In-service Courses For Teachers Research Articles

Challenges in facilitators’ professional development – complexities within a scaling up process as reasons for dropout

In-service courses for teachers are often provided by so called facilitators who function as teacher trainers and whose tasks in the education system are multifaceted. The professional development (PD) of facilitators is of great importance, and the complex process of scaling up might lead to unexpected constraints, and influence the effectiveness of a program. In general, more research is needed concerning facilitators’ PD with respect to their different roles and functions. In this paper, a project will be presented that focused on qualifying facilitators for the topic “inclusive mathematics” and accompanied the process of scaling up. In the end, unexpectedly, five out of 15 facilitators did not finish the program. Therefore, the challenges and concrete reasons for dropout were investigated in detail. The paper will present a case analysis, where Facilitators’ multifaceted roles, functions, and tasks emerged as the central category. Moreover, conclusions for professionalization programs and research will be derived and discussed.

The Reality of Using Activities and Teaching Methods Based on the Theory of Multiple Intelligences and its Relationship to the Achievement of Basic Stage Students in Geography in Irbid Governorate

The study aimed to reality of using activities and teaching methods based on the theory of multiple intelligences and its relationship to the achievement of basic stage students in geography. The study used the correlative descriptive approach, and the sample consisted of (351) male and female students who were selected randomly. The results showed a high degree of the geography teachers’ use of the teaching activities and methods based on the theory of multiple intelligences in teaching, and that there are no differences in the viewpoints of the members of the study sample due to (gender and class). It also showed that there is a correlation between using activities and teaching methods based on the theory of multiple intelligences and achievement. The study recommended the need to hold educational workshops and training courses for in-service teachers to train them on methods of developing the use of activities and teaching methods based on the theory of multiple intelligences in improving the cognitive content of the geography they teach ,and developing positive attitudes towards it.

“UDL is a way of thinking”; theorizing UDL teacher knowledge, beliefs, and practices

Using design research methodology, we explored changes in experienced educators’ beliefs, knowledge, and practices related to Universal Design for Learning (UDL) following a professional development course for in-service teachers and teacher leaders on UDL and design thinking. Data included analysis of focus groups 9 months after the summer professional development course. Findings indicated shifts in educators’ beliefs about UDL, moving from conceptions of UDL as a static, inflexible framework to a “way of thinking” – moment-to-moment responsiveness to students’ access needs. Another finding was the importance of empathy interviews as a practice to learn about students and build relationships. Participants stressed the importance of questioning one’s own deficit thinking about students with disabilities. We call for more investigations into teacher knowledge, beliefs, and practices on UDL.

Quality Education in Kenya: Perspectives for the Transition of Students from Secondary Schools to Universities

Sustainable Development Goal Four (SDG 4) on education ensures inclusive and equitable quality education opportunities for all. United Nations (UN) member states had to adopt the SDGs protocol. Kenya, like any other country in Sub-Sahara Africa, domesticated the SDG. Consequently, this study investigated factors influencing students’ transition from day and boarding schools to University in Mutomo Sub-county, Kenya. The study was based on the system theory propounded by Scott (1987), who adopted a system perspective in analyzing organizations. The study adopted a descriptive survey research design. The target population for the study was 15 secondary schools, 15 Curriculum Support Officers (CSOs), 128 teachers, 15 principals, 15 chairmen of School Management Boards (CSMBs), and 925 Form four students. Random sampling was used to select 150 students and 45 teachers. Census sample of 15 Principals, Five CSOs. The total sample size was 230. This corresponded to a confidence interval of .05 and a confidence level of 95%, corresponding to a z-score of 1.96 and a standard deviation (SD) of .5. The study findings revealed that resources and institutionalization play a key role in the influence of transition rates of students. Also, the study concluded that the categorization of schools threatens the transition rates. The study suggested adequate capitation to schools be provided by the government regular in-service courses for teachers be held. The study also suggested staffing schools with adequate teachers. The study further recommended that stakeholders be sensitized to providing adequate infrastructure and instructional materials.

