(2008). Teacher training for secondary education and graduates’ entrance into the teaching profession. Educational Studies: Vol. 34, No. 5, pp. 399-417.

This book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children's education and achievement. Based in empirical case study work and theoretical insights drawn from Bourdieu, hooks, Freire, and Giroux, Maylor calls for Black children's underachievement to be (re)theorised and (re)conceptualised within teacher education, and for students and teachers to become more "race"- and "difference"-minded in their practice.

The article aims to review the program of professional training of teachers for the prevention of adrenaline addiction in adolescents and its effectiveness. The task of the work is to determine the strategy that will ensure the effectiveness of professional training of teachers for the prevention of adrenaline addiction in adolescents in the course of experimental work. In the process of studying the problem, the work of researchers in the selected scientific field is considered. As a result of (...) the work done, the strategy and plan of the teacher's professional training program were determined for the organization of effective professional training for preventive activities aimed at the adrenaline addiction of adolescents. (shrink)

The notion of a "preferred format" for training is most fruitfully discussed within a context of what needs to be covered in order to begin to do Philosophy for Children in a responsible fashion. Attached is a form of "Training Manual" that is at the heart of the training that I do in Hawaii. This manual provides a framework that forms the basis of what I think teachers ultimately need to have an in-depth appreciation for, regardless of (...) specific program, in order to faithfully carry out the program. (shrink)

Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology (...) and instructional design aimed at promoting the development of self-regulated learning and automatic feedback systems. In this study, work was carried out with 23 teachers in a training programme conducted through Moodle. The aims were: to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, to determine whether clusters of behaviour patterns corresponded to the type of teacher and to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments. (shrink)

Beginning in 1988, I tried an approach to teacher-training in Philosophy for Children which, though labor-intensive, was very rewarding. It involved: a one-semester course in Philosophy for Children prior to program implementation, twelve to fifteen visits to each classroom during the implementation year to conduct demonstration lessons and observe teacher performance, and a journal and commentary on classroom visits, which was shared on a regular basis with the teachers. The scope of the project was partly what made (...) it so "labor-intensive." It included eleven teachers at six schools and nearly 250 children. (shrink)

This paper explores the state of teacher training in philosophy graduate programs in the English-speaking world. Do philosophy graduate programs offer training regarding teaching? If so, what is the nature of the training that is offered? Who offers it? How valuable is it? We conclude that philosophers want more and better teaching training, and that collectively we know how to deliver and support it.

Secondary school teachers, trained as empowered mentors, were asked about their new role 2 years after the introduction of school-based initial teacher training. Kelly's repertory grid encouraged the development of personal constructs. The mentors demonstrated deep structure constructs which would not have been easily recognised by university tutors making relatively brief school visits. It is concluded that the mentors have reached a stage where continued experience in the role will not, per se, lead to improved skills. A number (...) of tensions within the role were highlighted, most of which are inherent in the school-based model, but some of which attach specifically to empowerment. Support for mentors not recognising such ambiguities is important. Mentor empowerment does appear to be a viable model of mentoring in school-based ITT, but continued training and changes in the type of support available is necessary. The place of appropriate theory at all stages of professional development was recognised. (shrink)

