Cypriot Teachers Research Articles

Once inclusive always inclusive (?): experiences of Cypriot teachers and parents of children with disabilities on the use of technology and collaboration before and during the Covid-19 pandemic

ABSTRACT In this paper teachers and parents of children with disabilities in primary education share their perspectives on instructional practices that support inclusive education. The paper explores participants’ views on their own teaching practices before the Covid-19 pandemic in comparison to what they employed during the transition to emergency remote online education. The study involved 17 mainstream and special teachers from public schools in Cyprus, as well as 10 parents of children with disabilities, including all children with an official assessment of children with disabilities and special educational needs, attending primary mainstream schools. A thematic qualitative analysis was used to identify the type of pre-existing practices in the design and delivery of the learning process, including the use of technology, and how these were adapted during remote education. The findings highlight the importance of accessible learning materials, mainstream and assistive technology, communication, collaboration and co-teaching. The discussion emphasises the significance of readiness in terms of resources, competencies and relationships for inclusive education during emergency situations. In conclusion, being prepared to use technology for inclusion and to collaborate with colleagues and families is crucial in being inclusive even during challenging times.

Exploring EFL Teachers’ Perceptions of the Use of Peer Assessment in External Exam-Dominated Writing Classes

Several studies on peer assessment (PA) have highlighted significant benefits for the learning process such as increased student motivation, enhanced collaborative learning (especially in terms of EFL writing) and improved reflection skills. Research on secondary school teachers’ perceptions of PA is lacking, particularly in English as a Foreign Language (EFL) external-examination-dominated contexts. The current study presents an in-depth exploration of 40 EFL Greek Cypriot teachers’ perceptions of the use of PA in secondary education to address adolescent learners’ poor writing performance, low motivation, and exam failure. Teachers used PA of writing for one whole school year with more than 400 students after receiving training in PA methods and continuous support throughout this implementation. The researcher used semi-structured interviews to explore EFL teachers’ attitudes towards PA after implementing it in their classes. Findings indicated that teachers were initially reluctant to use PA with their students but changed their minds during its implementation and reported that PA facilitated learning by making the educational process easier for learners. Given teachers’ favourable attitudes towards PA after experimenting with it for a whole year and the benefits that they believe students (especially low-achieving) may gain from the implementation of PA of EFL writing in their classes, this study suggests that PA is a promising inclusive assessment method that caters to diverse learners’ needs and fosters autonomy.

Alliance with the School Personnel Is Crucial for the Management of Food Allergy and Anaphylaxis in School Children.

Background: School nurses play an important role in coping with food allergy (FA) in schoolchildren, but in schools with no school nurse, the school personnel should be prepared to manage health emergencies. This study aimed to evaluate allergy management competences in primary schools in Cyprus. Methods: The study was conducted September 2016 to May 2017 in 11/13 primary schools, selected by stratified random sampling. Information was collected from a principal/designated teacher using a questionnaire from the EuroPrevall Project, adapted for Cypriot teachers. Results: An average of six children with FA per school was reported in the preceding three years. Protocols for the management of chronic diseases, including allergies, were in place in 8/11 schools. Regarding recognition of FA, 8/11 respondents knew some of the signs and symptoms. In an allergic emergency, 9/11 would call the child’s parent/caregiver first and 2/11 emergency medical support. Epinephrine auto-injector (EIA) was reported by 2/11 respondents to be available in the school, but only one reported training in its use. Conclusions: The preparedness of primary schools in Cyprus did not meet safety standards regarding the preparedness of school personnel to cope with an allergic reaction in children with FA, including the use of EIA.

Language learning under the shadow of conflict: Teachers’ beliefs about teaching the language of the “other”

Attitudes and motivation play an important role in successful foreign language learning. However, in a limited number of unique contexts across the world language learning takes place despite a history of conflict between learners' native and target language-speaking communities. Cyprus is one of these contexts with a long history of conflict between Greek Cypriots and Turkish Cypriots continuing to today. Previous research has indicated learning the language of the ‘other’ community can have several positive outcomes. However, little is known about the experiences of the teachers working in such conflictual contexts. To that end, semi-constructed interviews were conducted with five of the nine active Turkish Cypriot Greek-language teachers teaching in state schools. Findings indicate Turkish Cypriot Greek language teachers believe Turkish Cypriots learning Greek could contribute to establishing peaceful and harmonious relations between the two communities in Cyprus as well as provide numerous pragmatic benefits for the Turkish Cypriot community. Furthermore, according to the participants, learning the language of the ‘other’ community also, over time, improved Turkish Cypriots' attitudes towards the Greek language, its culture, and speakers as well as increased their motivation to continue studying the language in the future. Finally, school commemoration ceremonies and a lack of instructional materials and institutional support both stemming from the conflict on the island were noted as the major challenges faced by Turkish Cypriot teachers teaching Greek in Cyprus.

