Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

In this study, we investigated the perceived professional needs of Korean science teachers majoring in chemical education, and examined their preferences for online and on‐site inservice teacher training programmes. The results were also compared with those of preservice teachers. Participants were 120 secondary school teachers and 67 preservice teachers, whose majors were either chemical education or science education with emphasis in chemistry. A questionnaire consisting of a modified Science Teacher Inventory of Need and a section concerning respondents’ demographic information and their use of the Internet was administered. In contrast to previous studies, the perceived needs of Korean inservice and preservice teachers were found to be very strong in all 30 needs assessment items, and their prominent needs were from all seven categories. Preservice teachers indicated significantly greater needs than inservice teachers on several items. Korean teachers generally tended to prefer online inservice to traditional on‐site training programmes, although they still preferred on‐site types of programmes in areas such as conducting laboratory sessions and demonstrating manipulative skills. Preferences for online programmes tended to be stronger among preservice teachers than inservice teachers, and among non‐veteran teachers than in veteran teachers. Educational implications are discussed.     

Experiences of beginning teachers in a school‐based mentoring program in Sweden

Even though teacher education has been successful in preparing students for their future profession, the classroom reality can differ greatly from the inservice training. Many novice teachers therefore find the transition from student teacher to inservice teacher overwhelming To support beginning teachers, mentoring programs—where more experienced teachers support novice teachers—have become commonplace in many schools worldwide. In Sweden, mentoring for beginning teachers has been a frequent feature of support since 2001. This study, conducted in Sweden, examines seven novice teachers and the impact the mentoring process had upon them during their first‐year teaching. Based on interviews, it was found that these experienced both professional and personal support from their mentors. The study also showed the significance of observant leaders within the mentorship program following up on the development of the mentor–mentee relationship.     

Transition-Related IEP Objectives: Ensuring Their Functionality,Technical Adequacy,and Generality

This study was designed to evaluate the effectiveness of an inservice training program on the objectives that special educators developed (a) in response to written vignettes describing hypothetical students and Co) for their actual students. Participants were 2 vocational coordinators and 7 teachers of students who were labeled mentally handicapped. The inservice program consisted of 3 modules, 1 each on (a) determining functional objectives for students, (b) writing objectives that are technically adequate (i.e., include condition, behavior, and criterion), and (c) including statements that program for generalization. The inservice format included lectures, provision of examples, and group activities. A multiple baseline design across responses was used to evaluate the effectiveness of the inservice program. Results revealed that the inservice was effective in teaching the participants to write objectives that were technically adequate and that programmed for generalization. These results were obtained both in response to written vignettes describing hypothetical students and for actual students. The inservice had a less substantial effect on the functionality of objectives because most were rated as functional prior to the inservice. Limitations of the study are discussed, recommendations for future research are made, and implications for transition are explored.     

Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs

A comprehensive study abroad program is one of the most effective ways to prepare multicultural and global teachers. However, in teacher education, most of the study abroad programs are designed for preservice teachers. In this study, we detailed the design of a short-term study abroad program for inservice teachers and reported on the impact of the program not only on teachers’ intercultural competence development, but also their teaching beliefs and practices. Discussions and implications were provided for educators designing study abroad programs for teachers.     

Technology and Distance Learning Lessons from the Nation's Newest University: Perceptions and Reality

Little research has examined preservice teachers’ views on tenure and accountability. This study used a 35-item survey to investigate 89 preservice teachers’ attitudes toward both. Most valued tenure and recognized the importance of ensuring teacher quality. Fewer than one third saw mentoring or collaboration as ways to improve their teaching—surprising in an apprenticeship program. The authors argue for better alignment between teacher preparation and inservice accountability measures, and the importance of inservice mentoring and feedback.     

