Utopia vs. reality: the effectiveness of in‐service training courses for EFL teachers

The article explores the long‐term effectiveness of in‐service teacher training courses for English as a Foreign Language (EFL) teachers in the Greek educational context. It presents the results of a questionnaire designed and issued to teacher‐trainees a year after the completion of 60‐hour courses. The questionnaire assessed, among others, (a) teacher trainees' beliefs regarding the relevance of the knowledge acquired to their individual needs, (b) the extent to which they used the materials provided in the course, and (c) the usefulness of the subjects offered. The data are discussed in relation to strategies for optimising teacher training services and implications are drawn for the implementation of change in a broader educational context. A ‘cooperative model' is proposed for the promotion of change involving active cooperation between all agents involved in the educational process and necessitating top‐down and bottom‐up cooperation.     

The reconceptualisation of learner-centred approaches: a Namibian case study

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.     

The use of training days: finding time for teachers’ professional development

This study was designed to compare the relative efficiency of three methods of presenting and teaching fractions to slow learners at the secondary stage of education.

Thirty‐six first‐year pupils took part in the experiment and were divided into three groups of 12 for instruction in fractions for 14 periods of 40 minutes. Each group was taught by a different method, viz:

Group A, was taught in a formal, traditional method

Group B, used the Cuisenaire (unimodel) material

Group C, used multi‐model materials specially constructed for teaching fractions to slow learners.

At the beginning of the experiment the groups were equivalent in age, intelligence, arithmetical attainment, attainment in fractions, conceptual understanding of fractions, in adjustment to school, attitudes to learning fractions, and socio‐economic status. On re‐assessment on six of the variables at the end of the experiment it was found that each group had improved in each of the six variables tested.

When considering all the results obtained it was concluded that the multi‐model method was the most effective method of teaching fractions to slow learning children at the secondary stage. This method was found to have particular advantage in creating a favourable attitude to learning fractions and in promoting a sound conceptual understanding of fractions. It also produced the greatest mean gain in fraction computation, and seemed to have some slight advantage in aiding the adjustment of pupils to school.     

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.     

Educators‘ perceptions of an in-service training programme

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.     

中职会计专业教师在职教育和培训课程开发的问题与对策

当前,职教师资在职教育与培训的课程开发虽积累了一定的经验,但仍然存在诸多问题：课程目标的开发忽视培训需求,课程结构的开发缺乏内部的逻辑性,课程内容的开发过于理论化,课程实施方法单一。克服这些问题需采取的措施包括：提高对在职培训的认识,加强课程目标与课程内容开发的针对性,采取多种方法实施课程。