Showing papers in "Journal of In-service Education in 2006"
TL;DR: In this paper, a case study of the experiences under the Indonesian Mathematics and Science Teacher Education Project (IMSTEP) concerning in-service teacher training through the practice of lesson study collaboratively conducted by schools and universities is presented.
Abstract: This paper presents a case study of the experiences under the Indonesian Mathematics and Science Teacher Education Project (IMSTEP) concerning in‐service teacher training through the practice of lesson study collaboratively conducted by schools and universities. The purpose of the case study is two‐fold: first, to examine the changes in teaching practices through the introduction of lesson study under IMSTEP; and, second, to uncover the challenges faced in implementing lesson study under IMSTEP. The results of the analysis revealed that the lessons underwent three changes: (1) a change in the academic base of the lessons, brought about by close liaison between university faculty members; (2) a change in the structure of the lesson by the introduction of experiments or manual activities and discussions; and (3) a change in the reactions of students during the lesson. However, two insights emerged during the IMSTEP case study as tasks to be addressed in order to further develop the practice of lesson study....
92 citations
TL;DR: The perceptions of primary and secondary school teachers who are currently in their induction phase (i.e. their first three years after graduation) are explored and the essential link between pre‐service and continuing professional development is explored and identified as key to quality improvements at the school level.
Abstract: This paper explores the perceptions of primary and secondary school teachers who are currently in their induction phase (i.e. their first three years after graduation). It reports the views of approximately 300 teachers about their professional development. The methodological approach adopted was a questionnaire survey followed by in‐depth interviews of around 18 teachers. The results clearly indicate the type of support that beginning teachers in particular need at the start of their teaching career. It provides feedback as to what the education authorities and schools need to focus on in order to support beginning teachers. The essential link between pre‐service and continuing professional development is explored and identified as key to quality improvements at the school level.
72 citations
TL;DR: In this paper, the authors focused on the impact of instructional resources on the large-scale curricular reform of 30 urban physical education teachers and found that the resources enabled them to improve their instruction by: teaching more content, maximizing student learning opportunities, teaching diverse learners, teaching to development, and increasing classroom safety.
Abstract: The purpose of this study was to understand factors that make teacher professional development successful and what success might mean in terms of teachers’ instructional practices and feelings about change. Specifically, this study focused on the impact of instructional resources on the large‐scale curricular reform of 30 urban physical education teachers. Data were collected through interviews and class observations. Data were analyzed using inductive analysis, member checks, a research team and triangulation. Analysis of these teachers’ use of and perspectives toward the instructional resources provided in the professional development process suggested that they experienced significant instructional and emotional outcomes. First, the resources enabled them to improve their instruction by: teaching more content, maximizing student learning opportunities, teaching diverse learners, teaching to development, and increasing classroom safety. Second, they also reported strong positive and negative emotions fr...
63 citations
TL;DR: A review of an action research based leadership programme against the features of effective professional development is used as an example of evaluation, and indicates a strong and robust approach, but also highlights limitations of independent evaluator depth of knowledge.
Abstract: A dialectical, or mutually informing and influencing, relationship exists between research, programmes for development and improved teaching and learning. Among a raft of other attributes, current perceptions of effective professional development (summarised in the paper) point to deep, collaborative, active and ongoing features as important. Such development, in turn, should result in improvements to teaching and learning, and both these outcomes, and the professional development programme itself, should be able to be evaluated. A review of an action research based leadership programme against the features of effective professional development is used as an example of evaluation. The evaluation indicates a strong and robust approach, but also highlights limitations of independent evaluator depth of knowledge of such a programme and the need to encourage a move towards more rigorous data collection showing evidence of change in evaluation.
59 citations
TL;DR: The first national leadership development programme to embody an explicit and systematic approach to coaching was the National College for School Leadership's programme for school middle leaders, Leading from the Middle (LftM) as discussed by the authors.