Resumen: Este ensayo analiza los desafíos que plantea el desarrollo de la competencia comunicativa intercultural en el marco de la formación de profesores en el contexto poscolonial chileno. A partir de una revisión de antecedentes bibliográficos se reconoce que la preparación de los nuevos educadores no ha logrado implementar de manera transversal el enfoque educativo intercultural. Esto ha permitido conservar la hegemonía de la monoculturalidad eurocéntrica, generando que los profesores en formación mantengan una comprensión insuficiente de las culturas presentes en (...) la sala de clases. Con el propósito de aportar a la discusión crítica, se reflexiona acerca de las posibilidades que entrega la CCI en la búsqueda de nuevas formas de conocer y comunicar que confronten la educación monocultural, para avanzar en la construcción de procesos educativos interculturales, ya sea en territorios indígenas o en los nuevos contextos que surgen por la inmigración.: This paper explores the challenges posed by the development of intercultural communicative competence in relation to teacher training in the postcolonial Chilean context. Through a review of bibliographic sources it is recognized that the preparation of new teachers has failed to transversely implement an intercultural educational approach. This has allowed Chile to keep the hegemony of eurocentric monoculturality, resulting in these teachers’ insufficient understanding of the cultures present in the classroom. In order to contribute to this critical discussion in the field, this paper reflects on the possibilities that ICC provides when seeking new ways of knowing and of communicating that confront monocultural education and develop intercultural educational processes, either in indigenous territories or in the new immigration contexts. (shrink)

Dans les formations professionnalisantes enseignantes, on observe un recours de plus en plus fréquent à des dispositifs de formalisation écrite de parcours ou d’expériences personnelles et professionnelles vécues par les enseignant-e-s en formation. C’est dans ce contexte que cette étude exploratoire cherche à identifier, dans des récits d’expérience rédigés par des enseignant-e-s professionnel-le-s dans le cadre de leur formation, ce qui participe dans leur parcours au développement d’un sentiment de légitimité professionnelle.

The purpose of this paper is twofold: firstly, to explore the emotional aspects underlying classroom conflict management, and secondly, to apply these notions to the contrasted analysis of two case studies. Our findings underscore the importance of examining teachers’ emotional regulation to better understand their performance when dealing with conflicts that affect classroom climate. In the final section, we make suggestions for introducing this perspective into initial teacher training through the use of Virtual Reality, a scenario that would (...) allow pre-service teachers to experiment, record and reflect on affective and attitudinal issues that are decisive for effective classroom conflict management. (shrink)

This article examines the implications of the change from competences to standards for initial teacher training. It analyses the implicit interpretation of quality and standards of practice in Teacher Training Agency (TTA) documentation and compares it to that of the Management Charter Initiative in their new management standards. The TTA approach is challenged as incomplete.

The fascination with brain research is widespread, and school teachers are no exception. This growing interest, usually noticed by the increased supply of short-term training or books on how to turn the brain more efficient, leads us to think about their basic training and outreach resources available. Little is known about what the official Initial Teacher Training offers concerning the brain literature and if it meets scientific standards. Also, what are the science communication materials that teachers (...) can access to learn about the developing brain remain undiscussed. First, we examined the ITT courses taught in Portuguese Higher Education, both in public and private institutions, to identify the syllabus with updated neuroscientific knowledge. Second, we searched for the neuroscience-related books published in the last 6 years through the National Library of Portugal database. Thirty ITT courses and 35 outreach publications were reviewed through a rapid review methodology. Our results showed an absence of curricular units indicating in their programs that brain research, and its relationship with learning, would be taught in a representative and updated way. In contrast, the number of brain-related books for educators increased in Portugal, corroborating the demand for this field of study by these professionals. Based on the literature that shows how misunderstandings about the brain have increased in school contexts, our discussion recognizes that science outreach could be a way to increase the scientific literacy of school teachers with the research community working more in this direction, but, since a previous problem seems to be unsolved, there is an urgent need for specialized attention to the development of training curricula for future kindergarten and elementary school teachers. (shrink)

This article examines some of the similarities in the legitimation and structure of two national curricula in England: that for schools in the '80s; and that for initial teacher training in the '90s. The emphasis is on the latter, with reference to the former where relevant.

