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1.
This study aims to evaluate the effectiveness of in‐service courses conducted by the Ministry of National Education in order to inform teachers about the changes introduced by the new primary and secondary school curricula. The study also aims to reveal whether these changes have entered the classrooms based on the teachers’ views of the INSET courses they attended. For this purpose, semi‐structured interviews were conducted with both primary and secondary school teachers during the 2007–2008 academic year. Data were analysed based on the effective INSET criteria identified from the literature. According to the findings, the INSET courses were found to be ineffective, mainly in terms of the quality of the instructors, teaching methods employed, duration of the courses and support after training. Suggestions to conduct effective INSET courses, especially when change is afoot, are included at the end of this paper.  相似文献   

2.
Diaries are now a well‐established tool in educational research. They have been used in studies looking at language learning, programme evaluation and, more recently, teachers in training. However, the procedures adopted in these studies are often loosely defined and thus limited in scope. Research conducted recently at the University of York has made use of questionnaires and controlled diary writing to focus participants on the possible content of their diaries and guide them through the writing process. This paper will describe one such study which looked at the value of continuous self‐assessment for both evaluating and extending the outcomes on short‐term INSET programmes.  相似文献   

3.
The paper describes a cyclical model for the identification of training and staff development needs within a local education authority. The features of the model include local representation of school staff, prioritisation of needs and the evaluation of training effectiveness in schools. Evaluation of the model suggests that it is more effective than previous strategies at determining school based needs and responding to those needs. The INSET courses designed using this model appear to result in more frequent school based developments than did previous models of INSET provision.  相似文献   

4.
This study aims to compare the INSET needs of non-specialist teachers as perceived by these teachers, with the views of their INSET providers. The case of the non-specialist physics teacher in Swaziland is used as an example. Questionnaires and semi-structured interviews were used to collect perceptions of the problems of teaching various physics topics and skills, and of handling different pieces of physics equipment. The results show that the ranking of INSET needs are broadly similar for both providers and teachers. Important ranking differences relate to INSET support with teaching dynamics and circuit electricity. In addition, providers and teachers express diverging views on the type of INSET needs with using some demonstration equipment and with teaching a number of manipulative skills. The differences are attributed to varying specialist training, professional development, or personal goals for science education. Strategies are recommended to converge the perceptions of the INSET needs.  相似文献   

5.
《Africa Education Review》2013,10(1-2):67-83
Abstract

In-service training programmes for educators (INSET) in South Africa have a common objective, namely to support unqualified or underqualified educators to teach their subjects well. The Science, Technology, Environmental and Mathematics Education (STEME) outreach programme is an initiative of the University of South Africa to support these educators with skills and knowledge to teach these subjects efficiently. This article reports on an INSET programme for science teachers who took part in STEME and serves as a case study to investigate educators’ perceptions of the programme. The study, which involved a total of 13 educators, had two phases which were conducted during and after the INSET programme respectively. A focus group interview was conducted in the first phase while individual interviews were conducted in the second phase at the participants’ schools. Participants valued facilitators’ knowledge, continuous support and demonstration of new skills in practical real-life situations. Their main concern was applying the skills at their schools within present circumstances. This case study can serve to inform other service providers on what educators expect from INSET programmes.  相似文献   

6.
Project Impact, a DES-funded project which began in 1983 for a three-year period, was conducted jointly between the Hester Adrian Research Centre and the Education Department at Manchester University, and Huddersfield Polytechnic. The project had three parts: the development and evaluation of short courses; the development and evaluation of a modular diploma; and a follow-up study of the Education of the Developmentally Young (EDY) package. This paper focuses on the benefits of evaluating short INSET courses in special educational needs. Judy Sebba is an honorary research fellow at the Hester Adrian Research Centre. Colin Robson is Professor in the Department of Behavioural Sciences at Huddersfield.  相似文献   

7.
《College Teaching》2013,61(3):82-89
Ample evidence supports the notion that keeping a course-related diary improves students' writing, knowledge of material, and awareness of psychological processes. Scant evidence supports the authenticity and completeness of diary entries. A questionnaire was developed to assess students' perceptions of self-censorship and pedagogical value of diary keeping in three psychology and three nonpsychology courses. Significant differences in self-censorship and in pedagogical value were obtained across courses. Students attest to the positive pedagogical value of diary keeping, but they censored diary material in all courses. Psychologists interested in diary keeping need to address honesty and censorship issues.  相似文献   

