The introduction of foreign languages into the first three-year cycle of primary school has spurred the need for qualified teachers, and is one of the main discussion points among experts in foreign language teaching. Most of the contemporary studies report that there is a global gap between the supply of qualified teachers of foreign languages to young learners and the demand for them as programmes expand. These studies emphasize the paramount importance in assuring the quality of early foreign language instruction. Therefore, the authors of this paper first present some of the models of initial and in-service training of teachers of foreign languages to young learners across the world and then focus on a more in-depth presentation and analysis of the training of teachers of foreign languages at the primary level in Slovenia. All the existing national programmes for teacher development are compared and discussed. Finally, some guidelines and recommendations are given regarding training teachers to teach foreign languages to young learners. (DIPF/Orig.)
Abstract: This article describes 1st-year experimental effects of a large-scale reform providing professional development to elementary school teachers to implement an ex-tended, inquiry-oriented science curriculum. Known as “immersion teaching ” because it “immerses ” teachers and students in the full cycle of scientific inquiry, this approach developed through a partnership involving university-based science and mathematics content experts and educators and K-12 educators from the Los Angeles Unified School District. Multilevel analyses, which examined school-level effects of assignment to the professional development intervention, nested Grade 4 students and their science achievement outcomes within the 80 study schools. The analyses revealed a statistically significant negative 1st-year treatment effect of school-level assignment to the initiative on the key science achievement outcome. We also tested whether the treatment had dif-ferential effects for English language learners, schools with large proportions of English language learners, and students of new teachers. We found an interaction effect of the treatment by teacher experience level for the teachers who were the primary target of the intervention, with the treatment having positive effects for novice teachers (3 years of ex-perience or less) but a larger, negative effect for veteran teachers. We explore analytically three sets of explanations for the unexpected negative main effect of treatment: poten-tial statistical and design artifacts, possible misalignment between the assessments and content of the treatment, and practical issues related to implementation of the treatment.
Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum.
Includes abstract. ; Includes bibliographical references. ; The study utilises a document analysis to examine the value of the framework for the development and sustainability of PLCs and to compare the approach to professional development proposed in the framework to that associated with theoretical notions of PLCs.
The purpose of this study is to portray and understand the course of teacher educators' careers. To this end, narratives were collected from 11 teachers relating to three periods of their professional lives. The narratives were analyzed using BARTHES' multidimensional method for literary analysis. Findings show that the teachers underwent changes in their perception of themselves, of their role, and of the students, and that they are involved in educational activity and renewal despite being in a late stage of their careers. The explanations for this phenomenon are rooted in the work environment as well as in the teachers' personal traits and biographies, which include changes and success. ; Este estudio se propone describir y comprender el curso de las carreras profesionales de formadores de docentes. Con ese fin, se recogieron las narraciones de once profesores relativas a tres períodos de su vida profesional. Las narraciones fueron analizadas utilizando el método multidimensional de análisis literario de BARTHES. Los resultados muestran que los maestros sufrieron cambios en la percepción de sí mismos, de su papel y de los estudiantes, y que esos cambios están vinculados con la actividad educativa y la renovación a pesar de estar en la fase tardía de su carrera. Las explicaciones para este fenómeno tienen su origen en el entorno de trabajo, así como en los rasgos personales y las biografías de los docentes, que incluyen cambios y éxitos. ; Dieser Beitrag behandelt eine Studie, die sich mit der Untersuchung der Karriere von Lehramtsausbilder/innen befasste. Eingegangen sind Narrationen von elf Ausbilder/innen, die sich auf jeweils drei unterschiedliche Zeitpunkte in deren professionellem Leben bezogen. Für die Analyse der Narrationen kam BARTHES' multidimensionale Methode für die Auswertung literarischer Texte zum Einsatz. Die Ergebnisse zeigen, dass die Ausbilder/innen Veränderungen durchlaufen haben, die ihre Selbstwahrnehmung, die Wahrnehmung ihrer Berufsrolle und die ihrer Student/innen betrafen, und dass sie selbst auch in späten Stadien ihrer beruflichen Karriere gegenüber Neuem aufgeschlossen waren und in Lernprozesse involviert blieben. Gründe hierfür lagen in der Arbeitsplatzumgebung der Ausbilder/innen sowie in persönlichen und biografischen Besonderheiten, wobei im Falle der Biografien Veränderungen und Erfolge wesentlich waren.