A teacher professional development course on quantum technologies: discussion of results

We first present the evaluation of a professional development course for in-service teachers on quantum technologies which was initially presented at the GIREP Malta 2020 webinar about halfway into its development. The primary purpose of the course was to enhance physics teachers’ knowledge and awareness of topics related to quantum computation and quantum information, and of their relevance for technological advancement. However, our choice was not to present such topics as a simple addition to high school physics in the final year, but rather to inspect the whole physics and mathematics curriculum in the search for a longitudinal perspective, roughly based on the relationship between physics and computation, which could culminate in the treatment of quantum information topics. In the present contribution, we will focus on the educational outcomes of the course in terms of teacher appreciation, interest level and judgement of usefulness coming from both a final questionnaire and individual interviews. We will also describe a follow-up course structured to frame the topic from the standpoint of curriculum design and action research projects currently underway.

Assessment of Technological Pedagogical Content Knowledge of Senior High School Business Teachers in the Central Region, Ghana

The study explored business teachers’ level of Technological, Pedagogical and Content Knowledge (TPACK) in Senior High Schools in the Central Region of Ghana and examined the differences in teachers’ level of TPACK on the basis of some demographic variables using the mixed methods approach. The study used descriptive survey design. Simple random sampling technique was used to select 248 business teachers. Questionnaire was used to gather quantitative data. Mean and standard deviation were used to examine business teachers’ level of TPACK. Moreover, Independent samples t-test was used to examine whether differences exist in teachers’ TPACK and gender. One-way (ANOVA) was also used to examine whether differences exist in teachers’ TPACK based on age. The finding showed that teachers possessed higher Content, Pedagogical and Pedagogical Content Knowledge and moderate Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and TPACK. The study found that there was statistically significant difference in teachers’ TK, TCK and gender in favour of the male teachers. The study concluded that teachers’ high content knowledge, pedagogical knowledge, pedagogical knowledge suggests that teachers seem to focus much on developing these knowledge to the neglect of other vital contemporary skills such the use of technology. This was evident in their moderate level of technological knowledge, technological pedagogical knowledge, technological content knowledge and technological pedagogical content knowledge. The study recommended that the Ministry of Education through Ghana Education Service and Government should organise refresher courses for in-service teachers to learning the use of technology in teaching.

Relationship between Classroom Management Styles and Academic Optimism of Teachers in Public Schools of Gilgit Division, Gilgit-Baltistan

Classroom management has constantly been acknowledged as a salient concern for teachers, and academic optimism is an important characteristic of teachers, which has been limitedly studied in our context. The objectives of the study were to identify classroom management styles exhibited by secondary school-level male teachers in their classrooms, investigate secondary school teachers' academic optimism, and determine the correlation between classroom management styles and academic optimism of secondary school-level male teachers. The study was correlational and based on a quantitative approach. A cluster sampling technique was used. Each government boys high school of Gilgit Division was considered a cluster. There were 46 clusters in the region. All male secondary school teachers (500) in government boys high schools of Gilgit Division comprised a population. A simple random sampling technique was employed to choose 20 clusters, which consisted of a sample size of 217 teachers. Both descriptive and inferential statistics were utilized for the analysis of data. Behaviour and instructional management scale (24 items) were used to measure classroom management styles. Teachers' academic optimism scale (9 items) was used to measure the academic optimism of secondary school-level male teachers. Results of the research expressed that most educators were interventionist, and some were interactionist. In the case of academic optimism, most educators had average academic optimism, and few possessed high academic optimism. Classroom management styles were significantly correlated with the academic optimism of teachers. Similarly, interventionist styles of behaviour and instructional management dimensions were positively related to academic optimism. The statistics used were frequency, percentage, correlation coefficient, probability value and co-variance. Hence, it was recommended for head teachers to furnish such a milieu, which would be suitable for teachers to adopt an interactionist style, and a component of academic optimism be included in refresher courses for in-service teachers and teaching practice of prospective teacher so that their academic optimism could be increased.

Implementation of learning by design in a synchronized online environment to teach educational robotics to inservice teachers.

