首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 562 毫秒
1.
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   

2.
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   

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.
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   

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.
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   

7.
It is currently recommended that curriculum development in schools should follow a rational model and include INSET which harmonises with the plan for this development, meeting the needs of staff and school. This article identifies the difficulties that primary schools find with this model. It gives some exemplars of effective procedures, and provides some action points to assist headteachers.  相似文献   

8.
The case study, which explored the implementation of learner-centred approaches, emerged from an action research study of a three-year INSET (In-service Education and Training) programme for 145 unqualified primary teachers in Namibia. A learner-centred curriculum was introduced in Namibia soon after her Independence from South Africa in 1990. It was considered an effective antidote to the stifling teacher-centred practices used within the previous apartheid system. The case study raises questions about the implementation of learner-centred approaches. Data emerged which indicated their non-implementation, and reasons are presented to explain this: teacher professional capacity at the time of the study, limited resources, cultural factors and learner background. Efforts within the INSET programme to support teachers’ implementation of learner-centred approaches led to their reconceptualisation. The study indicated the effectiveness of developing teachers’ skills in the use of whichever approaches, methods and skills best bring about learning. The study highlights the usefulness of an adaptive approach—examining the realities within which teachers work and experimenting with strategies that seek to achieve student learning within the limitations of these realities. The focus is on learning-centred rather than learner-centred approaches.  相似文献   

9.
The goal of this study is to determine which features effective in‐service activities must have, and to what extent designers of in‐service activities take these features into account. The study is also directed at the relationship between these features of in‐service activities and their implementation and impact characteristics. On the basis of a Delphi‐study, a survey was carried out among teachers, principals, in‐service education and training (INSET) trainers and school counsellors. This article presents the data gathered on programme participants’ and trainers’ opinions and beliefs about effective in‐service and about implementation and impact characteristics. The study also examines the extent of the oft reported critical comments on in‐service activities. In spite of extensive criticism about the value of in‐service education, most participants are positive about the design and execution of the activities. However, INSET has to be closely watched for effectiveness, especially where it concerns applicability and functionality. This is generally judged to be insufficient.  相似文献   

10.
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   

11.
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   

12.
Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for maintaining skill currency across working lives. Currently there is limited literature on pedagogical practices to support the educational and training requirements associated with development across a person's working life. This paper reports on an example of how an intervention mapping framework was used to guide the development, implementation and evaluation of a work-based praxis course for students in an interprofessional, online postgraduate mental health programme. The intervention mapping framework provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. This approach provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. While the use of the intervention mapping framework is often used within health promotion arenas, particularly for the effective design of health promotion educational programmes, it is argued that this framework can be utilised effectively when developing curriculum for use within higher education programmes.  相似文献   

13.
The chemical engineering programme at the United Arab Emirates University is designed to fulfil the Accreditation Board for Engineering and Technology (ABET) (A–K) EC2000 criteria. The Department of Chemical & Petroleum Engineering has established a well-defined process for outcomes assessment for the chemical engineering programme in order to ensure that its graduates achieve the programme educational objectives. Different direct and indirect tools are implemented in the assessment process. Among these tools, the greatest weight in the assessment process has been given to the curriculum (30%). The course and curriculum assessment usually plays an important role in improving the course content and quality; as it should provide considerable information on the effectiveness of an academic programme. This paper aims to discuss the methods used to assess the courses/curriculum of the chemical engineering programme as an important direct tool in the assessment process for ABET accreditation. Application of the curriculum assessment results in the continuous improvement of chemical engineering programmes is also addressed.  相似文献   

14.
There has been recent interest in social skills assessment and treatment among researchers and practitioners. The research bases in these areas are expanding rapidly, and the identification of valid assessment methods and effective intervention strategies is promising. However, few researchers have identified ways m which social skills assessment and intervention can be linked in a practical manner. Likewise, the process by which services are delivered is rarely addressed. The purpose of this article is to present a model by which the interaction between social skills assessment and intervention can be enhanced, with a focus on the problem-solving process. One effective and efficient manner of providing services to socially unskilled children is through an indirect model of service delivery; that of behavioral consultation. Behavioral consultation is a four-stage problem-solving model that involves the cooperative efforts of two or more persons to clarify a student's needs and develop and implement appropriate strategies for intervention. This article presents the objectives and procedures of each stage of behavioral consultation as a process to facilitate accurate problem identification and effective problem resolution, with the goal of linking social skills assessment directly to treatment.  相似文献   

