A sense of place in the science classroom

Place‐based science education engages with the laboratories of complex reality where natural processes combine with social practice, going beyond the physical world, to encompass the meanings and sense of attachment local residents feel for places. This brief report describes how a university science methods class in a primary teacher training programme situated scientific understandings in the rich cultural context of the historically rural and socio‐economically disadvantaged area of Galicia in north‐western Spain, where agrarian traditions continue to influence local culture. Focusing on student responses to two assignments, this brief report explores how the preparation of lesson plans related to food and environmental investigation projects served to integrate aspects of the natural, social and cultural environment to foster a critical pedagogy of place.     

‘My colleagues wear blinkers . . . If they were trained,they would understand better’. Reflections on teacher education on inclusion in Cyprus

This paper discusses fundamental theoretical issues in relation to education on inclusion. These issues inform core decisions about initial teacher education courses and in‐service teacher‐training programmes on inclusion. International and local discussions and research in this area formed the background for the design and implementation of a 2‐year funded research project whose aim was to record teachers' knowledge, attitudes and skills in relation to inclusion before developing an in‐service training programme that suited their profiles. The paper focuses on Greek‐Cypriot teachers' perceptions of their initial and in‐service teacher education on inclusion in Cyprus, as revealed by survey and interview findings. The findings are discussed with reference to relevant literature from Cyprus and other countries in an attempt to draw connections between teacher education, local culture and international practice. The paper concludes with a discussion of the argument that in‐service training programmes on inclusion are of central importance, not only for Cyprus but also for other countries. We argue that teachers' initial education does not guarantee a shared understanding of inclusive education; therefore, in‐service teacher‐training programmes need to be carefully planned and delivered to all schoolteachers to address both theoretical and practical aspects of inclusive education effectively.     

Raising the language awareness of pre‐service English teachers in an EFL context

This study investigates the challenges that non‐native pre‐service English teachers (Haluk, Gaye, Selin, Öznur and Serkan) experience in their target language use when they do their practicum in actual language classrooms. This study found that the common difficulties the student teachers encounter related to certain grammatical structures, explaining unknown words to students, modifying language according to students’ level, and authenticity of the classroom language. During this study, the target language awareness training session was offered by the university supervisor in order to improve the student teachers’ target language use in the classroom. The training sessions included classroom observations, feedback sessions, semi‐structured interviews, retrospective protocols and discussion meetings with the student teachers. The findings indicated that the language awareness training had a positive impact on the target language use of the pre‐service English teachers. Furthermore, this study discusses the curriculum and the requirements of the language teacher education programme in an EFL setting and makes suggestions for the professional development of non‐native pre‐service language teachers.     

An exploratory study on collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD)

This study aims to deliver a school‐based mode of training for in‐service teachers of students with ASD in Hong Kong. The training is delivered following the phases of implementation science, namely, exploration, installation, and implementation. The project team used the theory of mind approach, which enables teachers to engage with students with ASD and to focus on recognizing and reacting to emotions. Participants in this study included four educators from a teacher education institution, three expert teachers, and 19 in‐service teacher trainees. The most salient responses came from trainees who were provided with the opportunity to apply learned skills in their own classrooms immediately and to share the knowledge and skills in dealing with students with ASD in the post‐conference meetings.     

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12‐credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty‐supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert‐style and open‐ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching‐faculty responsibilities, adequately prepared them for teaching‐related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516–524. © 2018 American Association of Anatomists.     

充分利用远程教育手段 开展林业教育培训工作

大力开展林业教育培训工作,是林业跨越式发展的需要,也是全面建设小康社会的需要。在林业发展新的历史时期,林业教育培训工作面广任务重,就必须考虑改革传统的培训体系和教学手段,利用远程教育手段,提高林业教育培训工作的质量,增强广大务林人的理论水平和实践能力。     

Ready to Lead? A Look into Jewish Religious School Principal Leadership and Management Training

Although most Jewish supplementary religious school principals have graduated from various academic training programs, there are no data about how these programs sufficiently prepare educational leaders. This study examined the essential leadership and management skills of effective Jewish religious school leaders, and assessed their preparation to undertake the key challenges of this complex job. This study also investigated the principals’ perceptions about their training and whether they experienced a knowledge gap as school leaders. The respondents felt unprepared to conduct essential tasks—such as working with lay leaders, managing human resources, and planning budgets—after completing their training programs.     

Title IV‐E Programs: Preparing MSW Students for Public Child Welfare Practice

This article investigates the perceived quality and skill outcomes of Title IV‐E MSW training programs at four universities from the perspective of their graduates. It also sought to identify necessary program supports, expectations of graduates as they began child welfare employment, and pre‐employment factors related to retention. The vast majority of MSWs agreed that their education was high quality and prepared them well for child welfare practice. The skills rated highest were establishing client rapport, case management, the development of a professional identity, and time management and assessment skills. The most consistent pre‐employment predictors of whether they stayed past their stipend commitment period were their commitment to the public child welfare (PCW) agency and their commitment to child welfare practice. Implications for program design are discussed.     

Educators in non-formal vocational education and training in Mozambique: a plea for recognition and professionalisation

Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not only on programmes and facilities, but also on the educators. How do they cope with the changing demands? This paper focuses on educators in non-formal vocational education and training (NFVET) in Mozambique. It explores the perceptions, experiences and reflections of educators in NFVET working in training centres on the outskirts of Maputo. Semi-structured interviews and observations were used to get insight into the educators’ understandings and into the conditions in which their educational activities took place. The findings point to the need for the professionalisation of NFVET educators. This would contribute to the quality of their activities and to their status as professionals.     