Book Reviews

Abstract

This paper examines the current status of inservice education for teachers in Nigeria with particular reference to Cross River and Akwa Ibom States. It identifies three main approaches to teacher inservice education in the two states of Nigeria, viz. the central office approach, the long vacation (sandwich) programme and Associateship Certificate in Education‐‐part‐time evening programme distance learning approach. Inservice teacher education is seen as an effective means of augmenting the inadequacies of pre‐service training. It is a process for continuous updating of teachers’ knowledge, skills and interests in their chosen field. The paper discusses the factors which should be considered when planning and implementing inservice education programme. Some suggestions on how to plan and implement inservice teacher education programmes in Nigeria are given.     

Competence,Confidence and Inservice Education for Mathematics Teachers

Abstract

Confidence in subject matter knowledge, in teaching ability and actual subject matter competence of 157 Grade 7–9 teachers, who participated in three summer inservice courses for mathematics teachers was measured. Results were consistent across courses: (1) inservice participation strengthened both mathematical competence and feelings of self‐confidence; (2) teachers lacking confidence in knowledge were those who lacked confidence in teaching ability; and (3) self‐confidence and actual subject competence were only partially interrelated.     

The impact of inservice teacher education on mathematics teachers' subject-matter confidence, and competency

Two inservice courses designed to strengthen teachers' subject-matter competencies while introducing them to mathematics curricula for Grades 7 and 8 were investigated. In a pretest-posttest quasi-experimental design, participants were given a confidence measure and knowledge test. After the inservice training, teachers manifested greater self-confidence in knowledge of curricular material, a corresponding increase in mathematics skills, and high levels of confidence in ability to teach the curriculum. Results suggest that when knowledge tests are not feasible, measurement of confidence in solving problems may be sufficient to evaluate the cognitive impact of an inservice program.     

Teachers’ Concerns about Implementing Teaching/Learning Approaches Informed by Constructivism

Changing emphases in science education during the past decade have placed teaching/learning approaches informed by constructivism on the ascendancy. However, implementing these approaches, which are not the usual classroom practices for many teachers, is likely to create difficulties. In this study, these difficulties were examined in terms of concerns expressed by a group of eight science teachers in one school prior to, and upon completion of, an 18‐month inservice programme specifically aimed at promoting teaching/learning approaches informed by constructivism. Teachers’ initial concerns were related to how the new approaches would affect their own teaching and how they could fulfil their responsibilities for completing the required syllabus. Post‐inservice concerns changed to a focus on how to maximise student involvement in science learning and to the consequences of their teaching. This paper concludes with implications for teacher educators who wish to use teachers’ concerns as indicators of difficulties encountered by teachers implementing new teaching/learning approaches.     

Preparation never ends: Sustaining a mentorship model in early childhood teacher education

Abstract

This paper documents the development of a mentorship project for both inservice and preservice early childhood teachers. This mentorship model was conceived by university faculty who were concerned that developmentally appropriate practice was fast becoming a casualty of the present accountability reform in education, and distressed by the disconnect between the university and the prek‐grade three classroom. The first two years of the model are described with particular emphasis placed on the second year efforts to increase the interaction of preservice and inservice teachers. Central to these efforts has been the two‐way communication resulting from video mentorship, and this paper documents the reactions of the stakeholders to this initiative. The paper closes by discussing the challenges that lie ahead as the mentorship model continues to evolve.     

Teachers for all seasons

Recent national reports stress the importance of inservice education in helping schools face a period of great change. This small study examines the relationship between inservice education and educational change in a large and successful comprehensive secondary school

Teachers outlined their involvement in inservice education and other professional activities and assessed the usefulness of each in the maintenance and development of the school's curriculum and pastoral care.

They rated inservice education courses less useful than other professional contacts and sources of information

School‐focused policies must provide facilities which give direct support to schools facing educational change in a form teachers recognize as relevant, taking account of these other professional activities.     

Teacher professional development: Which aspects of inservice do teachers believe influence their classroom practice?

