The concept of school‐focused inservice education and training

Henderson, Euan S.

doi:10.1080/0260747790050102

Cited by 31 publications

(16 citation statements)

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“…Examples include private study, individual work with advisory staff, informal peer discussion, and personal reflection. The inherent advantage of a school-based approach is that activities can be provided that are clearly relevant to the needs of staff within a school (Henderson, 1979;Morant, 1981). Other activities are based on contributions which are external to the school.…”

Section: Discussionmentioning

confidence: 99%

A framework for reviewing teacher professional development programmes in information technology

McDougall

Squires

1997

Journal of Information Technology for Teacher Education

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There are very few credible frameworks for evaluation of teacher education programmes. The authors advocate the application of a paradigm originally designed for educational software assessment as a framework for reviewing teacher professional development. The framework is based on a situated view of cognition and this ensures an authentic approach. Five commonly observed foci for teacher professional development are considered in terms of the paradigm, leading to consideration of the comprehensiveness of professional development programmes. The analysis is illustrated by discussion of the professional development programme in place in a school. The analysis strongly suggests that a school-focused approach is appropriate for teacher professional development in the information technology area.

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Section: Discussionmentioning

confidence: 99%

A framework for reviewing teacher professional development programmes in information technology

McDougall

Squires

1997

Journal of Information Technology for Teacher Education

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“…The current 'policy' would seem to eschew centralized planning and emphasize variety, flexibility and response to local needs; all of which are self evident virtues. Yet if the evidence from the surveys cited above is to be believed, current patterns of inservice provisions are not responding adequately to teachers' needs as they see them.Recent discussion of school-based and school-focused inservice proposals recognizes this situation (Henderson, 1979) but there is a lack of empirical evidence as to the precise arrangements required. Unfortunately the data presented in the surveys are essentially undimensional, fail to take into account the variety of purposes embodied in most inservice programmes and neglect the complexities of schools as institutions.…”

mentioning

confidence: 96%

“…Recent discussion of school-based and school-focused inservice proposals recognizes this situation (Henderson, 1979) but there is a lack of empirical evidence as to the precise arrangements required. Unfortunately the data presented in the surveys are essentially undimensional, fail to take into account the variety of purposes embodied in most inservice programmes and neglect the complexities of schools as institutions.…”

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confidence: 96%

Inservice education and the promotion of change in a secondary school

Alison

Braithwaite

1980

British Journal of Teacher Education

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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.In spite of the increase in real terms of expenditure and resources devoted to inservice education in Britain since the publication of the James Report in 1972 (DES, 1976(DES, ,1978a, it is apparent that many teachers are critical of the quality and relevance of current inservice policies and provisions. For example, a recent survey on teachers' perceptions of inservice courses showed that only 29 per cent of respondents favourably received the existing provisions (Lodge, 1979). This result must be disappointing to those who plan inservice education, especially since the results mirror those of surveys (Cane, 1969; DES, 1970) conducted prior to this period of development.With the current pressure on Local Education Authorities (LEAs) to review their expenditures, it may be an appropriate time to question some of the current inservice policies and practices. Contemporary educational thinking and writing places great stress upon the part inservice education must play in document makes clear this central purpose of inservice education:... is that which every teacher will expect to benefit from throughout his career iri order to keep abreast of the subject, to extend and reform teaching techniques, to accommodate new patterns of school reorganisation, or to prepare for new responsibility. (DES, 1977: p. 29) The range of inservice support developed through the last decade of expansion to achieve this objective is quite broad. Many different points of initiative at national and local levels have produced diverse patterns of support. Yet the basic elements of long and short courses, teacher centre facilities and advisory support facilities are well established in most areas and are described elsewhere (Henderson, 1978). The current 'policy' would seem to eschew centralized planning and emphasize variety, flexibility and response to local needs; all of which are self evident virtues. Yet if the evidence from the surveys cited above is to be believed, current patterns of inservice provisions are not responding adequately to teachers' needs as they see them.Recent discussion of school-based and school-focused inservice proposals recognizes this situation (Henderson, 1979) but there is a lack of empirical evidence as to the precise arra...

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“…Supported by statements of the authors who have studied this issue, namely Henderson (1979);Formosinho (1991), Rodrigues & Esteves (1993), Ribeiro (1993), Leite (2005) and Correia & Flores (2009), we can consider in-service teacher training as a process that aims at improving skills, knowledge, techniques and attitudes necessary to pursue the teaching profession. These types of programs must take place throughout the career, following the acquisition of initial certification, thus pursuing the development and improvement of quality in education.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Initial and In-Service Teacher Education in Sciences — What Portuguese Kindergarten Teachers Say about Their Teaching Practices

Mesquita¹,

Vieira²

2014

JMER

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Education in sciences should contribute to everyone's scientific literacy and encourage their democratic participation in informed decisions making.In a time when we claim the educational relevance of science, promoting its early start among three to six-year-old children is necessary to create appropriate strategies to guide educators towards practices which are consistent with the current national science curriculum guidelines.The objectives of this study are twofold. Firstly it aims to depict the type of training kindergarten teachers of the district of Bragança receive in the field of sciences. Secondly it intends to clarify didactical and pedagogical aspects set out by educators in the context of experimental sciences in their everyday workplace. The data was gathered through questionnaires, in the universe of the kindergarten teachers in this district. It is based on a case study of descriptive and interpretative nature.The overall results show that they are satisfied with the experimental sciences training they received in their initial degrees, although a more practical training is needed to implement sciences in their everyday practice, as well as more scientific and pedagogical resources in order to make them feel more confident regarding education in sciences.

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The concept of school‐focused inservice education and training

Cited by 31 publications

References 1 publication

A framework for reviewing teacher professional development programmes in information technology

A framework for reviewing teacher professional development programmes in information technology

Inservice education and the promotion of change in a secondary school

Initial and In-Service Teacher Education in Sciences — What Portuguese Kindergarten Teachers Say about Their Teaching Practices

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