The analysis of critical incidents in the pre-professional practice of teacher training is essential to promote reflection. Building upon this notion, the urgent need for a reflective practice in the training of science teachers is addressed. In this context, future educators are instructed in the preparation of reports that highlight the critical incidents experienced in their pedagogical work. From these perspectives, reflective practice emerges as a fundamental resource to solidify their identity and pedagogical mastery by incorporating experiences (...) for guidance purposes, emphasizing the significance of reflection. (shrink)

Se presentan los resultados obtenidos en la tesis de maestría Sistema de talleres de trabajo educativo para la capacitación del profesor guía de Medicina en Nuevitas con el objetivo de demostrar el impacto a partir de su implementación en la brigada estudiantil. Se exponen las definiciones elaboradas y las contextualizaciones. Se concluye que el sistema contribuyó al adecuado desempeño del profesor guía y al desarrollo del modo de actuación de los estudiantes. La rapidez y la calidad que implicó en la (...) praxis educativa constituyó el resultado más importante en el contexto de la carrera de Medicina en la Filial. Results achieved through the master's thesis "Educational work workshops system for the Medicine degree guiding teacher training" in Nuevitas are presented, aimed at demonstrating its impact starting from its implementation on a class. Elaborate definitions and contexts are exposed. The conclusionreached through it was that the system contributed to the adequate guiding teacher's performance and to the development of students' behavior. The speed and quality it involved in educational praxis constituted the most important result in the context of the Medicine degree in La Filial town. (shrink)

Se realizó una estrategia para el perfeccionamiento del trabajo educativo en la Universidad de Ciencias Médicas de Camagüey y elevar la preparación científico-pedagógica de los profesores guías de la carrera de Medicina. En el trabajo se presenta como una de sus acciones la realización de talleres metodológicos interactivos, sus funciones y la metodología elaborada para su implementación. Se constató que la preparación y la experiencia de estos profesores es insuficiente para asumir la labor educativa, asimismo, se confirmó la necesidad de (...) asumir los talleres, como una de las formas del trabajo docente metodológico. A strategy in order to improve the educational work at the Medical University of Camagüey and to raise the scientific-pedagogical training of Medicine guide teachers was carried out. The research shows interactive methodological workshops as one of its main actions, its functions and the methodology designed for its implementation. It was found out that teachers training and experience was not enough to assume the educational work; likewise, the need to consider workshops, as one of the ways of the teaching methodological work was confirmed. (shrink)

Students from four different institutions were interviewed at the end of their secondary postgraduate certificate in education year to obtain their views about various aspects of their training including their perceptions of the support given to them during school placements. Their responses are analysed in the context of changing requirements for courses of initial teacher training and of an increase in the variety of training routes available. These students received support of variable quality from both higher (...) education tutors and school teachers. At best both teachers and tutors were valued for the complementary roles which they were able to play. While there appears to be scope for some interchangeability of role, other aspects would not be easily assumed by the other partner. Students valued school‐based work enormously but provided little evidence of support for wholly school‐based courses. Implications of these findings are discussed for future initial teacher training provision including issues of quality control. (shrink)

Summary Criticism of the traditional institution?based system of teacher training for primary schools is reviewed and recent responses to GATE requirements summarised. It is argued that such criticisms, and any radical reforms involving the transfer of training responsibility to the schools, should take account of client opinion of its likely effects. Clients here are taken to refer to students in training and school teachers including headteachers. For this study an open?ended questionnaire on the advantages and disadvantages (...) of traditional institution?based and radical school?based systems was administered to all students at the end of a PGCE course, and to a part?opportunity and part?random sample of teachers and headteachers in local schools. Their responses are tabulated and discussed. The vast majority of these clients foresaw considerable problems with a radically reformed system and, balancing the gains and losses that such a reform might bring, they demonstrated a clear preference for the existing system. (shrink)

Many calls have been made for more research on social studies teachers’ practices and preservice training. Instructional practices employed by teachers are important for encouraging student learning. However, there is a history of social studies teachers focusing much of their time on teacher-centered instructional techniques that have not demonstrated strong learning for students. Therefore it is important to examine not just how teachers chose to teach, but also where they may have learned to teach. This study examined data (...) from the Teaching and Learning International Survey (TALIS) 2018 of 240 secondary social studies teachers to understand what instructional practices they report employing and their feelings about their preparation. Data analysis provided direct empirical evidence of the power of teacher preparation programs to shape social studies teachers’ instructional practices well into their teaching careers. (shrink)