8.
Nowadays, a considerable amount of time, money, and energy is invested in inservice education or training (INSET). Yet, our knowledge of design features and implementation conditions in schools that make INSET effective, is still limited. To examine the outcomes of inservice activities the impact ratings of a sample of teachers and principals who participated in individual-based and school-focused INSET were regressed on school characteristics, features of inservice programs, implementation characteristics, and types of inservice activity. Findings from this study suggest that some school characteristics, features of inservice programs, and implementation characteristics contribute to the impact of inservice training. Variables like external support, hours spent on INSET activities, degree of participation,. teacher educators' competence, implementation conditions, and the use of principal's steering functions are subject to alteration to increase inservice training effectiveness.  相似文献   

9.
The problem of significant numbers of unqualified and underqualified primary teachers is critical in some African countries. As INSET (In-service Education and Training) is the only training these teachers receive, effective INSET practice is of concern to INSET planners seeking to address this problem. This article explores effective INSET strategies: the criteria for effectiveness being implementation of the training in the classroom. It presents an effective cyclical INSET model, entitled the INSET Strategies Model, which was used to guide a three-year (1995–1997) INSET programme for 145 unqualified and underqualified primary teachers in Namibia. The programme sought to develop teachers' basic teaching, English Language Teaching (ELT) and learner-centred skills, in order to support their efforts to implement reforms related to ELT introduced in Namibia in the early 1990s. The article discusses the stages of the model, each of which corresponds to an INSET strategy: needs assessment, organisation, determination of content, training process, follow-up and evaluation. The underlying change framework of the model, particularly the extent to which it takes micro-implementation factors into account, is offered as one explanation for its success. These factors are the objective and subjective realities within which teachers work.  相似文献   

10.
《师资教育杂志》2012,38(2):120-132
Recent years have witnessed considerable growth of emphasis in the inservice education and training of educational personnel. It has come to be generally accepted that the pace of social and educational change makes preservice training an inadequate basis for long‐term professional competence, and that inservice training is an essential instrument for updating and upgrading staff. In contrast to preservice training, inservice courses can often be more easily related to the practicalities of the education profession, and several models of inservice training avoid removing staff from the workforce. Inservice practices are not usually without problems, however, many of which may be logistical and financial constraints arising from the decision to cater for trainees in their workplaces rather than in one central location.

This paper highlights some of these issues by reference to the experience of several less developed countries, and in particular by reference to practices in Papua New Guinea. For over a decade, university inservice courses have been organized in Papua New Guinea for school teachers and a variety of educational administrators. These programmes were developed independently of ‘main stream’ thinking on INSET, but analysis of their operation within a more general and contemporary theoretical context sheds useful light on issues of international interest.  相似文献   

11.
《师资教育杂志》2012,38(1):3-4
This article reports on In‐Service Education and Training (INSET) workshops offered in Limpopo and Mpumalanga Provinces in the field of environmental education. The purpose of these workshops is to assist practising teachers to enhance their teaching skills, to infuse environmental education in their teaching and to participate in solving environmental problems in their communities. Aspects of the workshops were assessed using a questionnaire which was completed by teachers on conclusion of the workshops. These data are provided as well as recommendations provided by the attendees. Although this is a case study report where findings are usually not perceived to be generalisable, it is believed that the participants' perceptions of and recommendations for improving INSET opportunities could substantially inform similar INSET initiatives.  相似文献   

12.
Any implementation of an inclusive policy is largely dependent on educators’ attitudes. In Turkey, many teachers who educate preschool children with Special Educational Needs (SEN), and who have not received in‐service teacher training (INSET) are observed to have negative attitudes towards their SEN students. The aim of this article is to examine differences between the attitudes of preschool teachers before and after an INSET course. Sixty‐six preschool teachers were selected for this study which had a single group pre–post‐test design. The teachers’ opinions and attitudes relating to mainstreaming SEN students in regular educational environments were assessed using the ‘Opinions Relative to Mainstreaming’ scale. The data indicate that these teachers were affected by the INSET programme in such a way that their attitudes towards the inclusion of SEN students became more positive.  相似文献   

13.
The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior toward children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principals' expectations (subjective norm) predicted teacher behaviors. Teachers who had attended more in-service training (INSET) sessions held more positive feelings, but teachers with more experience were less willing to work with children with SEBD. Findings suggest that school principals have a central role in promoting an inclusive ethos within their schools. INSET could focus more on challenging beliefs.  相似文献   

