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1.
Objective To assess the sexual health knowledge of teachers who contribute to secondary school sexual health education in order to determine whether teachers are adequately prepared to implement present government education and public health policies.

Design Results were obtained from a questionnaire as part of a two‐phase intervention study.

Setting Nineteen mixed‐sex, state secondary schools in central England.

Participants One hundred and fifty‐five teachers (94 female, 61 male) participated.

Main outcome measures The questionnaires were distributed to teachers to assess their knowledge of sexual health, contraception and sexually transmitted infections. In addition, teachers' attitudes on the subject of sex and relationships education were evaluated.

Results The results suggest that teachers have insufficient sexual health knowledge to effectively teach sexually transmitted infections or emergency contraception, although their general sexual health knowledge was good. Therefore, at present teachers do not have adequate specialist knowledge in sexual health to contribute to current recommendations for sex and relationships education in secondary schools. There were no statistically significant differences in the results regarding location of school, area of residence, gender or age of the participant.

Conclusions Many teachers are being expected to contribute to secondary school sexual health education programmes at a time when they do not have sufficient knowledge to provide young people with adequate sexual health education and when they do not feel prepared to teach, and in many cases would prefer not to teach, these programmes.  相似文献   

2.
Abstract

In‐service teacher training programmes in Japan are conducted by various organizations including local education boards, the Education Ministry, and public foundations. Pre‐service teacher training is extensively offered at national, public and private colleges and universities. These formal programmes fulfil the basic needs of teachers and they have little link to distance education systems. Teachers’ spontaneous energy to teach themselves is now directed towards using personal computer networks and the Internet. These telecomputing activities are reviewed and future directions suggested  相似文献   

3.
ABSTRACT

Teachers’ concerns have been regarded as one of the key variables closely associated with successful implementation of innovative educational changes. China has initiated educational reform toward inclusive education since 1980s. Research related to inclusive education is very limited and teachers’ concerns remain unclear and are seldom investigated. The purpose of this study is to investigate the levels of Chinese regular education teachers’ concerns towards inclusive education by utilising Concerns-Based Adoption Model as a framework. The Stages of Concern Questionnaire was refined to conform to the Chinese educational context and administered for data collection in Beijing from a sample of 425 regular education teachers. The result indicates that regular education teachers make decisions on whether or not to implement inclusive education based on what they know about inclusive education and how effective it is to be. Regular education teachers demonstrate a ‘Multiple Peak User Profile’ in the Stages of Concern model, and that their concerns vary according to a few demographic factors. The results inform educational leaders’ decision making in improving programmes for teachers’ professional development for inclusion.  相似文献   

4.
ABSTRACT

Despite its current high regard in parts of the English educational community, education in France has been as much the subject of public and political concern in recent years as it has in many other countries. One manifestation of this concern was the Loi Jospin of 1989, the aim of which was to continue to encourage the growth of diversity among schools as a response to local needs. Associated with this goal was that of making teachers more willing and able to respond to the increasingly diverse needs of their pupils. By so doing, it was hoped to raise the overall level of student success within the system. This paper looks at one aspect of teachers’ practice and the impact of current reforms on it–that of assessment. Having briefly described the provisions of the Jospin Law, it discusses how these are affecting teachers’ attitudes and practice, using data from the ESRC‐funded ‘Systems, Teachers and Educational Policy’ (STEP) project (ESRC Award No.: R 000 23 4673). Some tentative conclusions about the scale of change and the significance of French primary teachers’ attitudes to assessment are offered.  相似文献   

5.
Abstract

Results from a survey of teachers’ understanding and implementation of moral education in primary schools in Trinidad and Tobago are presented here, against consideration of the role of moral education in schooling. The paper discusses the range of moral curricula available for the implementation of moral education in schools and constraints on implementation in the classroom. It also compares the need for and applicability of moral education programmes in developing and developed countries. In Trinidad and Tobago, noted for its population and religious mix, the role of moral education has been given importance from the highest levels at the Ministry of Education and elsewhere in government. The survey of a representative sample of teachers in primary schools throughout the country showed that they largely felt themselves responsible for introducing moral education to their pupils, although they rarely drew upon any specific curriculum. They tended to take a ‘virtues’ approach in their teaching of moral education, and were generally satisfied with the results of their efforts. There were few differences between understanding and implementation of moral education that could be attributed to age, sex, experience or responsibilities of the teacher, or the age of the pupils. These results are not just characteristic of a developing country as they mirror earlier findings in England and elsewhere.