Cross-National evaluation of the ViSC social competence programme: Effects on teachers

ABSTRACT The effectiveness of the Viennese Social Competence (ViSC) programme on various bullying-related teacher variables was examined at two time points with a quasi-experimental intervention-control group design. In Austria, Cyprus, and Turkey, teachers participated in a series of in-school trainings and implemented an anti-bullying prevention programme in their schools for one year. At pre-test, 767 teachers (515 in the intervention and 252 in the control group) and at post-test 665 teachers (464 in the intervention and 201 in the control group) rated their perceived knowledge and competence, and the likelihood of using different interventions in a hypothetical bullying scenario. For pre-test and post-test data, two 3 (country) x 2 (intervention) MANOVAs were conducted. Findings showed that Cypriot teachers profited the most from the anti-bullying programme, while Austrian and Turkish teachers profited comparatively less. High-quality basic teacher education in addition to in-school trainings within anti-bullying programmes is an essential component to prevent bullying in schools.

Salamanca y helenismo. Intelectuales griegos que pasaron por la ciudad de Salamanca a lo largo de los siglos

The city of Salamanca and its historical University with tradition in classical studies has always attracted the presence of Greek and Cypriot teachers and intellectuals. This study focuses on four of them who have been in Salamanca over the centuries as academic teachers or as admirers of the famous University and its great figures: Diogenes Paraponaris, Neofitos Rodinos, Nikos Kazantzakis and Kostas Tsiropoulos. The reached conclusion that from 16th century until 20th century the bond between Salamanca and Hellenism has been very strong and present in various ways

Comparative Analysis of North and South Cyprus’ Teachers’ Perceptions of Teachers’ Unions

This study aims to examine the views of primary school teachers from North and South Cyprus on Teachers’ Unions. Qualitative research and a comparative case study method were used for the study. Thirty-seven primary school teachers from North and South Cyprus participated in this study. The data were obtained through interviews and analyzed by the content analysis method. The comparison of the findings of the research suggests that the functions of trade unions are related to the pressing issues of education, teachers, and the nation in both regions. Turkish Cypriots placed emphasis on education-related functions, while for Greek Cypriots teachers-related functions mattered more. Turkish Cypriot teachers assessed the functions of their unions to be more unsatisfactory than their Greek Cypriot counterparts’.

Factors that impact the use of educational technology by Cypriot teachers: an alternative training opportunity

This qualitative study explores the views of six Cypriot primary school teachers regarding the value of educational technology, their actual use of such technology in their classrooms and factors working against its use. Participating teachers collaborated with the researcher in the design of simple web-based learning environments for a variety of learners in their classes and the use of those in a series of computer-mediated teaching sessions, in the framework of an alternative training programme based on the Whole Teacher Development approach, a conceptual framework for in-service professional development of teachers. Both before and after this, participant observations and semi-structured interviews were conducted. It was found that the use of educational technologies in these Cypriot primary schools depends on a complex framework of interwoven and dynamic factors at both teacher and school levels. The results suggest that this collaboration opportunity has the potential to develop positive attitudes and change conservative stances towards educational technology although other factors such as lack of time, a demanding curriculum and limited ready-made and suitable educational software work against its use.

Gaining of common culture perception to students in divided societies and the role of Art course in this context; Northern and Southern Cyprus

Cultural dimension in education bears importance in terms of transferring and sustaining cultural values in addition to creating local and upper intercultural awareness in individuals. Especially in divided societies, gaining cultural values to individuals via education eliminates boundaries between societies, ensures cultural integration and carries local values to a universal point without terminating them. In this paper, effort is paid to identify the importance of preserving common cultural values of Cyprus in the content of art course curricula applied in Northern and Southern Cyprus societies according to teacher opinions. In accordance with this purpose, research data were collected using a semi-structured interview form which is a qualitative research method. The study was conducted on 20 secondary education art teachers in capital Northern and Southern Nicosia regions. Descriptive analysis method was used in the analysis of data. An examination of research results shows that there is no difference between the opinions of Turkish Cypriot and Greek Cypriot teachers, but that Turkish Cypriot teachers give more prominence to the basic needs as regards the course. It has been determined that material needs of Greek Cypriot teachers are supported by the ministry whereas the opportunities of Turkish Cypriot teachers are limited. A majority of the teachers emphasized that the topic should be included in education curricula and the methods should serve to put this into practice. In the study, it has been concluded that the similarity of positive opinions between Turkish Cypriot and Greek Cypriot teachers is high and that there are fewer disagreements.