Abstract: There is a large literature on leadership mentoring and coaching. However, in education in England, mentoring is the term that has dominated policy and discussion until recently, with the application of this concept as a core element in teacher training and in the induction of new headteachers. Coaching has emerged more recently as a significant element of continuing professional development for teachers. The first national leadership development programme to embody an explicit and systematic approach to coaching was the National College for School Leadership's programme for school middle leaders—Leading from the Middle (LftM). This paper explores the experience of school-based coaching on LftM. It begins by considering key issues concerning the practice of leadership coaching before presenting data on the LftM coaching experience drawn from two evaluations of the programme. The findings suggest that the potential functions of coaches on programmes such as LftM are wider than those in more traditional coaching roles, and the demands arising from the programme and from the school may lead to some role ambiguity. Secondly, three important issues affect the coaching experience: coach skills and commitment, the time devoted to the process, and the place of coaching within broader school leadership development strategies.
49 citations
TL;DR: In this article, a case study of five newly qualified teachers in one school was conducted to identify the context and learning factors that enable and constrain the professional growth of new teachers, and to locate the place of formal induction arrangements within the broader experiences of the first year in teaching.
Abstract: This paper reports on a small‐scale case study of five newly qualified teachers in one school. The aim of the study was to identify the context and learning factors that enable and constrain the professional growth of new teachers, and to locate the place of formal induction arrangements within the broader experiences of the first year in teaching. The research adopts a narrative‐biographical approach, combined with a micro‐political perspective, and draws on the findings reported by Michael Eraut concerning the learning and context factors that affect professional growth in other domains. The findings suggest that more attention to these factors could inform the implementation of formal induction procedures and make the process more meaningful for beginning teachers.
45 citations
TL;DR: This paper explored teachers' perceptions of factors affecting their success in completing assessed work and found that some of these factors are not controlled by HEIs, they might be influenced by partnerships between tutors, school managers and local advisory staff working together to plan participation from course design to final impact.
Abstract: Many more teachers begin studying for masters’ level awards than complete them. This situation is a concern to participants, providers and funders of courses. The research project reported here explores teachers’ perceptions of factors affecting their success in completing assessed work. Questionnaire and interview responses from 46 students in three higher education institutions (HEIs) emphasise a number of motivational and inhibiting factors experienced by teachers. Some of these, including styles of assessment and access to resources, can be influenced positively by HEIs through course design and structures of institutional support. Other influential factors included time, personal circumstances and support in the workplace. Although these factors are not controlled by HEIs, they might be influenced by partnerships between tutors, school managers and local advisory staff working together to plan participation from course design to final impact. The research, although small‐scale and exploratory, will t...
39 citations
TL;DR: In this article, the authors argue that teachers' professional development in England is not being taken as seriously as it needs to be, and they draw on data from several related pieces of research, to argue that cases of educational vandalism exist.
Abstract: The central theme of this paper is that teachers’ professional development in England is not being taken as seriously as it needs to be. With reference to the induction of newly-qualified teachers and the early professional development pilot schemes, it draws on data from several related pieces of research, to argue that cases of ‘educational vandalism’ exist. These are identified at three levels – the school, the individual and the current funding policy of the government. It is argued that the short term gain of money and time saved by non existent, inadequate or inappropriate continuing professional development has a number of significant effects; teachers work below their potential, get stale, leave the profession - all of which result in generations of children not learning as well as they might have been. ‘Educational vandalism’ needs to be eliminated; investing in people’s development costs money but the alternative is more expensive.
38 citations
TL;DR: In this paper, the authors focus on in-service teacher training in Cyprus and point to the necessity for reorganisation of existing practices and reformulation of national policies within the framework of continuous professional development.
Abstract: This article focuses on in‐service teacher training in Cyprus and points to the necessity for reorganisation of existing practices and reformulation of national policies within the framework of continuous professional development. Examination of this issue results from the need of the educational system to respond to the challenges of the European educational area and overcome the identified inefficiency of the current training scheme. On the basis of the gap between emerging challenges and current practices, policy recommendations are proposed with regard to the organisation as well as the content of a possible training scheme that will incorporate a holistic, long‐term approach to ongoing teacher professional development. Such recommendations include, among others, decentralisation of training provision and funds, as well as multiplicity of providers, along with accountability measures, such as legislative frameworks and quality assurance standards. At the same time, it is suggested that in‐service teac...
37 citations
TL;DR: The early stages of this research study sought to elicit from new head teachers who were starting on the programme their own views of their needs and priorities as discussed by the authors, finding that there are many factors contributing to the formation and nature of headship, and that it is difficult to find a common set of needs or wishes.
