The professional development needs of beginning and experienced teachers in four municipalities in Sweden

Karlberg, Martin; Bezzina, Christopher

doi:10.1080/19415257.2020.1712451

Cited by 74 publications

(65 citation statements)

References 36 publications

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“…Armstrong indicated the qualitative method sought to gain a richer understanding of the experiences of faculty members, thus contributing to the body of literature weak in linkages between faculty members as adult learners and their professional development with regard to technology (Armstrong, 1998). The qualitative method was also recommended for technology related studies-to investigate the adoption or integration of technologies in education, case studies and shared stories to determine professional development needs (Martin & Christopher, 2020;Norum, 1997;Pedretti & Woodrow, 1999).…”

Section: Discussionmentioning

confidence: 99%

An Investigation of the Teaching Needs of Faculty Members with regard to Technology

Uzorka¹,

Ajiji²,

Osigwe

et al. 2020

IJTES

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To integrate technology in teaching and learning, the need arises to investigate the teaching needs of educators making the transition from a traditional to technology mediated environment. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data was transcribed, and entered into a database for analysis. Findings reported were technology in teaching. Concluding statements report that participants use technology in their teaching. However, many faculty members are not integrating technology in their teaching or assessment strategies, or using technology in instructional management. Faculty members are interested in learning how to incorporate technology in their teaching and their comments suggest their need to combine technology with principles of pedagogy, andragogy, and constructivism.

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Section: Discussionmentioning

confidence: 99%

An Investigation of the Teaching Needs of Faculty Members with regard to Technology

Uzorka¹,

Ajiji²,

Osigwe

et al. 2020

IJTES

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show abstract

“…At the same time, the teacher to student ratio in the private schools is lower, which affects the teachers' ability to teach and manage the classroom. Regardless of whether the teachers work in a municipal or a private school, there is a great need among the teachers to develop their skills in working with students in need of special support and to handle behavior concerns (Karlberg and Bezzina, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden

Nylén¹,

Karlberg

Klang

et al. 2021

Front. Psychol.

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School-wide positive behavior support (SWPBIS) is a well-evaluated school approach to promoting a positive school climate and decreasing problem behaviors. Initial implementation is one of the most critical stages of program implementation. In this qualitative study, the initial implementation of SWPBIS in Swedish schools was studied using an implementation model of behavior change as guidance for interviews and analyses. The study makes significant contributions to previous research as little is known of the implementation of SWPBIS in Swedish context. Focus-group interviews were conducted with 59 professionals on implementation teams from nine schools. Themes were extracted according to implementation team members' perceptions and descriptions of how the initial implementation was carried out. The results of this study revealed relevant themes within the three domains of Capability, Opportunity, and Motivation. Core features were found under the themes of knowledge and experience of similar evidence-based programs, process or result orientation, time, manual content, organizational prerequisites, team functioning, implementation leadership, program as a unifying factor, program aligning with staff beliefs, plausible expectations, and emotional reinforcement. Results are discussed in terms of how they can be used in continuing to develop the Swedish model of SWPBIS. Implications regarding implementation in Swedish schools are discussed, as is the applicability of the model of behavior change for studying implementation in schools.

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“…According to their findings, in-service training programs support teachers' professional development, and facilitates their ability to adapt to potential changes in the school curricula by improving their skills in teaching within the frame of authentic learning. It should be stressed that continuing professional development is reasoned to bring benefits in the long-term, creating education systems characterized by educators with enthusiasm and commitment to their teaching audiences [20].…”

Section: Introductionmentioning

confidence: 99%

Τhe Impact of Training Environmental Educators: Environmental Perceptions and Attitudes of Pre-Primary and Primary School Teachers in Greece

2021

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Environmental education is an important tool for managing environmental problems, with a view to protecting the environment. Several significant factors, however, impede its implementation. Educators’ lack of knowledge and appropriate training on environmental topics results in difficulties in implementing environmental education programs. Nevertheless, environmental literacy is expected to lead to the manifestation of pro-environmental behavior. The aim of the present study was to examine the impacts of environmental training on pre-primary and primary school educators, and its influence on the formation of their environmental perceptions and attitudes. We investigated whether training triggers the implementation of environmental education programs, and its possible metacognitive effects on educators. Simple random sampling was used as a sampling method. A structured questionnaire was administered to 154 pre-primary and primary school teachers, and the data collection took place through the use of face-to-face interviews. The research findings indicated that educators were interested in environmental issues, and mainly used the media to obtain information about environmental issues. Gender and age were important characteristics influencing the performance and attitudes of environmental educators. It also became apparent that there are significant deficiencies in the capacity building of educators, and in the organization of environmental education in pre-primary and primary education, that negatively affect the implementation of environmental programs in schools.

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The professional development needs of beginning and experienced teachers in four municipalities in Sweden

Cited by 74 publications

References 36 publications

An Investigation of the Teaching Needs of Faculty Members with regard to Technology

An Investigation of the Teaching Needs of Faculty Members with regard to Technology

Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden

Τhe Impact of Training Environmental Educators: Environmental Perceptions and Attitudes of Pre-Primary and Primary School Teachers in Greece

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