Immigrant pupils in elementary classrooms of Cyprus: how teachers view them as learners of mathematics

Research in diverse mathematics classrooms suggests that pupils’ learning is influenced by both linguistic and cultural factors. In recent years, the demographics of Cypriot (mathematics) classrooms have become very diverse. In 2003, the Ministry of Education and Culture introduced the Zones of Educational Priorities, a UNESCO strategy for positive discrimination, to support schools with high proportions of immigrant pupils. This paper examines how elementary teachers in such schools see their immigrant pupils as learners of mathematics. The findings confirm two main factors identified in the literature (language and culture), yet the Cypriot teachers in this study share some particular views on how these features impact mathematics learning. Some recommendations for policy-making and future research are discussed at the end of this paper.

Ιnsider Views of CLIL in Primary Education

The present study attempted a comparative exploration of EFL teachers’ views in relation to integrating the CLIL (Content and Language Integrated Learning) approach in the context of Greek and Cypriot primary education. It is considered that the provision of curriculum content in a second/foreign language (L2/FL) can be advantageous in terms of enhancing both subject knowledge and target language competence, and improving motivation for learning. In total, 248 Greek and 100 Cypriot Teachers of primary education filled in the questionnaire, which comprised five sections: a) the teachers’ CLIL experience, b) characteristics of CLIL, c) competences needed by CLIL teachers, d) integrating CLIL into the curriculum, e) training provision. The findings indicated that the teachers in both contexts acknowledged the challenge of integrating CLIL and its beneficial role in promoting mastery of both the FL and content, however, the data highly supported the teachers’ need for training in CLIL teaching.

Searching for stages of teacher's skills in assessment

This study investigates teachers’ skills in using various techniques of assessment in mathematics by taking into account the four phases of assessment and the five measurement dimensions of the dynamic model of educational effectiveness. A questionnaire measuring assessment skills was administered to a 10% sample of Cypriot teachers (n=240) and a high response rate was obtained (74.2%). Semi-structured interviews provided support for the internal validity of the study. Assessment skills are grouped into four types of behaviour which are discerned in a distinctive way and move gradually from skills associated with everyday assessment routines to more advanced skills concerned with differentiation in assessment. Teachers implementing more advanced types of assessment behaviour have better student outcomes. Implications of findings are drawn.

The limiting power of Cypriot primary school teachers' private reflections on practice

In a previous paper (Loizou, F. 2011. How Cypriot primary school teachers promote their professional development through reflective practice. Education 3–13 39, no. 3: 233–247.) I explored the concept of theories-in-use within a qualitative research study in order to analyse the role of reflection in bringing about change in the practice of 18 Cypriot primary school teachers. In this article, I build on the findings of this study in order to explore further why reflection onpractice which remains unexamined through professional exchange can have alimiting effect on professional development. In particular, I aim to examine which devices can develop in the unconscious in order to protect unsound theories-in-use and reinforce discrepancies between actions and espoused beliefs. Furthermore, I discuss why these devices block awareness of the need to change. Finally, I make hypotheses about when the above devices could have been developed in the Cypriot teachers' unconscious. The article concludes with suggestions about how the activation of the above devices can be limited or prevented.

Old and new policies in dialogue: Greek–Cypriot teachers' interpretations of a peace‐related initiative through existing policy discourses

This paper looks at teachers' interpretations of a recent and controversial Greek–Cypriot policy initiative, which aimed to promote ‘peaceful coexistence’ between the two rival communities in conflict‐ridden Cyprus. Specifically, it focuses on the ways in which Greek–Cypriot teachers constructed the relation between the new policy for peaceful coexistence between Greek‐Cypriots and Turkish‐Cypriots with the long established but rather conflicting policy of ‘I don't forget and I struggle’. The study analyses a set of 40 interviews conducted a few months after the first introduction of the new policy and maps teachers’ interpretations using the analytical concept of interpretative repertoires. Despite the poor implementation of the new initiative in practice, the study argues that the introduction of the new policy has brought about discernible discursive shifts in some teachers’ perceptions of the older policy of ‘I don't forget’.

Organisational conditions to boost or limit professional development in the Cypriot primary school

In this article, I examine which organisational conditions can promote or limit the professional development of teachers in the Cypriot primary school. The discussion builds on findings from a study I conducted about Cypriot primary school teachers’ reflective practices (Loizou 2011). The study was qualitative and used semi-structured interviews with a cross section of 18 primary school teachers. The findings revealed that the kind of professional exchange in which the teachers engaged was associated with their ability to bring about substantial change in practice through reflection. Further analysis showed that the organisational conditions in each school can differentiate the teachers’ professional exchange. The aim of this article is to examine the association between organisational conditions, professional exchange and change in practice. In particular, I aim to explore how organisational conditions can underpin the development of different kinds of professional exchange and how this impacts on change and professional development. The article concludes with a discussion of implications for Cypriot teachers’ development through professional exchange in the primary school.

