scholarly journals A STUDY OF THE INSERVICE TRAINING NEEDS OF SECONDARY SCHOOL TEACHERS IN ATHENSGREECE BASED ON PERCEPTIONS OF TEACHERS AND PRINCIPALS

1988 ◽  
Author(s):  
Ευθύμιος Βαλκάνος
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Inservice Training ◽  
School Teachers ◽  
Perceptions Of Teachers

scholarly journals Teaching practice in teachers’ initial training in Cape Verde: supervisors’ perspectives

2020 ◽  
pp. 3-26
Author(s):  
Isabel Salomé de Miranda Santos de Lima ◽  
Ana Isabel Andrade ◽  
Nilza Maria Vilhena Nunes da Costa
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Cape Verde ◽  
Initial Teacher Education ◽  
Initial Training ◽  
School Teachers

This article aims to characterize the supervisors’ discourse about their TP in the context of initial teacher education of future Secondary School teachers in Cape Verde, trying to understand some of their limitations and/or failures while performing their academical duties and, consequently, their training needs. The methodology involves construction, validation, and application of questionnaires with 10 institutional supervisors, 19 cooperative supervisors and 66 future teachers, and in order to better understand the results interviews with 3 Higher Education supervisors and 3 school supervisors were carried out. The results show that it is urgent to develop supervisors’ competences, in order to promote reflexive and critical teachers, based on thinking and acting, as well as to increase collaboration with their peers, in a reflective scenario of teacher education. This will certainly enhance the quality of their supervisor role, and make them more active in their professional development, profile of trainees and, consequently, education in the archipelago, at large

scholarly journals Primary and secondary school teachers’ perceptions of their social science training needs

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Raquel Sánchez-Ibáñez ◽  
Catalina Guerrero-Romera ◽  
Pedro Miralles-Martínez
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
Social Science ◽  
Secondary School Teachers ◽  
Historical Thinking ◽  
Training Needs ◽  
School Teachers ◽  
The Social ◽  
Competency Based ◽  
Primary And Secondary School

AbstractCompetency-based education is one of the challenges currently faced by social science teachers. At present, there is an abundance of research on competencies relating to the social sciences which favour the development of historical thinking among learners. The ongoing training of teachers is of vital importance when it comes to shifting the method of teaching towards approaches which focus more on the learner, which favour the teaching of historical contents and competences aimed at forming a critical citizenship. For this reason, the two objectives of this study are to discover which disciplinary contents are considered by teachers to be most relevant for the teaching of history and what training is required by teachers who give social science classes in primary and secondary education in Spain. The research is a non-experimental mixed-methods study. In order to achieve the first objective, a quantitative analysis has been carried out of the data obtained from a questionnaire with a Likert-type scale administered to 332 primary and secondary teachers in Spain. To achieve the second objective, the information obtained from 12 interviews with primary and secondary school teachers in Spain has been analysed in a qualitative way. The results obtained indicate that teachers update their disciplinary knowledge via scientific journals and that they are interested in receiving training in historical thinking skills, active learning methods and ICT resources. Based on these training needs, it is concluded that teachers currently envisage a teaching model in the social sciences which is more competency-based and focused on the active participation of the learner.

scholarly journals A study on CLIL secondary school teachers in Spain: Views, concerns and needs

2021 ◽  
Vol 29 ◽  
pp. 49-68
Author(s):  
Inmaculada Senra-Silva
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Tertiary Education ◽  
Methodological Approach ◽  
Training Needs ◽  
School Teachers ◽  
Online Questionnaire ◽  
Bilingual Programs ◽  
Educational Stakeholders ◽  
Comprehensive Reform

Content and Language Integrated Learning (CLIL) is a methodological approach that is growing very fast in many European countries, particularly in Spain. The implementation of bilingual programmes in primary, secondary and tertiary education has produced significant changes that have had direct consequences on all educational stakeholders, including teachers, parents and students. In the case of CLIL teachers, research has often addressed their training needs, and actions towards preparing them for successful classes have been proposed. However, few studies have focused on their concerns and views of bilingual programs. Despite the fact that many researchers have acknowledged the importance of understanding CLIL teachers’ views and beliefs, thus hoping for more studies on those issues, this is not yet one of the major research targets. In this study CLIL secondary school teachers in Spain were approached in order to identify the problems they encounter when implementing CLIL. An online questionnaire with both open and close questions was designed administered to informants across Spain. The findings reveal that, overall, the difficulties teachers encounter when implementing a bilingual programme are multiple, and many informants believe that the bilingual programme in English needs a comprehensive reform in Spain.

scholarly journals Correction: Primary and secondary school teachers’ perceptions of their social science training needs

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Raquel Sánchez-Ibáñez ◽  
Catalina Guerrero-Romera ◽  
Pedro Miralles-Martínez
Keyword(s):  
Secondary School ◽  
Social Science ◽  
Secondary School Teachers ◽  
Training Needs ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Science Training ◽  
Primary And Secondary School

A Correction to this paper has been published: https://doi.org/10.1057/s41599-021-00740-x

The Level Of Organizational Training Needs For Secondary School Teachers In Ramtha City In Jordan

2020 ◽  
pp. 315
Author(s):  
Rami Ibrahim Al-Shogran ◽  
Moen Salman Nasraween ◽  
Ahmed Khaled Al-Khazaleh ◽  
Hyam Musa Al-Tajj
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Organizational Training ◽  
School Teachers

scholarly journals Teacher Training for Effective Teaching

2021 ◽  
Vol 22 ◽  
pp. e25290
Author(s):  
Francisco José MELARA GUTIÉRREZ ◽  
Ignacio GONZALEZ LÓPEZ
Keyword(s):  
Secondary School ◽  
Professional Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Learning Goals ◽  
School Teachers ◽  
Daily Work ◽  
Training Requirements ◽  
Actual Reality ◽  
Primary And Secondary School

This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible evaluation.

Sign in / Sign up

Export Citation Format

Share Document