Effective special teacher characteristics: perceptions of preschool special educators in Greece

The aim of the present study was to evaluate six characteristics of effective special pre‐school teachers, similar to those used in the relevant literature. The study participants were all special teachers (n = 226), serving in Greek state and community pre‐primary educational institutions (i.e. kindergartens and day nurseries) for children with learning disabilities. Data were collected through a two‐part questionnaire sent to the targeted special teachers (response rate 100%) and through focused group discussion with teachers. Three characteristics emerged as salient features of an effective teacher: love for the children; competent pre‐service training and ongoing professional development; and professionalism and commitment. The remaining three characteristics assessed (i.e. effective communication skills, a well‐rounded personality, and instructional ability) were also judged to be essential. Based on each characteristic’s analysis, the paper discusses the implications of pre‐service and in‐service training for special teachers.     

Perceived Training Needs of Regular and Special Education Student Teachers in the Area of Mainstreaming

The present study sought to identify training needs of prospective teachers in the area of mainstreaming, and to determine whether special and regular education student teachers perceive a need for training in a common core of competencies. Subjects were 400 teachers in training who had finished their teaching practicum. Responses to a 53‐item competency questionnaire revealed that both groups indicated a need for additional training in several similar areas, including communication, classroom management, evaluation, and professional knowledge, needs also identified in the literature for practising teachers. Special education student teachers, however, expressed the need for more extensive training in a range of specific skills in these competency clusters. Implications of these Findings for teacher preparation programs are discussed.     

Classroom interaction studies as a source for teacher competencies: the use of case studies with multiple instruments for studying teacher competencies in multicultural classes

Dealing with ethnic and linguistic diversity is one of the major challenges in today’s education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small‐scale studies were conducted to identify and formulate teachers’ communicative competencies in multicultural classes through a mixture of instruments and data sources. The studies aimed at providing recommendations for improving these competencies through teacher education and professional development. This study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools by discussing research evidence from a series of case studies from primary and secondary education. These case studies explored teachers’ knowledge, beliefs and behaviours in creating healthy teacher–student relationships as well as making lesson content accessible for all students, including students with limited language skills. The findings show how small‐scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings. Based on our findings, we argue that by conducting multiple investigations in different settings, using a variety of instruments and by interpreting this data from different communicative domains, a valid, reliable and complete picture of teachers’ scientific competencies can be obtained.     

Adult Basic Education Teacher Competencies: Implications for Community Colleges

Abstract

This study examines previous studies concerned with Adult Basic Education (ABE) teacher competencies to corroborate their findings and to discuss the competencies in relation to their implications for ABE teacher training where the community college is the agency responsible for the administration of ABE programs.

Adult Basic Education teachers and administrators in five New England states were asked to rate 17 areas of teacher competency as derived from Mocker (1974). Five exploratory hypotheses of no difference between the two groups were postulated and analyzed using t tests. A sixth hypothesis of no difference in ranking of the competencies was also postulated and analyzed via the Spearman Rho.

No significant differences were revealed in analysis, thus supporting Mocker's findings. Implications of the findings for training community college teachers of ABE are then discussed in the context of relating training objectives to validated competencies.     

我国高校本科层次特教师资培养模式问题与启示

特殊教育与特殊教育学之间模糊关系、随班就读师资的培养及特殊教育师资专业化等对高等特殊教育本科师资培养提出新的要求。从特殊教育与特殊教育学之间关系、特殊教育专业划分、高等特殊教育师资培养模式的培养目标、课程问题以及培养模式类型角度,探讨高等特殊教育师资培养模式。得到本科层次特教师资培养的启示：应拓宽特教师资培养模式类型;既要培养言语治疗师、物理治疗师等专业师资,又要培养特教学科教师或随班就读的复合型师资。     

美国社区学院学前教师职前培养模式:背景、现状及策略

美国社区学院在普及高等教育方面发挥着重要作用,社区学院作为学前教师职业培养的主要机构之一,包含特定岗位学前教育工作者、应用类副学士学位学前教师、转学类副学士学位学前教师三种主要的职前培养类型。此外还有学士学位、学士后/选择性教师证书制与专业发展等其他职前培养类型。现阶段,社区学院在学前教师职前培养过程中面临着接受教育不稳定、课程设置存在差异、转学困难等挑战。基于此,美国各州开始重视提升社区学院应用型副学士学位课程的质量,如增加授课的灵活性、采用新的教学模式、丰富课程设置形式;并增加社区学院转学类副学士学位课程的设置,如使用“递进式”证书体系、加强转学制度的清晰度、采用“先前学习学分”制度等。我国在学前教师职前培养方面可以采取优化学前教师职前培养模式、推动中等师范学校转型发展和完善现有专升本制度等手段。     

Teacher training for moral education in China

Moral education as a concept is very comprehensive in China. It is implemented in two ways, one of which is through subject‐based moral education, the other is by means of all kinds of extra‐curricular activities. There are three groups of moral educators: teachers of subject‐based moral education, Party administrators and class teachers. The initial training of these teachers is undertaken at three levels of teacher training institutions: teachers' universities, colleges or schools. Three in‐service training approaches are described and illustrated: the first takes place in teachers' universities; the second is a school‐based approach; and the third is characterized by cooperation between university and school. Challenges for the further improvement of the training of moral educators are outlined and some suggestions made.     