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6.

This article reports data from the process evaluation of a randomised controlled trial of peer-led sex education in English secondary schools. Data from 52 focus group discussions in 19 schools and selected items from a questionnaire survey completed by 7770 students in 1998/99 are used to compare student views on teacher- and peer-led sex education. Questionnaire data show that a significantly greater proportion of students taught by peer educators than teachers felt that sex education was enjoyable, engaging and useful to them. Data also show that a slightly greater proportion of students taught by teachers felt the classroom was well controlled. Data from an analysis of the focus group discussions are used to explore and illustrate factors which students associated with the acceptability and satisfaction of the peer-led intervention. The importance of peer educator empathy and similarity with students is highlighted and data show how these characteristics are associated with peer educators' choice of teaching methods, the content of lessons and the sexual values and attitudes they espouse. The influence of contextual factors like student prior expectations and experiences of relationships with teachers, school environment and norms are considered along with the potential influence of the research process on responses.  相似文献   

7.
Abstract

The disparities between the education of the rich and poor of this nation will continue to grow until educators are more willing and better prepared to work effectively in a variety of schools operating within a variety of models. Teacher education must prepare new teachers with open minds, willing hearts, and myriad strategies to address the realities, strengths, and critical needs of poor, culturally diverse urban schoolchildren and their families. This article describes an initiative that engages one teacher education program with an innovative urban “full‐service” elementary school in a joint effort to serve children and families and to provide a deeper and broader experience for preservice teachers. Education students complete traditional and nontraditional field work in a full‐service school with an “educational village” mission that extends from preschool to adult education.  相似文献   

8.
《Africa Education Review》2013,10(2):184-198
Abstract

As schools in South Africa become increasingly multicultural, pressure is being put on them to meet the needs of all learners. The South African Schools Act, No 84 of 1996, affirms the recognition of all forms of diversity in public schools. It seems clear from media reports, however, that diversity in schools is not readily accepted and that teachers are largely held accountable for racial prejudice in schools. This raises the question whether teachers fully understand multicultural education as a means to adequately manage diversity in schools. Against this background, a project was undertaken to establish what student teachers’ understanding of multicultural education is, and what they regard as the most important aims of multicultural education. Data were obtained by the use of semi-structured questions serving as a self-report instrument. The data collected were consolidated and categorised into themes. It became clear from the data that most respondents showed a seriously deficient conception of the nature, aims and material manifestations of multicultural education. It is therefore recommended that teacher education programmes should be scrutinised to ascertain whether they are providing the right kind of knowledge content to prepare student teachers to function competently in multicultural schools.  相似文献   

9.
Abstract

Student‐centred learning and teaching are concepts often given in relationship to philosophies of nurse education. Nursings’ Professional Regulatory Bodies and Higher Education Institutes generally can be shown to advocate such approaches to the delivery of educational programmes. The literature reviewed, however, highlights how no clear definitions of this concept are available. Student‐centredness can be shown to be a multi‐faceted concept and in addition has interrelationships with concepts of andragogy. This article describes an exploratory qualitative study which investigated nurse teachers’ perceptions of student‐centredness and concepts of andragogy. The findings are shown to be of relevance to nurse teachers and the higher education sector generally.  相似文献   

10.
Abstract

At the turn of the century some 200,000 one‐teacher schools were in existence in the United States. This number now stands at approximately 380. A study of these schools found them to be staffed with qualified teachers with extensive experience. The teachers are typically female and live near where they teach.

Teachers work an average of nine hours a day teaching all subjects including physical education and music. Other activities include custodial duties, driving the school bus, performing secretarial functions, ordering supplies, and lunch supervision.

Student enrollment has a present average level of 9.4, a level that helps teachers meet the needs of each student. Low enrollment may also create concern about school closures in the future. Teachers indicate that they use individualized instruction, peer tutoring, and cooperative learning. They have few discipline problems and no violence or drug issues.  相似文献   

11.

