Needs‐identification studies should be systematically conducted to bring clarity to the decisions about the expectations from particular in‐service training schemes. This article aims to present the results of a research study diagnosing teachers' in‐service training needs in Cyprus. For the purposes of the study, questionnaires were distributed to a random stratified sample of schools state‐wide. Findings outline teachers' preferences on aspects of professional development, such as content, teacher participation, efficiency and organization. Despite the resulting diversity of collected views, emerging recommendations focus on the adoption of preferred thematic orientations, the development of alternative forms of in‐service training, the establishment of links with school improvement, the shift of organizational models from the central to the local level and the enhancement of teacher involvement in in‐service training activities. These findings can prove significant in shaping professional development policies within the framework of a recently announced initiative for educational reform in Cyprus.
Il serait indispensable de mener systématiquement des études d'identification de besoins afin d'apporter des clarifications sur les attentes de différents programmes de formation continue. L'objectif de cet article est de présenter les résultats d'une étude de recherche menée dans le but de diagnostiquer les besoins de formation initiale des enseignants à Chypre. A cette fin, des questionnaires ont été distribués à un échantillon stratifié aléatoire d'écoles dans tout l'état. Les résultats schématisent les préférences des enseignants sur des aspects du développement professionnel, tels que le contenu, la participation du professeur, l'efficacité et l'organisation. En dépit de la diversité résultante des points de vue rassemblés, les recommandations présentées se focalisent sur l'adoption d'orientations thématiques préférées, le développement de formes alternatives de formation continue, l'établissement de liens avec l'amélioration d'école, le déplacement de modèles d'organisation du niveau central au niveau local et l'encouragement de la participation des enseignants dans les activités de formation continue. Ces résultats peuvent prouver importants à la formation des politiques de développement professionnel dans le cadre d'une initiative récemment annoncée pour la réforme de l'enseignement à Chypre.
Los estudios de las necesidades‐identificación se deben realizar sistemáticamente para traer la claridad a las decisiones acerca de las esperanzas de la instrucción de esquemas particulares de instrucción interna. Este artículo se propone presentar los resultados de un estudio de investigación diagnostica de las necesidades en instrucción interna de los maestros en Chipre. Por eso, los cuestionarios fueron distribuidos a una muestra estratificada aleatoria de escuelas en todo el país. Las conclusiones resumen las preferencias de los maestros en aspectos del desarrollo profesional, tal como: contento, la participación del maestro, la eficiencia y la organización. A pesar de la diversidad resultante de vistas completas, las recomendaciones que surgieron, enfocan en la adopción de orientaciones temáticas preferidas, el desarrollo de formas alternativas de la instrucción interna, el establecimiento de conexiones con la mejora de la escuela, el cambio de modelos de la organización desde el central al nivel local y el aumento de la participación del maestro en las actividades de la instrucción interna. Estas conclusiones pueden ser importantes en la formación de las políticas profesionales del desarrollo dentro del marco de una iniciativa recientemente anunciada de la reforma educativa en Chipre.
Studien zur Identifikation von Bedürfnissen sollten methodisch durchgeführt werden, um Klarheit zu schaffen hinsichtlich der Erwartungshaltung gegenüber speziellen betrieblichen Berufsförderungsprogrammen. In diesem Artikel möchte ich die Ergebnisse einer Untersuchung betrieblicher Berufsförderung von Lehrern in Zypern darstellen. Im Rahmen der Untersuchung wurden, als Stichproben, Fragebögen an Schulen in ganz Zypern ausgeteilt. Die Resultate zeigen die Präferenzen der Lehrer hinsichtlich Aspekten beruflicher Bildung, wie Inhalt, Teilnahme der Lehrer, Effizienz und Organisation. Obwohl die Ergebnisse unterschiedliche Ansichten aufzeigen, fokussieren sich die präsentierten Empfehlungen auf die Annahme bevorzugter thematischer Zielrichtungen, die Entwicklung alternativer Formen in der betrieblichen Berufsförderung, die Einrichtung von Mitteln zur Verbesserung der Schulen, die Verschiebung organisatorischer Vorbilder von der zentralen auf die lokale Ebene, sowie ein gesteigertes Engagement der Lehrer in der betrieblichen Berufsförderung. Im Rahmen einer kürzlich angekündigten Initiative für die pädagogische Verbesserung in Zypern können sich diese Resultate als bedeutend erweisen für die Herausbildung beruflicher Entwicklungsmethoden. 相似文献
In Cyprus, the pilot programme for the introduction of Information and Communication Technology (ICT) in elementary schools aimed at ICT as a cross-curricular tool and involved a combination of centralised initiative and largely decentralised implementation responsibility. Two independent studies on curricula integration indicated that parents' and teachers' preferred models as well as teachers' applied models vary widely. These models range from the technocentric (applying ICT as a discrete subject) to the humanistic curriculum (using ICT as a cross-curricular tool). The findings indicate that the challenge is on the policy makers to decide which model to adopt so as to specify the role of ICT in the National Curriculum and to create an appropriate infrastructure to support the model adopted. 相似文献
This article explores Cypriot primary school heads’ professional socialization (PS), in terms of their preparation for headship. A study in three phases involving a survey and interviews indicates that, to ‘learn what it is to be a head’ prior to headship, Cypriot heads resort to personal initiatives for training and development in school management and leadership; deputy headship, along with practising leadership in small primary schools, also appears to contribute to PS. In light of these experiences, heads take up headship with some preconceptions about the headship role. Upon entry to headship, networking and collaboration, as well as the formal training scheme for newly appointed school heads are also considered as useful, but heads set directions in which this programme could further be enhanced. In view of these findings, leadership development could address the contribution of previous heads, counterparts, colleagues, mentors and trainers to Cypriot school heads’ PS in both preparation as well as induction programmes. 相似文献