This paper describes two high school teachers ’ conceptions of the cooperation and exploration components of a reform-oriented mathematics curriculum. Although the teachers appreciated the themes of cooperation and exploration in theory, their conceptions of these themes with respect to their implementations of the curriculum differed. One teacher viewed the curriculum’s problems as open-ended and challenging for students, whereas the other teacher claimed that the problems were overly structured. Each teacher attributed difficulties with students ' cooperative work to the amount of structure and direction (too little or too much) offered by the problems. Discussion of such similarities and differences in the teachers ' conceptions emphasizes the dynamic, humanistic nature of curriculum implementation and gives rise to important implications for mathematics teacher development in the context of reform.
This paper builds on current research trends on professional teacher development in Eurasian countries, including the diversification of teacher training, opportunities for professional teacher networking, and developing a collaborative community culture within schools and the broader education community. This study aims to explore teacher beliefs and thoughts on the effectiveness of professional development, specifically in the context of the Education Sector Reform Project (ESRP), implemented in Azerbaijan during 2008–2013. This study analyzes quantitative data from two surveys — the teacher self-assessment and the education reforms assessment. In the prevailing conventional teacher training system, teachers are perceived as beneficiaries of professional development programs. However, over the last decade, policy-makers are beginning to attach greater importance to professional development where teachers are seen as learners that are encouraged to make professional development decisions based on their needs. Including teachers in the design of professional teacher development programs might be suggested as a way to ensure learning activities have a greater impact on the quality of teaching. Such a participatory approach that strengthens teachers’ roles as decision makers in their professional development has the potential to advance teacher support during education reforms. Education researchers also have an important role as facilitators mediating dialogue between teachers and policy-makers in order to build an effective partnership within the education community.
In article it is offered to consider possibilities of modern educational professional programs in a direction of perfection of process of an individualization by working out variable maintenances of vocational training of the teacher.
Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004–2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher education. A competence model for ESD for educators was generated in the Austrian research project KOM-BiNE (Competences for ESD in Teacher Education) as part of a large-scale EU project. The KOM-BiNE competence model consists of areas of competences within fields of action. The constituent elements of the competence model are described in detail and are illustrated with examples. (DIPF/Orig.)
Abstract: This study is an empirical account of the professional development (‘PD’) practices which constituted part of the work of a group of teachers and school-based administrators working together in a cluster of six schools in south-east Queensland, Australia, during a period of intense educational reform. The data comprise meeting transcripts and interviews with teachers and administrators involved in a reform-oriented professional development initiative over an 18 month period. To analyse these teacher learning practices as teachers ’ work in this context, the article draws upon Bourdieu’s theory of practice, particularly his understanding of the social world as comprising multiple social spaces, or ‘fields’, each characterised by contestation over the practices of most value. The data reveal the field of teachers ’ work, in which much of the teacher learning transpired, as influenced by a broader instrumental culture; this culture developed in response to teachers ’ concerns about how to respond to state educational provision initiatives in a more neoliberal global era. These instrumental logics were evident in superficial compliance with and reflection upon educational reform, and the continuation of individualistic, workshop-based PD practices. However, at the same time and in keeping with fields as contested, there is also evidence of teachers ’ participation in more sustained PD practices – involving teachers actively engaging with the content of educational reform, participating in robust reflection about their practice, and collaborating in substantive communities of learners. The findings also suggest the need to explicitly support substantive PD within the field of teachers ’ work in order to challenge more administrative and instrumental pressures to engage in reform. Such a response will assist in fostering the conditions for the generation of a more truly student-centred, collaborative and reflective habitus amongst teachers.