Teaching educational robotics is of growing interest in K-12 settings. Yet, immense efforts are needed to move the field forward by framing the teaching of robotics with pedagogically sound theories as well as appropriate instructional design models and strategies. To meet this need, the authors designed and implemented an online educational robotics course for inservice teachers who had little or no prior experience in teaching robotics, by applying instructional design factors as well as teaching and facilitation strategies derived from the learning by design (LBD) framework. Action research employing mixed methods was carried out to examine the effects of instructional design factors implemented in the online educational robotics course. An online survey indicated that the participating teachers increased their self-efficacy in robotics, use of problem-solving and collaboration strategies, and confidence in robotics knowledge and teaching. In addition, by the end of the course, the participating teachers demonstrated sufficient robotics content knowledge. As revealed in their reflective essays, they also developed learning strategies, such as case-based reasoning, sketches, trial and error, and evaluating capacity while completing the robotics open-ended project. Further, they realized the constraints of learning educational robotics online and the benefits of collaboration. This study sheds light on the design components of a robotics course grounded in LBD that are effective for preparing teachers in an online environment to implement robotics in their classrooms.

교육대학원의 교원 양성체제에 대한 교원과 교육대학원생의 인식 : 순천대학교를 중심으로

Due to the recent trend of the decreasing number of students and over-growing teacher education programs, the Ministry of Education has been pushing for a change in the role of the teacher training process. As a result, the Graduate School of Education is trying to convert it to a system fostering the capabilities of existing teachers rather than training new teachers. In the school context, teachers are required to play a variety of roles, such as cultivating career and digital literacy, because of the demand for convergence curriculum guidance and non-face-to-face classes. The consequence has also resulted from consumer-tailored education, the free grade system, the development of information and communication technology, the impact of COVID-19. The Graduate School of Education at Sunchon National University must come up with a drastic development plan by reflecting the results of the previous five-cycle evaluation of teacher education institutions and providing educational services that can strengthen educational capabilities of teachers in schools in the Jeollanam-do region. In order to make it concrete, we conducted an analysis of the results of the five-cycle evaluation of teacher training institutions, an analysis of the reform plan for the teacher training course from the Ministry of Education, a survey of opinions of the professors in the Graduate School of Education, Sunchon National University, and a survey of opinions of the graduate students of education and teachers in the Jeollanam-do region. As a result of the study, the Graduate School of Education at Sunchon National University firstly divided the majors into the teacher education courses for pre-service teachers and professional development for in-service teachers based on the cutbacks in the Graduate School of Education. Second, we encouraged all departments to improve the content and methods of teaching and learning in the Graduate School of Education at Sunchon National University so that teachers and graduate students can develop their teaching skills and abilities in the future. Third, it is necessary to offer integrative majors, which are expected to be in high demand in the future. This will bring about strengthening the competency of pre-service teachers and advancing the graduate school of education.
 Fourth, newly-coming graduate students should be welcome through specialized doctoral degree (i.e., Doctor of Education or Ed.D.) programs in the Graduate School of Education at Sunchon National University. Lastly, it is imperative to develop professional development courses for in-service teachers to acquire first-grade teacher qualifications at the Graduate School of Education and to cultivate competency of teaching and learning.

Pandemic Pivots in Teacher Education: Creating and Sustaining the New Normal

This article documents how one Teacher Preparation Program (TPP) at a medium-sized public university in the northeast responded to the needs of their urban partners during the global COVID-19 pandemic. The adaptation of this school-university partnership involved improving relationships where the TPP is more responsive to the needs of this urban school district. This article showcases how two colleagues created pandemic pivots in their graduate courses for in-service teachers. These pedagogical examples, or pandemic pivots, knit together technology and Social Emotional Learning (SEL) and create a more inclusive and more equitable new normal. Moreover, these pandemic pivots leverage programmatic mechanisms to sustain this new normal. The sustainability and success of this partnership makes use of stakeholder feedback loops which are both programmatic and interpersonal. Through institutionalizing these feedback loops, we create programmatic sustainability with the ability to dynamically meet the needs of our partners. The integration of SEL and technology pedagogical practices illustrated here are the result of programmatic structural changes driven by the voice of our partners, showcasing the design of our TPP.

