Showing papers in "Journal of In-service Education in 2004"
266 citations
TL;DR: Analysis of continuing professional development in the context of primary schools in England suggests that while it is clear that teachers would value further opportunities to engage in CPL, schools would need to radically alter their structures, processes and priorities to enable it to happen effectively.
Abstract: This article analyses continuing professional development (CPD) in the context of primary schools in England, and focuses particularly on the potential of collaborative professional learning (CPL) as a means of making CPD both relevant and specific. It draws upon a range of CPD and CPL literature to critically examine the key characteristics of ‘effective’ CPD and, within that framework, to analyse both the concept of CPL and its practical application. The area of practice used as an exemplar for this discussion is primary school physical education, an aspect of the curriculum that suffers from sparse initial teacher training and low levels of teacher confidence. Drawing on selected data from a 1–year research project in two case study schools, the evidence suggests that while it is clear that teachers would value further opportunities to engage in CPL, schools would need to radically alter their structures, processes and priorities to enable it to happen effectively
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TL;DR: In a survey, it was found that although most of the teachers stated they needed professional development, only a small number of teachers attended in-service training programs willingly.
Abstract: The In-service Training Department of the Ministry of National Education is responsible for the teachers' in-service training at the preschool, primary and secondary education levels in Turkey. Important developments in in-service training have occurred since 1960: the foundation of the In-service Training Department. In 2000, 4292 in-service training activities were held locally as well as centrally. A total of 213,444 teachers attended these activities. However, in a survey, it was found that although most of the teachers stated they needed professional development, only a small number of teachers attended in-service training programs willingly. Today, in spite of the developments, there are still some important problems to be solved and essential measures to be taken about the in-service training of teachers in Turkey.
73 citations
TL;DR: In this paper, the authors explore the different views of research held by partners and examine the relationship between those understandings and conceptions of partnership, identifying some key conditions and actions necessary for useful practice-based research to take place.
Abstract: This article is based on the authors' experiences and understandings of a schools-university partnership between eight secondary schools and the Faculty of Education, University of Cambridge. The focus of the partnership is the development of useful practice-based research within, across and between the schools and the university. The authors explore the different views of research held by partners and examine the relationship between those understandings and conceptions of partnership. In doing so they identify some key conditions and actions necessary for useful practice-based research to take place. The complex nature of such partnerships is addressed throughout.
64 citations
60 citations
TL;DR: The failure of NOF was due to multiple factors including lack of readiness of the technological resource requirements, failure to motivate teachers, inattention to the context in which teachers work and an underestimation of what is involved in developing appropriate knowledge and skills, was largely predictable.
Abstract: The United Kingdom Government's New Opportunities Fund (NOF) programme of information and communications technology (ICT) training was intended to raise standards of pupils' achievements by increasing the expertise of serving teachers in the use of new technology. Costing £230 million, the programme has been described as the most complex initiative for teachers' continuing professional development (CPD) ever undertaken in the United Kingdom. However, the official evaluations of NOF express disappointment about its low impact on classroom practice. This article reviews the evaluations and relates them to recent theories of CPD. It concludes that the failure of NOF, which was due to multiple factors including lack of readiness of the technological resource requirements, failure to motivate teachers, inattention to the context in which teachers work and an underestimation of what is involved in developing appropriate knowledge and skills, was largely predictable. It is suggested that the NOF experie...
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TL;DR: In this paper, the authors analyse the nature of learning in three long-term professional development approaches from different disciplines, i.e., teacher research, action learning and problem-based learning.
Abstract: This article analyses the nature of learning in three long-term professional development approaches from different disciplines – teacher research as used in educational contexts, action learning as used in business contexts, and problem-based learning as used in medical contexts. The lens used for analysis focuses on three dimensions or influences on learning – the action setting, personal influences and sociocultural influences. Although the dimensions are present in each approach, they have a different emphasis. It is argued that planning for long-term professional development needs to consider all three dimensions in conjunction because the key for sustainability in professional development is the dynamic interplay between the dimensions
TL;DR: The first teacher induction scheme for Scottish schools was introduced for school session 2002/03 as mentioned in this paper, where teachers completing initial teacher education were entitled to a one-year training post with a 70% workload, 30% of working time for professional development and 10% of an experienced teacher's time for support.