Abstract: The National College for School Leadership in England commissioned an evaluation and impact study of their new programme for recently appointed head teachers, the Headteacher Induction Programme (HIP). The early stages of this research study sought to elicit from new head teachers who were starting on the programme their own views of their needs and priorities. This paper draws from original quantitative (questionnaire) and qualitative (interview) data in order to examine what it is that head teachers believe they need in terms of professional development support at the time of what is arguably the most challenging professional experience of their career. What emerges is an extremely diverse picture, suggesting that there are many factors contributing to the formation and nature of headship, and that it is difficult to find a common set of needs or wishes. However, some patterns do emerge and these are reported. In addition the paper offers an exploration of the reasons for this diversity.
31 citations
TL;DR: In this paper, an exploration of physical education teachers' reactions to one school district's attempts to mandate a public health-driven curricular change is presented, where teachers' need for new knowledge and the mismatch between the curriculum and teachers' understanding of the physical education and their context are identified.
Abstract: Schools are frequently seen as the solution to social problems, and recent public health issues such as the near epidemic rates of obesity and diabetes are some of the newest pressures facing schools. This investigation is an exploration of physical education teachers’ reactions to one school district’s attempts to mandate a public health driven curricular change. Forty‐six elementary physical education teachers reported via interviews their perceptions of the change process. Data were analysed via a constant comparison process. Two key areas of implementation challenges were identified; including teachers’ need for new knowledge and the mismatch between the curriculum and teachers’ understanding of physical education and their context.
TL;DR: This article conducted an interview study on facilitation in the form of meetings between teachers, school managers and university researchers and found that the participants' expectations and assumptions about facilitation are often contradictory.
Abstract: Promoting local development in order to support school improvement is an important aspect of contemporary educational policy in Sweden. Recent state initiatives have sought to combine curriculum and teacher development. A common form of cooperation is facilitation, where academics support groups of teachers in their school projects. This article is based on an interview study on facilitation in the form of meetings between teachers, school managers and university researchers. The results show that several tensions concerning expectations and assumptions about facilitation are present in such meetings. Sometimes the parties’ expectations and conceptions are entirely contradictory. The study reveals that inadequate attention is paid to the need for dialogue and about the purpose and process of the cooperation at the outset of facilitation. Both dialogue and discourse are aspects of the meeting that require further development if this kind of cooperation is to succeed.
TL;DR: This paper examined the impact of one leadership development program, drawing on a model developed by Leithwood and Levin (2004) for the Department of Education and Skills, on participants' knowledge and skills, and on their leadership practices.
Abstract: This paper examines the impact of one leadership development programme, drawing on a model developed by Leithwood and Levin (2004) for the Department of Education and Skills. The New Visions programme, offered by the National College for School Leadership, is aimed at new headteachers and adopts a process rich approach to leadership development. The paper uses evidence from the authors' evaluation to show that the programme had a significant impact on participants' knowledge and skills, and on their leadership practices, but a more limited effect on classroom practice and pupil outcomes.
TL;DR: The literature and findings are considered in the context of the changing role and responsibilities of the Education Welfare Service, which has evolved from being a service primarily dealing with pupils’ school attendance to one whose functions often include such issues as managing exclusion, parenting orders, child protection, antisocial behaviour and licensing and child employment.
Abstract: This article is based upon an analysis of a questionnaire sent to 431 education welfare officers throughout local education authorities in England and Wales and follow‐up interviews with 59 (13.7%) of the respondents. The questionnaire focused upon profiling the initial induction and continuing professional development needs of the staff. The review of the literature and findings are considered in the context of the changing role and responsibilities of the Education Welfare Service, which has evolved from being a service primarily dealing with pupils’ school attendance to one whose functions often include such issues as managing exclusion, parenting orders, child protection, antisocial behaviour, licensing and child employment, criminal review board checks, alternative curriculum and out‐of‐school placements, health and safety, risk assessments, responsibility for travellers’ children and asylum seekers, bullying, aspects of special educational needs, home tuition, home carers and escort duties, among a ...
TL;DR: In this article, the authors describe informal learning as it might apply to the early professional development of inexperienced teachers in the first three years of their career, working in secondary schools in England and Wales.