Research into teacher inservice in primary science generally focuses on evaluating the objectives of each program in terms of the immediate outcomes. Little research appears to have been conducted into the long term effects of interactive inservice programs on the classroom practice of the participants. During 1993 the long term effects of participation in the Primary Science/Technology Project (Sci-Tec), as perceived by the teacher participants, were investigated. Focus teachers who had participated in Sci-Tec between 1988–1991 were asked to provide information about their current science teaching practice, and about the influence that Sci-Tec had had on their current practice. Six of these teachers were then interviewed to determine which specific aspects of the project they believed had most influenced the development of their current classroom practice in teaching science. Specializations: inservice and preservice in primary science and technology.     

Problem solvers or provocateurs? How elementary school principals respond to tensions in schoolbased development

As elementary school principals increase efforts to stimulate school‐based development, they face complex and often conflicting choices about ways to make decisions, strategies to support teacher development, and approaches that foster a constructive working environment. This paper examines how forty‐six elementary principals respond to tensions in an inservice program designed to facilitate their leadership development through participation in school improvement projects. Most view tensions as problems to solve [as comptrollers, accommodators, or processors]; a few live as provocateurs and construe tensions as dilemmas to manage. The effectiveness of school‐based development depends on the capacity of principals, in concert with their teachers, to understand and consistently cope with tensions that emerge as they try to improve their individual and collectives practices.     

The impact of an inservice to promote cooperative learning on the stability of teacher efficacy

Teacher efficacy, the extent to which teachers believe they will be able to perform the actions that promote learning, is a key variable predicting teacher practice and student outcomes. Few studies of the stability of professional efficacy have been conducted. This inquiry measured teacher efficacy on three occasions during an 8 month inservice. The study found that it was use of inservice knowledge, not exposure to it, that contributed to changes in teacher efficacy and that it was general, not personal teaching efficacy that changed. Interactions among participants persuaded teachers that it was possible for cooperative learning techniques to reach students disadvantaged by home conditions (general teaching efficacy). Any increment in personal confidence (personal teaching efficacy) that might have arisen due to increased teaching skill in the program was offset by increased standards arising from social comparisons among teachers. Teacher changes were related to student outcomes, although not in the expected direction.     

Inservice Teacher Development in Mathematical Problem Solving

A humanistic perspective provided the basis for a problem-solving oriented teacher inservice program. The program was designed to provide opportunities that allowed elementary teachers to focus on personal experience as a way of achieving self-understanding and a way of reconstructing their personal meanings about problem solving and problem-solving instruction. Impact of the program was studied through interviews with the six participants and observations of their teaching. The results indicated that the program had a positive effect on the participants' beliefs about and teaching of problem solving. This revised version was published online in July 2006 with corrections to the Cover Date.     

Training inservice teachers' competencies in classroom management. A quasi-experimental study with teachers of secondary schools

The current study evaluated the effectiveness of a training program for inservice secondary school teachers in classroom management. In a non-randomized pre-post-design, 19 teachers participated in a newly developed training (the intervention group) and 18 teachers participated in a control training (the control group). All participants reported better knowledge of classroom management after training. However, hypothesized positive effects on teachers' competencies and increased student engagement occurred only in the intervention group. These findings are supported by participants' reported high subjective validity of the training. Further research is needed to study sustainability of the observed effects.     

中小学校本培训工作的思考

要保障基础教育的质量,关键在教师。校本培训在实现素质教育理念、教师专业发展、学校可持续发展过程中,其所具有的特殊作用是任何组织都替代不了的。要充分激发教师积极参与校本培训的内驱力,必须重视校本培训微观环境的营造,必须多样化选择培训方式,使校本培训的力量加速推动教师综合水平的提升。     

ENHANCING FACULTY AWARENESS AND KNOWLEDGE OF STUDENTS WITH DISABILITIES

An increasing number of students with disabilities are enrolling in postsecond‐ary institutions. To better serve these students, faculty, administrators and counselors must develop an understanding of the needs of students with disabilities and how to make accommodations for their success. An inservice program that targeted skills in enhancing awareness of student needs, meeting legal mandates for accommodations, and developing a team approach to serving students is presented. As a result of participation in the inservice program, all community colleges in the Commonwealth have instituted an advisory council that addresses the academic environment and needed support services for students with disabilities.