones que estas prácticas de investigación narrativa pueden representar para la propia investigación educativa y la formación docente. This article shows part of the processes and results of a research project that explores what, how, with what and where secondary school teachers learn inside and outside their schools. After locating the ontoepistemological perspective in which the study is situated and the advances to be achieved, we briefly refer to the methodological approach and to the participants in the piece of research. Next, we focus on eight teachers who work in one of thethree secondary school that have collaborated in the study. To do this, we situate the context and the processes involved in the configuration of the teachers’ learning geographies and histories. To this end, the process of analysis employed is problematized and the scenarios in which teachers learn are identified, as are the transitions between scenarios and the notions of learning that emerge in their learning geographies and histories. Finally, we refer to the contributions that these practices of narrative research can make to educational research and the professional development of teachers.  

scholarly journals Croatian Teacher Competencies Related to the Creation and Implementation of Education Policy

2014 ◽  
Vol 4 (4) ◽  
pp. 51-73
Author(s):  
Vesna Kovač ◽  
Branko Rafajac ◽  
Iva Buchberger
Keyword(s):  
Education Policy ◽  
Secondary School ◽  
Survey Methodology ◽  
Secondary School Teachers ◽  
School Context ◽  
School Teachers ◽  
Education Policies ◽  
Online Questionnaire ◽  
The Creation ◽  
Primary And Secondary School

This research was conducted in order to gain a preliminary insight into the general orientation and range of opinions of 396 primary and secondary school teachers in Croatia toward the a) importance of their competencies related to the education policies; b) cognition and mastering of the competencies related to the education policies; c) the actual activity of primaryand secondary school teachers in the creation and implementation of education policies. Research data were collected on the basis of a survey methodology, using an online questionnaire in the form of a Likert scale. In addition, the questionnaire contained two open questions. The analysis of results has clearly shown that primary and secondary school teachers in this research evaluated their competencies related to the education policies to be an important part of the competency profile of teachers. Teachers have made relatively high evaluations of their cognition and mastery of the competencies related to the education policy processes within school. In contrast, somewhat lower evaluations have been given to the mastery of competencies associated with the knowledge of education system, i.e. activity outside the school context. The evaluations of scale items related to the preconditions and personal activity in decision making and the implementation of education policy within the school vary in the range of average values or slightly above that. 

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

The Level Of Organizational Training Needs For Secondary School Teachers In Ramtha City In Jordan

2020 ◽  
pp. 315
Author(s):  
Rami Ibrahim Al-Shogran ◽  
Moen Salman Nasraween ◽  
Ahmed Khaled Al-Khazaleh ◽  
Hyam Musa Al-Tajj
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Organizational Training ◽  
School Teachers

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.

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