The purpose of the research is to clarify the current problems of education in terms of education management and to work out the ways of solving them within the framework of the humanistic paradigm, that is, “management for human education”, presenting these solutions as implementing the required model of teachers’ training. Methodology. The author implements the approaches of education anthropology, the basis for which was provided by monitoring in action, textual records and research letters, as well as general philosophical (...) methods. Scientific novelty of the research lies in the anthropological view of the education problems, including the sphere of management. The perspective of the modern situation under study, that is, the neoliberal and managerial context add to the degree of scientific novelty. Results. Different conceptions of education management are revealed and the corresponding management models are considered, the difference of which is explained by opposing the humanistic and managerial paradigms. In a number of problems of education management, beyond the usual ones that appear for the collectives of educational organizations, it became obvious that new problems have emerged due to introducing “new management”, which has a noticeable impact on the goals and values themselves, distorting “human education”. As a response required from management to the needs of education in line with the humanistic paradigm, a “synergetic model of management” and “democratic management of education” are proposed. Conclusions. On the basis of analyzing the problems and education management models required for education, the author draws conclusions for teachers’ training: highlights the ideas that make up its guidelines, and outlines possible approaches to the content and methods of teaching education managers and teachers in line with the model “Creative, autonomous, reflective teacher” corresponding to the humanistic paradigm. (shrink)

Cet article présente le dispositif de formation et ses objectifs ainsi que l’analyse d’écrits réflexifs produits dans le cadre des travaux certificatifs et dans lesquels les participantes décrivent quelques-uns des effets de la formation sur leurs pratiques professionnelles.

Kako bismo utvrdili značajke učinkovitog stručnog usavršavanja učitelja prirodoslovne grupe predmeta, na temelju sustavnog pregleda literature izabrali smo i proveli analizu devet učinkovitih eksperimentalnih i kvazi eksperimentalnih istraživanja. Utvrdili smo kako bi stručno usavršavanje bilo dobro započeti inicijalnim radionicama koje je potrebno nastaviti kroz susrete zajednica učenja za vrijeme ostvarivanja promjena. Uz to je važno osigurati potporu i vođenje učitelja te nastavne materijale za učitelje i učenike. Stručno usavršavanje može biti učinkovito samo ako doprinese boljim učeničkim rezultatima, a to je (...) moguće postići promjenama u nastavi koja bi trebala polaziti od jasno postavljenih ciljeva u skladu s kojima učitelji pripremaju nastavne aktivnosti koje učenike potiču na istraživanje, rješavanje životnih problema, aktivno i suradničko učenje te znanstveno i metakognitivno mišljenje. In order to affirm the characteristics of efficient professional training of teachers in the natural sciences, on the basis of a systematic overview of the literature, we chose and implemented an analysis of nine efficient experimental and quasi-experimental research designs. We affirmed that professional training should begin with initial workshops, which should continue through meetings of learning cummunities during these changes. Additionally, it is important to ensure support and guidance for teachers, as well as teaching materials for teachers and students. Professional training can be considered efficient only if it contributes to improved academic performance; this can be attained through changes in teaching, which should be founded on clearly established goals in accordance with which teachers may prepare teaching activities that inspire students to research, solve everyday problems, take part in active and cooperative learning, and think scientifically and metacognitively. (shrink)