Integrating Information Technology: competency recommendations by teachers for teacher training

ABSTRACT

A challenge for teacher training education lies in keeping courses up to date. This paper provides a view of the top ten IT competencies required of pre‐service teachers, as perceived by practising teachers in USA schools. This paper reports findings from 215 teachers in Colorado public schools. A complimentary view of reasons that teachers have for not using new media in instruction indicates that convenient access to hardware and software are significant issues and recommends re‐examination of traditional teacher training and practise.     

The internationalization of in-service teacher training in Québec cégeps and their foreign partners: An institutional perspective

Through a case study of Québec??s general and vocational colleges (cégeps), this article analyzes the role that institutions play in internationalizing the in-service training they provide to their teachers, and explains how partnerships with educational institutions in developing countries contribute to this process. Data from a questionnaire completed by 39 cégeps show that cégeps sustain internationalized in-service teacher training through teacher mobility, international cooperation, and training activities. Teacher mobility and international cooperation support efforts to establish partnerships with foreign institutions. The relationships that cégeps have with developing countries are changing: international cooperation, associated with a ??selling?? relationship, is decreasing, while teacher mobility, associated with a ??gelling?? approach, is increasing. Finally, the consistency between cégep activities and the government??s strategies is explained by considering the community of interest composed of cégeps, the government of Québec, and Cégep International.     

Teacher Education in Hungary: system,process, perspectives

The author sees the Hungarian teacher education system as being in a state of transition and development and identifies a number of the planning issues to be faced.

There has existed, traditionally in Hungary, the two routes through teacher‐training familiar to many Western countries, characterised as the e'cole normale/university dichotomy. This has revealed a familiar problem: the older the age‐range for which the student is being trained, the less emphasis on pedagogy in the training.

Hungarian teacher education faces other problems. There is still a shortage of teachers, despite a high level of demand for training; demographic problems weigh heavily.

Attempts at finding solutions through mergers of institutions at different levels meet resistance, and the conflict of values from universities and teachers’ colleges echoes similar debates in, for example, France and Greece. The problems encountered raise a fundamental question: who should decide the nature of the teacher‐training programme: the specialist academics and pedagogues, or the employing community? In Hungary, the debate continues.     

Die professionelle Kompetenz angehender Physiklehrkräfte in verschiedenen Ausbildungsformen

A nation-wide measurement of competencies in teaching training programs was carried out in order to find suggestions for optimizing university study programs for students on teacher training programs in the subject of physical sciences. 430 physical science teacher training students were surveyed using a standardized test, which covered knowledge of physical sciences, didactic knowledge for physics, general pedagogic knowledge, beliefs and motivations. This contribution, firstly, compares the competencies of students of teacher training colleges with the competencies of students of teacher training in universities. Parallel investigations have already found that the students of different training programs also differ in their performance. The resulting differences are then analyzed using regression models in an attempt to find the determinants of subject-related competencies in teacher training programs. The findings point to the significance of individual personality characteristics and the amount of time spent on learning opportunities in the university. The article closes with a discussion of the implications for optimizing teacher training programs.     

面向农村：城市化进程中的地方师范院校科学定位

高等教育的大众化、高师院校的转型和教育系统内部人事制度的改革,使师范教育逐渐被边缘化。师范院校办学定位模糊,师范体系内部缺乏合理分工,学校缺乏有效的教育引导．学生“农”的意识淡薄,师范生就业率持续走低,而农村教师依然存在着结构性紧缺。在我国城市化进程加快发展的大背景下．地方师范院校应将面向农村基础教育作为自己办学的科学定位,改革教师教育人才培养模式,加强师范生的教育实践,强化师范生“农”的职业责任教育,从而为农村基础教育培养高素质专业化师资。     

Service-learning and the development of student teachers in Singapore

ABSTRACT

Service-learning has been gaining traction in Singapore, with many educational institutions integrating it into their curriculum. In the National Institute of Education (NIE), the Group Endeavours in Service-Learning (GESL) is an experiential learning opportunity for all student teachers (STs) to collaborate with the community to address local needs. GESL endeavours to build character, and develop positive values and social-emotional competencies. Hence the purpose of this study is to explore how GESL enhances pre-service teacher education in relation to teacher training. Eleven GESL groups were selected, with 12 members from each group randomly recruited to participate in the focus group interviews. A total of 15 focus group interviews were held. The interview data was transcribed, coded and presented in themes by using Interpretative Phenomenological Analysis. Overall, there seemed to be a greater level of self-awareness and understanding of the community needs. Participants reported getting to know themselves better, in terms of their strengths and weaknesses and how they can contribute to the community. There was also enhancement of collaboration, communication and people-management skills. These findings suggest that GESL may be an effective channel to imbue attributes that NIE has identified as important for teaching professionals.     

A framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning

This paper presents a framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (1) vision and philosophy; (2) program; (3) professional learning of deans, teacher educators and support staff; (4) ICT plan, infrastructure, resources and support; (5) communications and partnerships; and (6) research and evaluation. This paper describes each of these six strategic dimensions and synthesizes these in the overall framework for developing pre‐service teachers’ competencies in generating technology‐enhanced teaching and learning.     

Practical teaching programme online:: Overcoming communication issues (Learning from the experience of PKPG Teaching Practice website in UNIMAS)

A teaching practicum module is normally the learning activity that obligates student–teachers to be sent to different schools and localities, to experience teaching, or be trained in the real-world environment. Because of geographical boundaries, often times peer-to-peer and student–instructor communications are complicated and hard to manage. This has been a perennial problem for all teacher training schools, be it in local teacher training colleges or teacher education programs at the universities in Malaysia. One solution employed by the teacher education programme at Universiti Malaysia Sarawak (UNIMAS) is by using a Web-based learning environment. Student–teachers are now able to meet and discuss issues and challenges that they faced, thus overcoming geographical limits. As they are able to act and solve problems at Internet speed, many thrive on ideas and suggestions provided by the online community. This paper reports the numerous advantages obtained by the employment of a Web-based learning environment as a tool in overcoming communication problems faced in the traditional setting of a practical teaching programme. An unexpected outcome was also noted amongst the non-contributors to the discussion online whom the author called the silent participant. Nevertheless, for many of us involved in teacher education, the possibility of a web-based ‘communication site’ during a practical teaching course is a dream come true.     

An evaluation of the collaborative mode of professional development for teachers in special schools in Hong Kong

This study, by Fuk‐chuen Ho of the Hong Kong Institute of Education and Michael Arthur‐Kelly of the University of Newcastle, aimed to evaluate the effectiveness of a professional development programme for in‐service teachers in Hong Kong special schools. The goal of the programme was to deliver a field‐based mode of training for teachers in special schools. A school cluster system was set up, with the goal of providing participants with a platform through which it is possible to conduct an interactive exchange of ideas, resources, services and expertise, mutually addressing the issues pertaining to children with special needs. Twelve school clusters were organised. Participants in this study included four educators from teacher training institutions, 31 expert teachers from supporting schools, and 101 trainees from participating schools. The most significant response came from trainees, because the participating schools had the opportunity to apply the learned skills in their own classrooms.     

高职院校产学合作的教师培养对策研究

产学合作是高等职业技术教育的办学方向,教师在产学合作中扮演着建构产学合作平台的重要角色。目前高职院校在产学合作中缺乏完善的教师培养对策,并且存在诸多影响教师投入产学合作的因素:学校与企业缺乏沟通,师资缺乏实践经验和意识,学校制度不够完善,企业对教师的认知不足等。鉴于此,高职院校应健全教师聘任和培训制度,完善与企业合作政策,建立与产业界互动平台,以及加大校方人力资源投入力度。     

Transferability of Teacher‐education Competencies to Non‐teaching Careers

This paper summarises teacher graduate feedback on the transfer of teacher‐training competencies and experiences to non‐teaching career options. The responses of 62 graduates (23 primary, 39 secondary) on their career choice History indicated that while many entered teaching with only low or moderate commitment, this rose rapidly during the first year of their programme and it was maintained through to completion of their programme and after completion, despite a lack of employment opportunities. In rating the competencies acquired during teacher training by their usefulness in obtaining alternate employment, communication, ability to work independently, and training of others were ranked highest, while computer skills, LOTE, stress resistance and crisis management were ranked lowest. However, of the 22 competencies listed, 21 were rated as at least moderately useful. Career‐options‐information feedback strongly supported expanded career counselling and gave suggestions for forms which this might take. Limitations in the methodology are discussed and recommendations for further research are given.     

小学班主任需要什么样的核心素养--基于152份班级成长记录的扎根理论研究

在学生发展核心素养的时代背景下,班主任核心素养逐渐成为研究与实践的关注焦点。研究采用扎根理论方法对一位小学优秀班主任历时四年连续撰写的152份班级成长记录进行了细致的编码分析,提炼出新时期小学班主任核心素养的维度与要点,包括自主生长、儿童指导、班级建设等3大维度,专业韧性、终身学习、实践反思、学习引领、综合锻炼、激励评价、沟通合作、组织领导、人文关怀等9大素养。保障小学班主任核心素养形成与发展,需要从制定小学班主任核心素养标准,开展基于班主任核心素养的专业培训,树立新时期小学优秀班主任楷模与激发班主任实现持续自我更新的主动性等多方面入手。