A model for continued professional development with focus on inquiry-based learning in science education

This is a qualitative study with a twofold aim. The first aim is to describe and analyse teachers' perceptions of advantages and challenges with a model for continued professional development (CPD) for primary school teachers. The CPD course was about inquiry-based learning (IBL) in science education. The second aim of the study is to analyse the teachers' thoughts after implementing inquiry-based methods in their own science teaching. The empirical data, in the form of video transcriptions, notes, interviews and results from electronic forms, were collected during and after four separate in-service courses for teachers (N=26). The analysis of the data is done through thematic analysis. As positive results, the teachers emphasised the implementation of IBL with their students and the individual mentoring, which were parts of the CPD model. Teachers highlighted the importance of students' possibilities to make investigations based on their own questions, which proved to have a positive impact on students' interest and motivation. Teachers also saw the importance of their own planning and goal setting. The results indicate that the teachers perceived a tension between having control and relinquishing control, which can become a challenge. Two other challenges were teachers' perceived lack of time for planning and implementing but also teachers' deficient subject knowledge.

Programming for Teachers: Supporting Participants in Defining Their Learning Path in a Flexible Online Learning Trajectory Course

A fully online and flexible learning-trajectory course for in-service teachers aims to include students with varied programming knowledge, interests, and application needs. The goal is to align the diversity in the target group and flexible learning-trajectories so that every student chooses the right path based on his/her background knowledge and interest. This paper presents a study of helping students reflect on their learning needs and choose the right learning-trajectories in such a course. Students with little or no programming knowledge might find the course content overwhelming, and therefore it might be challenging to find the right learning-objectives/trajectories. We use questionnaires to investigate the prerequisites, competencies, expectations, interests, and needs of each student's local practices. Based on the results, the instructors will support participants through communications channels and webinars to select a learning path that is best fitting each student. Besides, course instructors will identify the "mainstream" in the class and follow them tightly using online webinars. One of the main concerns of providing a flexible learning trajectory course is that many students may struggle to find their learning path and find the course content overwhelming. This paper reflects on how webinars may affect the selection of learning paths for each student.

Masquerading as equitable: using white teachers’ racist communication to guide diversity course revisions

ABSTRACT Graduate programs for inservice teachers seeking additional credentialing often include a mandatory diversity course. One aim of these types of courses is to help teachers recognize and dismantle their racial biases in hopes that this self-reflection process will enable teachers to use antiracist teaching approaches and create classroom communities where all students feel safe, respected, and justly included in the classroom. We, two practitioner-researchers, both taught separate sections of one such mandatory graduate diversity course for inservice teachers. Instructor photos revealing our race (Author 1: Black, Author 2: White) were the only differences in the fully online, asynchronous course sections. After experiencing/witnessing graduate students’ racial bias towards the Black instructor captured via informal communication posted to the ‘Ask the Instructor’ board, we investigated whether students’ racial bias would be captured in graded coursework. Using both Cultural Historical Activity Theory (CHAT) and Critical Race Theory (CRT) we compared students’ work samples from each course section and found that students’ racial biases were not captured. Our findings help us problematize diversity courses hinged on broad-stroke equity frameworks. Thus, we use CRT to posit course revisions aimed at helping students develop post-racist mindsets and commit to anti-racist practices.