Abstract: New arrangements for the induction of teachers in Scottish schools were introduced for school session 2002/03. Those completing initial teacher education (ITE) are now entitled to a one-year training post with a 70% workload, 30% of working time for professional development and 10% of an experienced teacher's time for support. Such inductees must meet the Standard for Full Registration (SFR) by the end of the year. Evidence on the implementation of the Teacher Induction Scheme was gathered at school, education authority and national level. This article reports the initial findings of the research project and suggests messages for the development of the scheme
TL;DR: In the close to 20 years since the Holmes Group first introduced the term professional development school (PDS), PDSs have grown in the United States from a concept to become a cornerstone of serious attempts to simultaneously improve teacher education and public schools as discussed by the authors.
Abstract: In the close to 20 years since the Holmes Group first introduced the term professional development school (PDS), PDSs have grown in the United States from a concept to become a cornerstone of serious attempts to simultaneously improve teacher education and public schools. In the course of this maturation process, PDSs have come in from the margins and there has been a coalescence and a codification of what it means to be a PDS, along with a growth in networks to support and help develop PDSs. A sharper focus on the impacts of PDSs has evolved, especially on P-12 students, and, overall, there are now stronger conceptualizations about assessment in PDSs, connecting PDS processes to desired outcomes for students, pre–service teachers and experienced educators. Finally, there has been an increase in attention, and some slow movement toward using PDSs to address the diversity and equity challenges of the country. The article addresses these trends, and the implications - challenges and opportunities –...
TL;DR: In this article, the impact that both conceptual and contextual problems have in inhibiting teachers' disposition towards capacity for development is discussed, and the authors suggest to the community of teacher educators that they should revisit their perspectives of teacher developm...
Abstract: This article discusses the impact that both conceptual and contextual problems have in inhibiting teachers' disposition towards capacity for development. These problems were highlighted from teachers' participation with a teacher educator in a collaborative culture of learning and within their schools' culture. They were challenged, supported and committed to teaching for achievement of their new aims deriving from an in-service course at a university in Pakistan. The teachers' capacity to learn was increased during the period of research; however, they needed support in dealing with issues for further enhancement of their teaching. The analysis of the teachers' transition from their routine teaching to new teaching revealed the teachers' needs, as well as a gap between theory and practices in teacher education. The author concludes by suggesting to the community of teacher educators (including himself as a member of this community), that they should revisit their perspectives of teacher developm...
TL;DR: The Incredible Years® Parenting Programs focus on strengthening parent-child interactions and attachment, reducing harsh discipline and fostering parents ability to promote children's social, emotional, and language development as mentioned in this paper.
Abstract: EARLY HEAD START HOME BASED HOME VISIT TRAINING GUIDE ... Wed, 29 May 2019 13:18:00 GMT 5 7) Child Management training guide and information for parents in the Parent Handbook HOME VISIT GOALS The overall goals for a home visit will include: * Increasing parents’ feelings of confidence and competence as teachers of their child Education Northwest | Creating Strong Schools and Communities Wed, 29 May 2019 12:49:00 GMT PARENT ENGAGEMENT Strategies for Involving Parents in ... The Incredible Years® Programs | The Incredible Years Mon, 27 May 2019 11:26:00 GMT The Incredible Years® Parenting Programs. There are separate parent programs for babies (0-1 year), toddlers (1-3 years), preschoolers (3-6 years) and school age children (6-12 years). The parent programs focus on strengthening parent-child interactions and attachment, reducing harsh discipline and fostering parents’ ability to promote children’s social, emotional, and language development. Promoting positive education and care transitions for ... Sun, 26 May 2019 15:45:00 GMT Why are children's transitions to early childhood education and careenvironments and schools an important issue? A transition is defined for the purposes of this paper as a change in the self, in one’s life roles, central relationships, views of self and the world, and in personal competence to respond to new challenges (Cowan, Cowan, Ablow, Johnson, & Measelle, 2005). CSEFEL: Center on the Social and Emotional Foundations for ... Tue, 28 May 2019 01:23:00 GMT Promoting Social and Emotional Competence: These modules were designed based on input gathered during focus groups with program administrators, T/TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social-emotional needs of young children.
TL;DR: In this paper, the authors evaluated the implementation and efficacy of two models of teacher candidate placement in PDSs and found that teacher candidates in Group A were placed in traditional isolated placements.