Usporednom analizom odabranih povijesnih i suvremenih pedagoških dokumenata stručno usavršavanje se prepoznaje kao trajna i neodvojiva komponenta nastavničke profesije. Trajno usavršavanje odgojnoobrazovnih djelatnika nepravedno se pripisuje tek vremenu paradigme cjeloživotnog obrazovanja. Pedagoški teoretičari nastavničkoj profesiji od njezinih početaka i pokušaja zakonske regulative te njezina društvenog etabliranja propisuju trajnu potrebu stručnog usavršavanja u svrhu profesionalnog razvitka i karijernog napredovanja, kao i obvezu neprestanog učenja. Već u prvom zakonskom dokumentu iz 1874. godine propisano je individualno i produžno obrazovanje svih učitelja. Time stručno (...) usavršavanje postaje ključna sastavnica učiteljske profesije, a kasnije i svih odgojno obrazovnih djelatnika. Analizom povijesnih dokumenata utvrđena je sto pedeset godišnja zakonska i propisima regulirana trajna obveza stručnog usavršavanja nastavnika koja u praksi često nije ostvarena. Nakon dosegnute sveučilišne razine inicijalnog obrazovanja svih nastavnika i učitelja, potrebno je stvoriti uvjete za njihovo sustavno i učinkovito stručno usavršavanje. By comparative analysis of selected historical and contemporary pedagogical documents, professional development is recognized as a permanent and inseparable component of the teaching profession. Continuous training of educators is unfairly attributed only to the time of the lifelong education paradigm. Since its beginnings and attempts at legislation and its social establishment, pedagogical theorists have prescribed the continuing need for professional development for the purpose of professional development and career advancement, as well as the obligation of continuous learning. Already in the first legal document of 1874, individual and extended education of all teachers was prescribed. In this way, professional development becomes a key component of the teaching profession and later of all educational staff. The analysis of historical documents has determined the one hundred and fifty-year legal and statutory regulation of a permanent obligation for the professional development of teachers, which is often not achieved in practice. After reaching the university level of initial education of all teachers, it is necessary to create the conditions for their systematic and effective professional development. (shrink)

In this article I report on the ways that an educational philosophies course in a performance-based program enables teacher candidates to identify, reflect upon, and evaluate a wide range of educational purposes. The context for the report is an accelerated graduate program in childhood education at a small urban college where intensive fieldwork is required every semester and applied learning is the norm. Using teacher candidates? reactions to selected texts in the history of educational thought as evidence, I (...) aim to show that an encounter with provocative foundational ideas can promote effective value-formation and reflective analysis of educational practice. (shrink)

O artigo objetiva refletir acerca dos embates vivenciados pelos acadêmicos do curso de Pedagogia, durante o momento de Estágio Supervisionado na Educação Infantil, buscando identificar a contribuição desta disciplina no curso de Pedagogia para a formação dos futuros profissionais. Para isso, partimos da importância do estágio supervisionado na formação inicial de professores e sustentamos a reflexão a partir da análise documental do plano de ensino da disciplina e de dezenove relatórios de estágio, no contexto de uma instituição pública de Ensino (...) Superior. As análises estão respaldadas em autores como Kishimoto, Pimenta, dentre outros que contribuem para pensarmos a relevância do estágio, como elemento formador. Dadas as necessidades e o franco desenvolvimento vivido pelas crianças na faixa etária da Educação Infantil, torna-se necessária uma formação inicial consistente em que os futuros docentes sejam capacitados a trabalhar fomentando nas crianças habilidades sociais, intelectuais, físicas e afetivas. Os dados evidenciaram um distanciamento entre o contexto estudado na universidade e o cotidiano nas instituições de Educação Infantil, condição que torna menos qualificada a experiência do estágio supervisionado, mas não reduz sua importância como momento de reflexão e aproximação com o campo de trabalho. Embora exista uma relação entre o plano de ensino da disciplina e os relatórios analisados, ainda persiste uma grande distância entre a formação oferecida no âmbito acadêmico e a prática das instituições. Isso, ao contrário de oferecer um descrédito à formação, demonstra uma necessidade de melhor preparo e espaço para as discussões acerca da Educação Infantil, nos cursos de formação de docentes. (shrink)