Abstract: This article aims to describe informal learning as it might apply to the early professional development of inexperienced teachers in the first three years of their career, working in secondary schools in England and Wales. An attempt has been made to move the debate on from a narrowly conceived competencies agenda based on a formalised approach to learning, to conceptualising informal learning in the broadest possible terms in order to try and capture the complexities of learning from an individual teacher’s cognitive, affective and behavioural perspective. This is encapsulated in a proposed model of informal learning that contains three key elements: implicit, reactive and deliberative. It is acknowledged that investigating implicit learning may well present researchers with difficulties but some research evidence is presented to support the importance of reactive and deliberative learning.
TL;DR: The Froebel Research Fellowship Project on Ownership and Autonomy in Early Learning as mentioned in this paper found that participants valued continuing professional development (CPD) that was practical, that provided opportunities to visit other settings, that involved participation in research and that made use of teams and mentors.
Abstract: The English Curriculum Guidance for the Foundation Stage refers to the importance of supporting the development of young children’s thinking, a teaching role that Kite suggests should be seen as the major focus for education. This paper draws on data from the Froebel Research Fellowship Project, Ownership and Autonomy in Early Learning, on the extent to which a sample of 80 early childhood professionals feel prepared for this aspect of their work. A significant number of participants, particularly of those with qualified teacher status, could not remember learning about children’s thinking during their initial training. Participants valued continuing professional development (CPD) that was practical, that provided opportunities to visit other settings, that involved participation in research and that made use of teams and mentors. They also drew distinctions between what might be most valuable on the basis of practitioners’ experience or level of qualification. We conclude that future training should make...
TL;DR: This article examined the impact of the new professionalism on the culture of professional development of science teachers and found that a culture of low trust prevails that may leave science teachers feeling deprofessionalised rather than empowered and feeling unwilling or unable to take control of their own professional development.
Abstract: This article examines the impact of the ‘new professionalism’ on the culture of professional development of science teachers. In the era of ‘new professionalism’ there is an expectation that teachers will engage in professional development, but rather than encouraging an intrinsic desire to learn as professionals, it promotes forms of professional development that are often centrally imposed and determined by political rather than educational imperatives. As a result, a culture of low trust prevails that may leave science teachers feeling deprofessionalised rather than empowered and feeling unwilling or unable to take control of their own professional development. The establishment of a network of science learning centres in England, designed to keep science teachers at the cutting edge of science knowledge, affords a serendipitous opportunity to examine how various government policies on continuing professional development (CPD) for teachers might be interacting. The success of the new network will hinge...
TL;DR: Primary teachers’ perceptions of the advantages of their involvement in initial teacher training (ITT) are explored and it finds that while the teachers did recognise a range of benefits to the school, teachers and children, on the whole they failed to recognise the role of ITT involvement on the continuing professional development of mentors and teacher tutors.
Abstract: Changes in the requirements for training primary school teachers in England over the past 12 years have increasingly demanded more involvement from the schools themselves. University departments and schools have developed partnerships to implement these changes and teachers are increasingly finding themselves taking a key role in the training of the next generation of teachers. However, despite the transfer of funding to the schools, there is still often the perception that the training is the responsibility of the university and that the benefits are primarily to the university and trainees rather than the schools. This study explores primary teachers’ perceptions of the advantages of their involvement in initial teacher training (ITT). It finds that while the teachers did recognise a range of benefits to the school, teachers and children, on the whole they failed to recognise the role of ITT involvement on the continuing professional development of mentors and teacher tutors.
TL;DR: The Nuffield Primary History Project (NPHP) has implemented a programme for the professional development of teachers built around Collins et al. as mentioned in this paper, which incorporates demonstration and modelling.
Abstract: The English government has focused upon a pattern of professional development that involves demonstration and modelling as a key element in the improvement of the teaching of 11–14 year olds (Key Stage 3 strategy). From 1997 the Nuffield Primary History Project (NPHP) has implemented a programme for the professional development of teachers built around Collins et al.’s theoretical framework (cognitive apprenticeship) that incorporates demonstration and modelling. Additional influences helped shape the NPHP programme, in particular: the formal and informal curriculum development and practitioner‐based research of the NPHP team; the Harland and Kinder typology of in‐service outcomes; Schon’s model of the reflective practitioner; ideas about socially constructed knowledge, situated learning and legitimate peripheral participation; extensive research into teachers’ knowledge bases following in the footsteps of Shulman and those of Neville Bennett; and the concept of trainees and teachers‐as‐researchers being ...