14.
Despite the frequent criticisms directed toward them, in-service teacher training (INSET) programmes remain one of the most commonly used approaches for enhancing teachers’ professional development. This article reports on a study that examined the effects of a part-time masters of education INSET programme based in Central China. The main source of data was reflective papers written by 38 teacher participants; classroom observations and informal interviews also helped reveal the teachers’ perspectives on the programme. Whilst the programme was very popular, and had a variety of positive impacts on the teachers’ professional development, the programme paradigm involved several drawbacks. The results suggest that part-time INSET programmes for rural teachers should be supplemented by various other forms of teacher development activities to meet the dual goals of developing such programmes and providing professional development for teachers.  相似文献   

15.
日记文本类型的文学特性与审美意蕴   总被引：1，自引：0，他引：1  
从文本的角度考察,日记主要包括以记录当天所经历的重要事情为基本内容的记事型,在记录一天事情的同时,抒发情感、发表议论的思想型以及刻画所接触到的人物、显示生活真实、表达个人感受的文学型这三种.记事型日记篇幅精炼,文笔俭省;思想型日记偏重于言志表情、针砭时局、自省自悟;文学型日记把生活的实录上升到艺术的高度,是文学创作的雏形.从审美的角度来看,日记具有内容上的坦诚之美、功能上的镜像之美和形式上的节奏之美.  相似文献   

16.
Most of the literature on the strengths perspective has addressed issues of practice; far less has been written about the role of the strengths perspective in social work education. Empirical studies have tended to focus on content analysis of texts and syllabi rather than data obtained directly from social work faculty. To address this gap, the author conducted a study of faculty teaching Master of Social Work foundation courses. Findings indicate that instructors vary in how implicitly or explicitly they use the strengths perspective, using a range of concepts to capture the notion of strengths. They consider the strengths perspective most useful as a mediator between theory and topic, serving a different function in different courses.  相似文献   

17.
Jo Weinberger 《Literacy》2000,34(2):90-95
With the advent of the National Curriculum and other centralised initiatives creating pressure for narrowly skills‐focused forms of professional development, the need to make explicit the merits of an alternative model, that enables teachers to be reflective and analytic as an intrinsic part of their professional development becomes all the more urgent. The study reported here outlines the experiences of 14 students who made up the first cohort to complete a Masters Degree in literacy by distance learning. It examines why they chose the particular course and the impact of it on their professional development, their careers and their working practices. It investigates the problems involved in studying through distance learning particularly regarding access to relevant materials. The study points to the need for on‐going research into how HE courses and INSET can adapt effectively to changing needs in changing times  相似文献   

18.
This paper describes a school management development programme aimed at developing managerial skills and responsibilities across the whole school staff. The paper describes why there is possibly some antipathy to this topic for in‐service education and training (INSET). The approach chosen was to use teachers’ current managerial tasks as the focus for the development so that in conjunction with extant self‐study materials, teachers could design their own INSET appropriate to their current perceived needs.  相似文献   

19.
Worldwide, 3.0–7.0 percent of school-aged children meet criteria for a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD). In Saudi Arabia, ADHD appears to be more prevalent than the worldwide average, with estimates of 12.6–16.7 percent. Unfortunately, there is a relative dearth of research addressing ADHD and related training programs in Saudi Arabia. We investigated perceptions of teachers in Saudi elementary schools regarding current In-Service Education and Training (INSET) programs addressing students diagnosed with ADHD. We interviewed 40 teachers (15 women and 25 men) from public elementary schools in Jeddah, Saudi Arabia. The findings highlight the need to develop INSET programs specifically addressing best practices for managing and educating students diagnosed with ADHD.  相似文献   

20.
The self-regulation of learning behavior is an important key competence for university students. In this presented study, we aimed at fostering students’ self-regulation of learning by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or received further intervention on self-regulated learning through a weekly course. Students who received these interventions were compared to students who received no treatment whatsoever in their self-regulation and learning achievement. The study reports pre–post measures as well as process analyses. Results revealed that keeping a structured learning diary without any further intervention did not improve students’ self-regulation. Those students who only kept learning diaries even showed a decrease in their motivation. Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy. However, no improvements were found for students’ academic performance. It can be concluded that in order for students to profit in keeping a structured learning diary, they should be informed on the benefits of self-monitoring to increase their motivation.  相似文献   

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