Effective Inservice Program Research Articles

Tales of change: effective professional development in the light of educational systems reforms in Austria and England

The authors of this article each present the current situation of their respective educational systems regarding music teacher education, schools and professional development: all of which have undergone massive changes in the last decades. In the UK, this lead to a shift of teacher education away from universities toward school-based training and an orientation toward accountability and performance. In Austria, teacher education that had formerly been divided into two—academic courses for secondary education, and a nonacademic teacher training program in primary education—became streamlined and integrated into all academic BA-MA based programs at universities and pedagogical colleges. The authors trace the ramifications of these changes in the provision of professional development programs for music and arts teachers that mirror these organizational changes. They criticize the artificial divide that exists between learners in formal education and post-college lifelong learning, and propose a change in mindset: one in which tertiary education students are seen as continuing their lifelong learning path. They present current frameworks for effective in-service professional development as they have been discussed in international literature. An overview of research then allows them to highlight five different forms of effective in-service programs that have recently been implemented in music teacher professional development around the world. These five forms are discussed and linked to current developments in both countries before the article closes with recommendations for policy, which reflect the differences in political situation and educational contexts in both countries and their implications for future development of lifelong learning.

POCoM (Practical On-site Cooperation Model) 확장을 위한 교사 연수 프로그램의 개발과 적용

본 연구에서는 과학수업의 실질적 개선을 위한 연구자-교사 협력모델(POCoM: Practical On-site Cooperation Model)을 확산시키기 위해 교사 연수 프로그램을 개발하고 적용하여 그 결과를 평가하였다. 연수프로그램은 다음 3가지 특성을 가지고 개발되었다 : (1) 실제 수업녹화 내용을 연수의 주요 소재로 활용한다, (2) 연구자와 교사, 교사와 교사간 활발한 의사소통과 의견교환을 강조한다, (3) 활동중심으로 진행한다. 9시간에 걸친 연수에는 17명의 교사가 자발적으로 참여하였다. 연수과정에서 교사들이 실시한 분석결과에 대해 분석 일치도를 구해 본 결과, KTOP(Korean Teaching Observation Protocol)을 이용하여 과학수업을 분석할 수 있는 교사 전문성이 향상된 것으로 나타났고, 교사들이 과학수업의 개선정도도 판단할 수 있음을 알 수 있었다. 설문지를 통해서는 다양한 측면에서 연수에 대한 긍정적 응답을 얻을 수 있었다. 또 연수 중 교사활동에 대한 관찰을 통해, 교사가 제기한 질문, 교사가 어려워하는 점, 교사가 제안한 개선의견 등을 분석하였고, 이러한 결과를 바탕으로 보다 좋은 연수가 되기 위해 고려할 측면들을 정리한 목록을 제안하였다. 이 목록이 앞으로 보다 효과적이고 의미있는 연수의 계획과 실행에 활용되기를 기대한다. In this study, to disseminate the Practical On-site Cooperation Model (POCoM) for practical improvement of science teaching and learning through cooperation between researcher and teacher, an in-service program has been developed, applied and evaluated. The in-service program emphasizes the following three aspects; (1) video-recording of actual science teaching has been used as a primary resource, (2) communication between teacher and researcher and among teachers have been emphasized, (3) activities have been mainly included. The in-service program has been implemented for nine hours, and 17 science teachers have been recruited as volunteers. The result shows that, by checking the agreements between raters, we found that teachers' expertise in analyzing the science class using the Korean Teaching Observation Protocol (KTOP) has improved, and we have confirmed that teachers are able to judge whether the science class has improved or not. Through the questionnaire, various highly positive responses could be obtained from teachers. And through the observation of teachers' activities during the in-service program, teachers' questions, their difficulties in doing activities, and their comments for improving the program has also been analyzed. Finally, based on the results, a list of recommendations for a more effective in-service program have been suggested. It is expected that this list can be utilized for more effective and meaningful design and implementation of in-service course.