The contribution of Action Research (AR) to school improvement is well-documented. This study records the accounts of two primary school leaders, involved in AR projects that focused on the development of students’ oral communication skills. Drawing data from diaries with fieldnotes and systematic reflections, the study presents leaders’ experiences, as they translated feedback into modifications and redefinitions to bring about change. Despite difficulties encountered, the leaders acknowledged the value of collaborative school-based enquiry for teachers, students and themselves, mainly reflecting notions of catalytic and democratic validity. The paper highlights that AR as a tool for individual and school improvement, can enhance understandings of school performance and empower participants to focus on school outcomes in an educational context that does not implement accountability measures. AR can certainly help principals in Cyprus reconceptualise and rediscover their pedagogical role as instructional leaders to improve teaching and learning. Yet, to address outcome and process validity, the paper argues about the need for evaluative tools. 相似文献
This article focuses on the implementation of the Professional Learning through Reflection promoted by Feedback and Coaching (PROFLEC) project in Cyprus. The project aimed to provide valid and reliable feedback to school leaders and support them to interpret this into meaningful practice. A three-step-process, involving a self-assessment inventory and individualized feedback reports, workshops, and coaching sessions was employed. Results suggest that feedback and coaching can be effective learning strategies in school leaders’ professional development programmes. Findings are discussed in light of the potential of these two strategies for future developments of such programmes within the particular setting. 相似文献
AbstractSince a significant percentage of students facing the risk of school failure, educational systems struggle to improve equity in education. Researchers argue that the missing link in establishing educational equity is parental involvement (PI). Τhis study examines three dimensions of PI (home-based, school-based, parental dispositions) as to effects on risk for school failure across two competencies (language and mathematics), while controlling for other variables, e.g. prior achievement and demographic factors. Data is drawn from the national ‘Program for Functional Literacy’ involving 6865 Year 6 students from 226 Cyprus public primary schools. Logistic multilevel modeling analyses, with students nested within schools, lead to interesting findings. Parental dispositions appear to relate significantly to the risk for failure in language and mathematics, confirming that this dimension holds the strongest impact. In addition, from the home-based PI dimension, the availability and number of books at home have statistically consistent effects on the risk across both competencies. Other dimensions or components of these dimensions relate significantly to risk for one competency only. These findings are further discussed in the context of future policy and research directions. 相似文献
This paper argues that educational technology in the Greek-Cypriot educational system has reached a critical point since ICT now appears for the first time in the newly reformed national curriculum. This study primarily illuminates the ways in which ICT is depicted in this curriculum with regards to primary education and, secondarily, explores whether the approach adopted appears consistent. The methodology employed involves a documentary analysis of the reformed curriculum in terms of four domains: rationale, content, teaching methodology as well as achievement processes across the 15 subject areas. Findings indicate that references to three ICT-related words are only made in some subjects. In addition, these references reflect either the socio-economic rationale towards ICT competency -also expressed in the general aims of the new NC- or the educational rationale, underlying the contribution of ICT to teaching and learning. Consequently, the approach towards new technologies fails to emerge as systematic across all primary school subjects. In this regard, although the inclusion of ICT in the reformed NC of the Greek-Cypriot educational system is certainly a way forward, the intended curriculum needs to be revised to reflect a clear approach, resembling either a focus on ICT competency or the educational perspective, or both. Furthermore, in anticipation of the implemented and attained curriculum, school structures as well as teacher professional development arise as issues for further consideration. 相似文献
In view of the need to develop school teachers as research‐oriented professionals and the reported complexities of this endeavour internationally, this article explores teacher involvement in research‐related‐activities in Cyprus. It aims to measure the extent and quality of such involvement and explore possible predictors. Data were collected from a sample of 420 public primary and secondary school teachers. Most respondents reported involvement in activities for the consumption of research, which was found to be related to teachers' background in research methods courses and work context (primary/secondary school). Teachers' involvement in activities for the production of research was less extensive, whilst statistical associations with the specific background variables were not traced. On the basis of the findings, recommendations for the transition towards research‐oriented teachers are discussed in terms of developing research knowledge, skills and attitudes and providing supportive measures to schools. 相似文献
Self-efficacy is extensively discussed within social cognitive theory. This study aimed to explore the impact of professional development and practice on school leaders’ self-efficacy in Cyprus. A quasi-experimental design involving 2 groups of novice secondary deputy head teachers was employed. All participants practised leadership at the time, but the experimental group also attended a leadership training programme. The School Leaders’ Self-Efficacy Scale addressing 8 dimensions was distributed to both groups at the beginning and the end of the school year. A within-group analysis indicated positive effects on self-efficacy regarding evaluating classroom practices for the experimental group. However, for the control group, effects were negative on self-efficacy with regards to evaluating classroom practices, monitoring learning, and leadership of continuing professional development. Between-group analyses revealed positive gains for the experimental group across the 3 aforementioned self-efficacy dimensions. Arising implications are discussed in the context of professional development programmes for school leaders in Cyprus. 相似文献