TL;DR: A critical evaluation of the model of professional development elucidated within the Career Entry Development Profile and induction arrangements for newly qualified teachers (NQTs) in England questions whether, in practice, beginning teachers are being facilitated with high‐quality personalised in‐service training.
Abstract: This paper provides a critical evaluation of the model of professional development elucidated within the Career Entry Development Profile and induction arrangements for newly qualified teachers (NQTs) in England. In addition, it outlines the findings from a small‐scale study of NQTs’ professional development during their first year of teaching. The findings of the study, while accepting that, in theory, the CEDP and induction arrangements provide an effective model of professional development, questions whether, in practice, beginning teachers are being facilitated with high‐quality personalised in‐service training.
TL;DR: The first two years of as discussed by the authors study into models of professional development (PD) of a longer duration than workshops or conferences and the impact of those types of PD activities on teaching performance.
Abstract: The first two years of our research study into models of professional development (PD) of a longer duration than workshops or conferences and the impact of those types of PD activities on teaching ...
TL;DR: This article investigated the process of change with reference to Chinese lecturers of English taking part in a one-month intensive teacher training programme, which was initiated in response to a government directive that 20% of all university courses in Chinese national universities should be taught in English.
Abstract: This article investigates the process of change with reference to Chinese lecturers of English taking part in a one‐month intensive teacher training programme. The programme was initiated in response to a government directive that 20% of all university courses in Chinese national universities should be taught in English. The article sets the training programme in its educational context by providing a summary of English language developments in China, before moving on to the presentation of the data itself. The training programme begins with a seminar focusing on change, during which the participants complete and discuss a series of activities. In the final session of the programme participants are invited to suggest ways in which changes in attitudes and practice might occur following the course. The experiences and opinions of the participants, arising from the responses, are discussed, and implications and recommendations are made as a result. China is in a phase of industrial, scientific and commercia...
TL;DR: In this paper, a complex issue: why teacher education input and interventions have limited or no impact in the classrooms is discussed, and some practical examples and issues and their implications for teachers' learning and motivation to develop teaching are discussed.
Abstract: This paper discusses a complex issue: why teacher education input and interventions have limited or no impact in the classrooms. It discusses some practical examples and issues and their implications for teachers’ learning and motivation to develop teaching. Analysis of the findings suggests that as teachers re‐entered the reality of the school situation after taking a teacher education course, they did not continue to sustain the process of their learning or improvement and easily succumbed to the dominating culture of their schools. In other words, in‐service education projects falter at the implementation stage. The paper raises some important issues relevant to mathematics teacher education to illustrate conditions and challenges for successful implementation in Pakistan. It is expected that this discussion will stimulate teacher educators in Pakistan and at large to reflect on their own ways of working with teachers, and to challenge the assumptions that inform and shape their theoretical perspective...
TL;DR: It will be shown that EPR was largely successful in terms of its aims, although there were weaknesses, and a critical reflection on the evaluation and how it informed the subsequent development of EPR is offered.
Abstract: Educational process reflection (EPR) is a professional development model aimed at supporting preschool teachers reflecting on and changing their practice. A particular focus is on interaction between practitioners and children, and between the children themselves. In this article, I first describe the theoretical frameworks that helped shape EPR, then offer a brief overview of its components. The main part of the article reports an evaluation of EPR. It will be shown that EPR was largely successful in terms of its aims, although there were weaknesses. The article ends with a critical reflection on the evaluation and how it informed the subsequent development of EPR.
TL;DR: The paper considers the Church’s position on the role of the Catholic teacher, yet reflects on the lack of CPD opportunities for the purpose of faith formation that some Catholic schools have provided for staff, and questions the commitment of Catholic school managers to the continued faith formation of their teachers.
Abstract: This article examines Scottish Catholic school managers’ perceptions of continuing professional development (CPD), and in particular their views of CPD for the purpose of faith formation of Catholic teachers in their schools. Set against the background of the major CPD reforms that are currently taking place in Scotland as a result of the McCrone Agreement, the article uses interview source material to probe head teachers’ underlying views about the necessity of CPD of this nature, draws them together and analyses them in a critical manner. Issues emerged including the practicalities of engaging staff in such CPD experiences, control of CPD, the quality of opportunities and the place of distinctively Catholic CPD activities, similar to those recently launched by the Scottish Catholic Church, within the wider political CPD agenda. The paper considers the Church’s position on the role of the Catholic teacher, yet reflects on the lack of CPD opportunities for the purpose of faith formation that some Catholic...