Inservice Training in Speech-Language Pathology

Inservice training needs in speech-language pathology were surveyed in two groups: (a) directors of university training programs and (b) supervisors of speech-language services in the schools. Additionally, the number of clock hours of preservice training in basic disorders and information concerning major weaknesses in inservice programs were supplied. Results were related to recent findings of preferences of speech-language pathologists for treatment of speech and language disorders and training needs identified by supervisors of clinical programs. Deficiencies in both preservice and inservice training of fluency disorders appeared to be related to lower preferences of speech-language pathologists to treat these disorders. Characteristics of effective inservice programs to enhance and upgrade speech-language pathologists' knowledge and skills were identified.

Geography Inservice That Works: Multiplying Your Successes

Of the movement to improve geography education is to succeed, then it must include successful teachers carrying the message to their peers through effective inservice programs. Those programs will succeed only of the participants are given the opportunity to practice, not just observe or hear about good teaching elsewhere.

Teacher Education: Of the People, by the People, and for the People

The winds of reform are upsetting the status quo in teacher education, and, according to Clinton, one of the keys to insuring that the reforms are well imple mented is the development of effective inservice programs. Such inservice programs must be tied both to the goals of the educational system and to the needs of educators. Most importantly, Clinton describes six basic policy assumptions undergirding the kind of inservice education programs needed in public education.

Systematic Development and Evaluation of Quality Practices for Inservice Education

P.L. 94-142 mandates a comprehensive system of personnel development (CSPD). This article reports on research designed to develop and to evaluate a conceptual model and quality practice statements designed to be used as a guide for comprehensive program planning. Inservice experts were used during three phases of activity to develop, refine, and evaluate the final product. The results of the study indicated that inservice experts were in essential agreement regarding the importance of the conceptual model and quality practices. It is reasonable to expect that adoption of such models could result in more effective inservice programs. Those involved in the delivery of inservice education should consider following such standards when designing programs.

Guidelines for Inservice Planning

Although inservice has been a component of teacher education for over a century, certain changes in the last decade, such as the advent of Public Law 94–142 (The Education for All Handicapped Children Act of 1975) and revisions in certification requirements, have increased the need for inservice. An effective inservice program: (a) identifies objectives, (b) selects qualified staff, (c) uses effective content delivery, (d) uses the appropriate level of intensity, and (e) evaluates inservice effectiveness. An example of an intensive inservice program that documented student progress illustrates the benefits of implementing a well-planned inservice program.

Establishing Effective In-Service Programs by Taking … ‘AAIM’

Establishing Effective In-Service Programs by Taking … ‘AAIM’

Opinions of inner‐city teachers of in‐service meetings

education is a vital part the educational process for classroom teachers. The professional preparation teachers is a continuing process, and self-renewal must occur if teachers are to remain abreast changing needs society and students. Effective in-service programs should help the teacher meet these changing needs. education has been defined as all activities teachers engage in during their service as a teacher designed to improve their competence and effectiveness in the school. It can include travel, professional reading, workshops, university courses, and professional meetings in the school organized by administrators and/or teachers. In-school in-service meetings are generally implemented to develop common educational objectives, to inform and to institute curricular and program changes. However, there is a question regarding relevancy and effectiveness in-service meetings to classroom teachers. Too often, in-service meetings ignore practical classroom needs teachers in terms developing techniques classroom management and teaching skills. Instead these meetings attempt to stimulate interest in or provide overviews of new practices. The format follows generally a lecture approach, rather than a participatory activity approach. Frequently, too, in-service meetings are administratively organized and oriented, with marginal or no teacher input. Ruff agrees: In-service education has been neither functional nor useful and most certainly has had little impact on the classroom teacher.2 Because the lack relevancy and

Designing and Effective Inservice Program

Designing and Effective Inservice Program

Planning Effective Inservice Program for O.R. Nurses and Technicians.

(1970). Planning Effective Inservice Program for O.R. Nurses and Technicians. Hospital Topics: Vol. 48, No. 11, pp. 73-80.

What Are the Characteristics of an Effective in-Service Program?

What Are the Characteristics of an Effective in-Service Program?

What Are the Characteristics of an Effective in-Service Program?

What Are the Characteristics of an Effective in-Service Program?