An analysis of the effects of in‐service teacher training on Turkish preschool teachers’ attitudes towards inclusion

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.     

高师学生教师职业行为训练中应处理好的几个关系

对高师生进行教师职业行为训练是高等师范教育培养学生职业能力的重要途径。但是，要使真正发挥作用，必须要融入到整个培养体系之中。同时，在实际训练中，还要处理好行为训练与人格培养、相关课程之间的关系，处理好集体训练与人别矫正的关系。     

韩国职业教育与培训改革新趋向

由于自然资源缺乏、国内市场小、劳动力过剩，韩国政府从20世纪60年代开始大力发展职业教育与培训。至20世纪90年代中期，韩国政府又针对实际提出对职业教育与培训进行改革，由强调职业教育招生量的扩大变为强调职业教育质量的提高，其核心改革趋向是建立“终身职业教育体系”和以能力为本位的职业培训市场。     

教师培养制度的变革:从师范教育到教师教育

我国高等师范教育正处于从数量满足型向质量提高型转变的重要变革时期,灵活开放的教师教育培养体系适应了知识经济社会对高素质教师的需求,师范教育向教师教育的转型是历史的必然。建立“开放型”、“综合类”、“高层次”、“专业化”的教师教育体制对提高基础教育质量具有十分重要的作用。     

我国高专高职教育发展现状与发展对策研究

高等教育规模的扩展 ,尤其是高职高专的发展 ,必须与其结构的战略性调整相结合 ,加强学校与社会的紧密结合 ,充分体现办学形式灵活多样的特点 ,通过各种形式的教育来满足不同类型和不同职业的人们接受高等教育的需要。要建立严格的质量评估制度 ,形成适合于高专高职教育的质量评估体系 ,引导高专高职教育走上健康有序的发展道路。     

Reforming further education teacher training: a policy communities and policy networks analysis

Throughout the 1980s and 1990s teacher preparation for the schools sector in the United Kingdom was subject to a series of reforms and innovations including the establishment of new institutional arrangements to oversee the sector, namely the Teacher Training Agency (TTA – now the Training and Development Agency, TDA). Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have also been subject to scrutiny and a wide‐ranging reform agenda has been put forward by the Government. This paper examines the key reforms using a three stage model to analyse the policy development process and discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders. Contrasts are made with the approach adopted by the TTA during the reform of teacher training for school. The paper concludes with a tentative assessment of the progress of the reform agenda and the identification of a number of salient issues that warrant further research.     

Professional development for specialist teachers and assessors of students with literacy difficulties/dyslexia: ‘to learn how to assess and support children with dyslexia’

In this paper, the results of an investigation into the training needs and expectations of participants of professional development training 1 for specialist teachers and assessors of learners with literacy difficulties and dyslexia are discussed and analysed. The methodology includes both qualitative and quantitative data which were collected over a period of 2 years from participants (N = 75) at the beginning of their courses of study. Current literature is reviewed, and an in‐depth analysis of the findings illuminates the rationale and content of the available training. The author discusses these findings and demonstrates the importance of the training. The conclusions offer research‐based reflections that are important to all those involved in the design and funding of this and future professional development.     

新时期教师培训方式探究

新时期对教师继续教育工作有新的要求。在开展教师继续教育培训时,应采取科学、灵活、有效的培训方式,提高培训效果。     

An evaluation of a pre‐training assistant educational psychologist programme

Two cohorts of psychology graduates with Graduate Basis for Registration (GBR) with the British Psychological Society (BPS), and a range of relevant work experience (teaching, youth and social work) were employed by the Kent Educational Psychology Service (EPS) over a two‐year period as assistant educational psychologists (Assistant EPs). This paper presents information about the role and effectiveness of this pre‐training Assistant EP programme. The role of the Assistant EP was identified as including: individual and group level casework, projects, applied research, and delivering training, under the direct supervision of EPs. All Assistant EP work was evaluated using a range of measures. Outcomes showed that intervention targets (as agreed using the Target Monitoring and Review form) were consistently met or exceeded. Key stakeholders perceived Assistant EPs to be a valuable and flexible resource and Assistant EPs felt that the role prepared them well for applying for professional training courses. The paper concludes with a brief discussion around the future role of pre‐training Assistant EPs.     

The heart of ESD: personally engaging learners with sustainability

Education for sustainable development aims to help learners engage with the concept of sustainability. This paper considers whether specific values-centred sustainability training techniques can promote personal engagement with sustainability when undertaken by higher education students on an extra-curricular voluntary basis. Conducted over an eight-month period, the study evaluates the impact of the training on 67 second year undergraduate design and engineering students at Plymouth University using pre- and post-training values and worldview scales measured against a control group. Four months after the training, one-to-one interviews were conducted with a subset of the sample. A quantitative analysis of the values and worldview surveys indicates that a degree of values clarification and mind-set shift resulted from the training, with design students appearing more receptive than those studying engineering. This finding was reinforced in the interview data, which illustrates where and how learners engaged with the training and provides examples of learners deep thought, reflection and mind-set changes.     

国外农民教育培训的经验及启示

发达国家的农民教育培训已经走过近三百年的历程。在农民教育培训的发展过程中,一些发达国家根据本国的具体情况建立了具有自己特色的培训模式,这些农民培训模式的建立与实施,不但满足了农民对培训的需求,提高了其科技素质,而且也对世界上其他国家农民培训体制的建立产生了重大影响。