15.
Assessment has become a central aspect of engineering education for evaluating student learning, attaining accreditation, and ensuring accountability. However, the final step of the assessment process, which requires assessment results be used to redesign courses and programmes, is appreciably underdeveloped in the literature. As such, this work suggests a process, based on the engineering problem-solving method, to analyse and act on problems and successes identified in the assessment results. The process is illustrated through an application to Colorado State University's new programme for Hybrid-Electric Vehicle Engineering, for which the redesign process was originally created. Readers will benefit by simplifying and systematising the essential aspect of the assessment process – application to course redesign – for use in both research and practice applications.  相似文献   

16.
While social–emotional learning programmes in schools often have positive outcomes, many such initiatives are not well implemented and maintained. This paper reports on teacher reflections on the process of planning and implementing a whole school social–emotional learning (SEL) programme with a conflict resolution focus, called Enhancing Relationships in School Communities (ERIS). Ten primary schools participated in an 18‐month professional development programme offered by the researchers to assist schools to develop a whole school approach to handling interpersonal issues using a cooperative problem‐solving approach. Implementation (core) teams of three to five members, including principal or assistant principal and relevant teachers, attended workshops and managed the change process. In individual interviews, 29 core team members described the most significant changes that had taken place, what factors facilitated those changes and what assisted in overcoming barriers. A synthesised model of facilitators of implementation was developed on the basis of these interviews. The major components of the model included ensuring a whole school vision and process; pre‐programme engagement confirming commitment and alignment of researcher and teachers' visions; facilitative programme structure and processes such as linking the current programme to existing programmes and processes in the school; leadership and support for staff in the change process, for example, through the implementation team; the nature of the programme content; and monitoring and feedback processes to sustain motivation and inform on needs and outcomes.  相似文献   

17.
The calls for accountability in higher education have made outcome-based assessment a key accreditation component. Accreditation remains a well-regarded seal of approval on college quality, and requires the programme to set clear, appropriate, and measurable goals and courses to attain them. Furthermore, programmes must demonstrate that responsibilities associated with the goals are being carried out. Assessment leaders face various challenges including process design and implementation, faculty buy-in, and resources availability. This paper presents an outcome-based assessment approach that facilitates faculty participation while simplifying the assessment and reporting processes through effective and meaningful visualisation. The proposed approach has been implemented and used for the successful ABET accreditation of a computer science programme, and can be easily adapted to any higher education programme.  相似文献   

18.
This paper presents the effects of a continuous assessment process on mechanical engineering education at Kuwait University. This process has been in place for the last five academic years and is producing results. Efforts to educate faculty and students about the process are beginning to produce accurate and consistent measurements of student learning. Although another assessment cycle is needed to make a better judgement, there is evidence that assessment is effective in improving teaching and learning in the programme. There is also an increased constituent awareness of the utility of assessment, which helps in instilling an institutional culture and therefore assuring a sustainable process.  相似文献   

19.
Although diary studies have previously been employed for research purposes on INSET courses, the value and effectiveness of log‐keeping from the perspective of the consumer, i.e. the course participants and institution, have not beenfully investigated. This study focused on the use of the diary on intensive inservice courses as a means of formalising participant response to teaching input from the dual perspective of pedagogy and evaluation. The practical implications of introducing diaries as a formai component of INSET are examined and ways explored of adapting the journal to this context.  相似文献   

20.
Abstract

This case study describes the process that the Humanities Programme Team, in Dublin City University’s Open Education Unit, has undertaken with regard to developing a systematic, programme-focused assessment strategy. It charts the development of an Assessment Matrix that facilitated the enhancement of programme coherence in the context of a distributed modular provision model, and facilitated the use of an appropriate range and scaffolding of assessment types in relation to learning outcomes. To conclude, four recommendations on developing a programme-focused assessment strategy are presented: explicitly link assessments to both programme and module learning outcomes; provide adequate supports and resources for those designing and writing assessments; provide those Assessment Writers with appropriate professional development, as well as an opportunity to be part of an assessment writing community; and to embed a programme-focused assessment strategy into a programme’s quality assurance processes.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号