Sex education is a contentious issue. Recently debates in the UK have tended to concentrate on the need to reduce teenage pregnancy rates and on the 'promotion of homosexuality'. This article examines the issues that need to be addressed if boys are to receive the sex education they require. These issues include the characteristics and gender of the teacher needed; methodologies to which boys will respond; the perception of boys as problems in school; the content of sex education programmes, the need for separate classes and the ongoing concern of boys' literacy standards. Added to these are issues such as homosexuality and pornography, areas which are avoided in many schools. The culture related to boys' attitudes to education in general and sex education in particular are examined. The author calls for a change in approach and attitude by government in order to achieve the desired lowering of teenage pregnancy rates and for the adoption of a more positive attitude to sex education by government, parents and teachers.  相似文献   

12.
Abstract

This study used comparative case study methodology to investigate student perceptions of different programmes that prepare them for a challenging high school education programme: the International Baccalaureate Diploma Programme (IBDP). Given the benefits and challenges of the programme, educators and stakeholders want to ensure students feel ready to participate. In the literature, studies support that programmes such as the International General Certificate of Secondary Education and the International Baccalaureate Organisation’s Middle Years Programme prepare students for the IBDP; however, there is a need for students’ voices on how they perceive they are prepared through these programmes. This study investigated three different approaches to IBDP preparation by gaining student insights through a scaled-item questionnaire and interviews. Students identified experiences that gave them skills to monitor their learning and resources that motivated them to participate in an advanced upper-high school programme.  相似文献   

13.
ABSTRACT

The image of backbone teachers has long informed the modern-era Chinese educational system. Backbone teachers play leadership and modeling roles in school-based groups of teachers focusing on research, lesson planning, and grade development. China’s New Basic Education (NBE) reform, which differs from previous Chinese reforms, aims to systematically transform schools in order to respond to contemporary social and economic changes. NBE views the development of individual subjectivity as education’s ultimate goal. Teachers’ roles need to shift from transferring knowledge to students to constructing knowledge with students and from teacher-as-curriculum-implementer to teacher-as-curriculum-maker and knowledge constructor. Backbone teachers are foundational to the NBE reform. In this article, we introduce the NBE initiative, and elaborate how NBE nurtures backbone teachers so they can ‘model as leaders; [and lead] other teachers as backbones’ in the reform. To end, the national and international implications associated with our case are discussed, along with future research suggestions.  相似文献   

14.
ABSTRACT

In the learning environment, teacher–student interaction plays a major role in influencing the cognitive and affective development of students. Teacher–student interaction is also an important parameter of educational quality. Teachers’ and students’ preferences of teacher interpersonal behavior are linked to their individual characteristics and styles. The author examined students’ and teachers’ thinking styles and their preferences for teacher–student interpersonal behaviors. A total of 325 students and 146 teachers from 2 secondary schools were involved in this study. The results show that there were divergences between students’ and teachers’ thinking styles and their preferences of teacher interpersonal behavior. Convergences between students and teachers were also found, as both had preferences for cooperative teacher interpersonal behavior.  相似文献   

15.
ABSTRACT

We assessed whether the level of time-pressure reported by a school’s teachers is predictive of student bullying perpetration. We combined data from two surveys conducted in 129 schools in 2016: the Stockholm School Survey performed among students in grades 9 and 11 (n?=?10,668), and the Stockholm Teacher Survey carried out among senior level (grades 7–9) and upper secondary school (grades 10–12) teachers (n?=?2259). Multilevel path analyses showed that teachers’ stress and time-pressure increased with declining school leadership functioning. Teachers’ level of time-pressure was, in turn, positively associated with student traditional and cyberbullying behaviour, through its effect on the school staff’s tendency (not) to intervene against bullying, but not through the teachers’ stress level. We conclude that schools with leadership that provides opportunities for the teachers to focus on their main mission can counteract bullying among the students and therefore indirectly also to promote student health.  相似文献   