TL;DR: In this paper, the authors explore the implications of the Certificate of School Business Management program and its impact to date, and argue that it may prove to be a significant development in changing the culture of school leadership.
Abstract: This paper explores the implications of the Certificate of School Business Management programme and its impact to date, and argues that it may prove to be a significant development in changing the culture of school leadership. It presents a view of leadership that fits a ‘loose–tight’ model of organisational management, with less operational control by headteachers: this perspective is labelled ‘leadership at all levels’. The key contention here is that School Business Managers should be part of the leadership of the school, and regarded as ‘leaders backing leaders’. However, despite strong evidence of the effectiveness of the approach, the authors note that it has not yet been widely accepted in English schools, and offer an explanation for this, citing three obstacles to change. The paper argues that external catalysts, and specifically the Bursar Development Programme, have begun to change this situation. The evidence for this assertion is based on impact evaluation data produced by National College fo...
TL;DR: This paper concludes by highlighting how repairing the erosion in relationships between teachers and academics in teacher education institutions represents the best opportunity for progress, which is sympathetic yet critical, and which avoids the problems of general vagueness and short‐term reductionism found in other areas of in‐service provision.
Abstract: Retaining the professionalism of experienced teachers is important at a time when changing curricula require the integration of new subject knowledge. Through evaluation of Higher Still Physical Education in Scotland, Thorburn and Collins analysed the different ways in which experienced teachers implemented a challenging new curriculum. Only occasionally did rich student learning lead to high levels of authentic attainment. Further analysis presented in this paper argues that effective in‐service programmes require recognition of the importance of new subject knowledge and teachers’ preferred models of in‐service delivery if policy aims are to be achieved in practice. The paper concludes by highlighting how repairing the erosion in relationships between teachers and academics in teacher education institutions represents the best opportunity for progress, which is sympathetic yet critical, and which avoids the problems of general vagueness and short‐term reductionism found in other areas of in‐service prov...
TL;DR: This article investigated how the systematic inclusion of teachers within the design, operationalization and implementation of an online curriculum development project in Florida led simultaneously to teachers' own professionalizing in areas of education they were previously unknowledgeable.
Abstract: This article outlines the results of an issues‐based study conducted over a 12‐month period that investigated how the systematic inclusion of teachers within the design, operationalization and implementation of an online curriculum development project in Florida led simultaneously to teachers’ own professionalizing in areas of education they were previously unknowledgeable. Specifically, this study charts how reflective, iterative curriculum development practices acts as a mechanism for in‐servicing, leading to more informed teacher practices in the classroom. The investigation revealed that while the project was ambitious in its scope, it achieved its primary objectives through the implementation of deliverables outlined for the first year of the project. Research outcomes indicated that within the ‘situated’ process of socialization into a community of practice, teachers’ cognitive growth can be prompted by an individual’s receptiveness, sensitivity towards and ability to manage mediational means placed...
TL;DR: In the last decade, since the break-up of the Soviet Union into a number of independent countries, Kyrgyzstan has experienced major political, social and economic transformation as mentioned in this paper.
Abstract: During the last decade, since the break‐up of the Soviet Union into a number of independent countries, Kyrgyzstan has experienced major political, social and economic transformation. This has resul...
TL;DR: In this article, an insider's reflection on an innovative on-the-job teacher education course offered from 2003 to 2005 in Ethiopia combining distance and face-to-face modes is presented.
Abstract: This article presents an insider’s reflection on an innovative on‐the‐job teacher education course offered from 2003 to 2005 in Ethiopia combining distance and face‐to‐face modes. The text adopts a descriptive‐analytic approach in reporting the insider’s reflections. To analyze the course, the author used his colleagues’ and his own documentations of the course activities as a major source of data. Moreover, documents such as syllabus, schedules, task sheets and study materials were analyzed to shed light on the author’s understandings of the situation. The author argues that the course’s epistemological and ideological foundations were geared towards the socio‐historical circumstances surrounding Ethiopia’s education. The author identified constraining problems and challenges that have both micro and macro dimensions. The author also reflected that, withstanding such challenges, the course was somewhat able to involve participants in the process of conscientization and create a community of educators who...