Abstract: Professional Development Schools (PDSs) emerged in the USA in the mid-1980s as a promising approach to simultaneously improving teacher education and the quality of education students receive in kindergarten through grade 12 (public) schools. This new form of school-university partnership enabled teacher educators to design new models for pre-service teacher preparation and in-service education for experienced teachers. While teacher candidates were routinely placed one per school in traditional, isolated placements in elementary schools with sporadic visits from the college supervisor, the school-university partnership relationship enabled the development of a model where four to six students were clustered in an elementary school with a college supervisor on site one full day per week and input from experienced teachers. This study evaluates the implementation and efficacy of two models of teacher candidate placement. Teacher candidates in Group A were placed in traditional isolated placements ...
TL;DR: Three distinctive projects have emerged from a developing joint venture for Arts education in Adelaide, South Australia, from 2001 to 2003 and each is rationalised with explanations of current and potential developments.
Abstract: This article describes a developing joint venture for Arts education in Adelaide, South Australia, from 2001 to 2003. The authors (two tertiary educators at the University of South Australia and a South Australian government education department Arts educator, seconded to a performing arts company) explain who the key stakeholders are and outline how the partnership stemmed from a common interest in young children, and their artistic development within and beyond conventional educational settings. The involvement of tertiary students as important project participants is explained and research initiatives within the projects are introduced. Three distinctive projects have emerged from the venture and each of these is rationalised with explanations of current and potential developments. Responses by the tertiary students and other project participants are reported with a consideration of the benefits and outcomes for each of the partners, and for Arts education in Australia.
TL;DR: In this paper, the authors describe a set of strategies the implementation of which will contribute towards the elaboration of a new "culture of teaching" by promoting practices that lead to the development, in students and educators alike, of communication across cultural, ethnic, religious and national boundaries, of mutual tolerance and acceptance.
Abstract: Can teacher-educators and teachers work together in community, to make a difference in society? The aim of this article is to describe a set of strategies the implementation of which will contribute towards the elaboration of a new ‘culture of teaching’. By promoting practices that lead to the development, in students and educators alike, of communication across cultural, ethnic, religious and national boundaries, of mutual tolerance and acceptance, the program we propose is dedicated to the evolution of a ‘culture for peace’. The program will be implemented and ongoing formative evaluation carried out, in the northern region of Israel, by a team of researchers with the participation of teacher educators and junior high school teachers from various cultural backgrounds. The rationale for the work derives from research literature on the nature of teaching and school change, the foundations of hostility and misunderstanding among people of diverse cultural backgrounds, and the potential of personal...
TL;DR: In this article, the authors examined the origins of the successful bid for training school status, the proposed changes to professional practice and informed discourse, and the enhanced expertise which it will bring to all involved, and how already this has had a positive effect on school staff development practices.
Abstract: The author, who is Director and Deputy Head Teacher of a newly established Department for Education and Skills training school, examines the origins of the successful bid for training school status, the proposed changes to professional practice and informed discourse, and the enhanced expertise which it will bring to all involved, and how already this has had a positive effect on school staff development practices. The development of the school's continuing professional development (CPD) practices, which will be funded partly from the training school, will influence the burgeoning culture of teacher-practitioner research, building the capacity for improvement, advancing the cause of informed practice and benefiting pupil learning in the process. In short, the school will become a CPD school training all its staff throughout the different stages of their career and not just focusing on initial teacher training alone. Also examined are existing CPD practices, with a significant focus on the school-...
TL;DR: In this paper, the impact of broader policy change and practices on in-service teacher education (INSET) in the Limpopo province is reviewed and the importance of individual continuous professional development of educators at appropriate venues is reasserted.
Abstract: This article reviews the impact of broader policy change and practices on in-service teacher education (INSET) in the Limpopo province. The author argues that name changes from INSET to staff development to continuous teacher professional development or continuous professional development to capacity building and training tend to generalise teacher support activities, rather than focusing on teacher empowerment and strengthening mechanisms. Offerings of INSET were in the past, made at INSET centres, central school halls, teachers' centres, colleges of education, higher education institutions, and are now at designated multipurpose education centres and Higher Education Institutes. This article reasserts the importance of individual continuous professional development of educators at appropriate venues. After an extensive literature review and field study in the province, emerging issues requiring attention include closing INSET policy gaps, conceptual clarification/consensus, management of CPDE a...