16.
Abstract

This article reports on teacher education in Uganda, with specific reference to the role that distance education has played in upgrading the quality of education in general and in supplying more qualified teachers to meet a growing demand, specifically for teachers involved in primary education. The investigation paves the way for the establishment of the Open University of Uganda and illustrates how the Primary Education Policy of Uganda has increased access to 7 million primary school learners to schools in 2002. The article also explains how the qualifications of 10 000 in-service teachers have been upgraded between 1995 and 2000. The successes of two major in-service teacher education programmes are discussed. The article also explains how the Mubende Integrated Teacher Education Project (MITEP) not only contributed to the training of teachers, but also focused the attention of educators on the possibiliities of distance education for Uganda. Furthermore, it also argues that the Northern Integrated Teacher Education Project (NITEP) has on the other hand achieved successes in the field of inservice teacher education. The programmes assisted in the training of academic support staff who work in distance education. The article concludes by addressing the further needs of distance education in Uganda and highlights the challenges facing distance education programmes in Uganda.  相似文献   

17.
Abstract

In recent years, alternative teacher preparation programmes are globally emerging to address teacher quality in ‘hard-to-staff’ schools. These programmes commonly attract graduates from prestigious universities to teach in disadvantaged schools for two years. One programme of this kind in China is the ‘Exceptional Graduates as Rural Teachers’ (EGRT). In this paper, we repurpose Bourdieu’s sociology to understand the power shift and social change through EGRT fellows’ position-(re)takings in subjective and objective crisis during their EGRT service term. Interviews with 16 EGRT participants reveal two themes: (1) In the initial stage of EGRT service, contemptuous habitus navigated EGRT fellows to a position of assumed privilege and misrecognised the arbitrary value of educational capital; (2) Over the EGRT service term, position-retaking gradually came to the fore. EGRT fellows learned to recognise a range of rural teachers’ attributes termed as ‘localised pedagogical capital’. We conclude the paper with some recommendations for EGRT to transform both EGRT fellows and local teachers into reflexive sociological workers. These recommendations have important implications for a long overdue response to the urban-oriented rural education.  相似文献   

18.
ABSTRACT

Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of Black/African American teachers decrease. This trend has not changed since the publication of Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers. Furthermore, African American collegiate students who decide to enter teaching may face a chilly climate because of their cultural and educational experiences as they encounter devaluation in the classroom. This work provides a critical race reflective examination into the teaching and learning experiences and dilemmasI using personally engaged pedagogy as a means of enhancing the quality of the learning experiences for African American pre-service teachers. Critical race theory (CRT) and Critical Race Feminism (CRF) will be used as the theoretical framework for understanding the role of race and gender in teacher education. Critical autoethnography is the methodological approach used to examine the subject phenomenon. Field notes, research journaling, and student memoirs provide data for this critical autoethnography. This work highlights the significance of CRT/CRF’s unique voice of color and CRF’s multidimensionality to engaged pedagogy, creating a personally engaged pedagogy.  相似文献   

19.
ABSTRACT

Although computers have become common features of schools worldwide, their impact on education and learning has been far less than what could be expected from such a versatile and powerful technology. A significant deterrent has been teachers’ lack of skills and expertise with the new technologies but although computer education is increasingly becoming a significant component within teacher education programmes, this paper will argue that the direction and nature of the teaching and learning in many of these courses is counter‐productive and unable to provide the skills and expertise required from new teaching graduates. The paper posits that these skills can best be developed and achieved through instructional programmes in teacher education that mirror the models that student teachers will be required to embrace in their own classrooms. In order to achieve this, the IT component within teacher education must become an integral part of the programme.  相似文献   

20.
ABSTRACT

Studies on teacher education networks have unanimously pointed out that networks which allow teachers to share their experience, problems and curriculum materials enhance collegiality and professional growth. This paper reports findings of the implementation of TeleNex (Teachers of English Language Education Nexus) which is a teacher education network linking the Teachers of the English Language Education Centre (TELEC) set up at the University of Hong Kong with secondary schools. It points out that for a network of this nature to be effective, we have to take into consideration in the implementation process social factors such as user needs, motivation, background and psychology as well as user proficency in computer skills. The discussion will be illustrated with data from questionnaires, interviews, meetings, and messages on the network.  相似文献   

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