Developing a Collaborative Inquiry Programme to Promote Intercultural Education in a School in Cyprus

AbstractIn the context of Cyprus’ accession to the European Union and a huge wave of immigration towards the country, Cypriot teachers are called upon to teach within constantly more diverse educational settings. In consideration of the increased attention paid to intercultural education within the Cypriot socio-political environment, teachers are called upon to teach in more intercultural ways. However, they are very often criticised for their inability to manage cultural diversity in their classrooms, which would result in the provision of equal learning opportunities for all students despite their origin. This paper reports on the implementation of a research programme of collaborative inquiry, which aims to examine the ways in which collaborative inquiry research could help the development of intercultural classroom practices. The research project was implemented in a primary school in Cyprus. The findings that emerged from the data analysis relate to three aspects of promoting greater inclusion of immigrant, namely: (a) the differentiation of planning; (b) the differentiation of teaching methodologies and practices; and (c) the tripartite collaboration among school, families and the community. Findings imply that collaborative inquiry is efficient in terms of having a positive impact on intercultural practices and in terms of preparing the ground for the success of new innovations in intercultural education.

The Emotional Readiness of Greek Cypriot Teachers for Peaceful Co‐existence

In this article, we: (1) offer a conceptualisation of what it means for Greek Cypriot teachers to be ‘reconciled’ with the ‘other side’ (i.e. Turkish Cypriots) in Cyprus; (2) examine Greek Cypriot teachers' emotional responses to the new educational objective of cultivating peaceful coexistence in schools; and (3) investigate how Greek Cypriot teachers' perceptions of reconciliation and emotional responses to the new educational objective of cultivating peaceful coexistence are entangled, and what implications these entanglements may have for educational reform efforts. This investigation is based on data collected in a national survey of Greek Cypriot primary and secondary teachers. The study is important not only for the Greek Cypriot educational system, but also for educational reform efforts in other conflict‐ridden areas in Europe because it addresses a fundamental issue in relation to reconciliation: Can teachers, who may still carry traumatic experiences from a conflict and thus be (potentially) emotionally unready to engage in reconciliation, be convinced to put the past behind and promote peaceful coexistence in schools? The findings highlight the teachers' multiple ambivalences, yet they also identify openings for promoting reconciliation and peaceful coexistence in schools. The implications are discussed in terms of educational policymaking, curriculum development, and teacher training.

How Cypriot primary school teachers promote their professional development through reflective practice

In this article I explore the concept of theories-in-use within a qualitative research study to analyse the role of reflection in bringing about change in practice in the professional development of 18 primary school teachers. Cyprus provides the context for the study. The restrictions on professional development in Cyprus, through the state-managed structure of career progression and the limited opportunities for teacher development within the formal controlling structure of the Ministry of Education and Culture (MOEC), provide an interesting opportunity to explore the potential of reflection as a self-help device. The findings of the study reveal the kinds of professional exchange in which the teachers engage and show how theories-in-use can both limit and promote the critical examination of practice. They also reveal how length of service impacts on the ability to change one's own practice. The article concludes with a discussion of implications for the findings for Cypriot teachers' professional development.

L1 to teach L2: complexities and contradictions

This article uncovers the complexities and contradictions inherent in making decisions about L1 use in the English language classroom. Through an analysis of data from classrooms in a Cypriot context and from interviews with Cypriot teachers, a number of functions for L1 use are identified, as are the teachers’ rationales for using L1 for different functions. Teachers’ decision making, it emerges, is often complex, based on either what they perceive as their students’ affective needs or on their cognitive processes. What is more, teachers often under-report or differently report their use of L1 in the classroom, contradicting beliefs by their actions. The construct of guilt is offered to explain these complexities and contradictions in the teachers’ use of L1 in this study. We conclude by suggesting that teachers should be supported in finding local solutions to local teaching problems, so that they better understand and exploit the resources available to them.

Through the eyes of the teachers: revisiting in‐service training practices in Cyprus

This article reports on a needs assessment study which investigated Greek Cypriot teachers' in‐service training needs in the context of local demands for educational reform and the drive to reformulate teachers' professional development. Data presented in the article were collected through open‐ended questionnaires in addition to individual and focus‐group interviews. The data reflect teachers' dissatisfaction with the existing in‐service training scheme. Emerging suggestions focus, amongst others, on connecting themes to pedagogical needs and school realities, establishing practicality and active learning, investigating training impact, setting structural frameworks, searching for multiple providers, maximising participation, and addressing time issues. Teachers' concerns reflect a transition from traditional training activities towards reform and lifelong learning policies. To accommodate these two trends, directions for further reflection and administrative action are discussed.