Tensions and Caring in Teacher Education: A Self-Study on Teaching in Difficult Moments

ABSTRACT Teacher educators who seek to advance social justice perspectives and promote equity-oriented dispositions often engage with challenging and controversial issues relevant to schooling, the lives of students, and the work of teachers. Addressing equity issues and controversial topics can be challenging and fraught with tensions for both students and teacher educators. The purpose of this self-study was to gain insight from a critical incident about a class discussion on an issue (i.e., gender normativity in curriculum and classrooms) that occurred in a graduate course for in-service teachers. The critical incident represented a challenging pedagogical moment given diverse perspectives on the issue. The qualitative inquiry was anchored in LaBoskey’s framing elements for self-study. Conceptual frameworks employed in analysis were Berry’s tensions in teacher education and Noddings’s ethic of care. Findings suggest that classroom discussions in moments of tension can be facilitated productively by (a) teacher educators acknowledging that the content under discussion may be of both political and personal relevance; (b) disclosing that the intent of discussions on controversial issues is to share and learn, not indoctrination; and (c) recognizing when continuing a discussion on a controversial issue is pedagogically unproductive. Implications for teaching practice and research are provided.

Blooming Autonomy: Reflections on the Use of Bloom’s Taxonomy in a TESOL Graduate Course

Bloom’s Taxonomy is a highly influential framework for classifying cognitive processes and developing course objectives. It has been used by curriculum planners and teachers of subject-matter courses such as history and mathematics to ensure that courses address a variety of cognitive abilities. With the growing emphasis on subject-matter instruction in English language education, as evidenced in approaches such as Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), Bloom’s Taxonomy has also become increasingly relevant to language teachers. In this paper, participants in a TESOL graduate course for in-service teachers share their experiences using Bloom’s Taxonomy as a reflective tool for examining educational practices in their contexts. Summaries of reflective diaries are presented and analyzed by course participants for themes among them. Key themes are 1) increased awareness of the over/under emphasis of some cognitive processes in courses, 2) the challenges of incorporating higher-order thinking skills into classes, and 3) the importance of scaffolding higher-order thinking skills. Each of the Taxonomy’s cognitive processes and subprocesses are illustrated in the paper using pedagogical materials developed for a Japanese junior high school EFL textbook reading passage. The authors conclude that Bloom’s Taxonomy can be a valuable resource not just for raising awareness of the extent to which higher or lower-order thinking skills are addressed in courses but for empowering teachers to make informed choices about their course content, thus contributing to greater teacher autonomy.

Iraqi EFL Teachers’ Assessment Literacy: Perceptions and Practices

In current educational approaches, the purpose and functions of assessment have extended, and teachers are expected to have good knowledge of the principles of modern assessment. In line with this fact, the present study investigated the assessment literacy levels of Iraqi English language teachers through Classroom Assessment Literacy Inventory (CALI) based on the seven standards of teachers’ assessment competence for educational assessment of students developed by the American Federation of Teachers, National Council on Measurement in Education and National Education Association (1990). The data were collected from 101 teachers working at secondary and preparatory schools of Suleymaniyah and Arbil governorates in the North of Iraq. The findings revealed that Iraqi English language teachers responded less than 15 correct responses out of 35 questions. According to the findings, teachers got the lowest score from standard seven (recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information). The highest score was from standard four (using assessment results when making educational decisions). Although 77% of teachers reported to have been adequately trained for assessment, the results revealed that they had low level of assessment literacy. Revisions in teacher preparation programs and preparation of professional training courses for in-service teachers are recommended.

Iraqi EFL Teachers’ Assessment Literacy: Perceptions and Practices

In current educational approaches, the purpose and functions of assessment have extended, and teachers are expected to have good knowledge of the principles of modern assessment. In line with this fact, the present study investigated the assessment literacy levels of Iraqi English language teachers through Classroom Assessment Literacy Inventory (CALI) based on the seven standards of teachers’ assessment competence for educational assessment of students developed by the American Federation of Teachers, National Council on Measurement in Education and National Education Association (1990). The data were collected from 101 teachers working at secondary and preparatory schools of Suleymaniyah and Arbil governorates in the North of Iraq. The findings revealed that Iraqi English language teachers responded less than 15 correct responses out of 35 questions. According to the findings, teachers got the lowest score from standard seven (recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information). The highest score was from standard four (using assessment results when making educational decisions). Although 77% of teachers reported to have been adequately trained for assessment, the results revealed that they had low level of assessment literacy. Revisions in teacher preparation programs and preparation of professional training courses for in-service teachers are recommended.

فاعلية برنامج تدريبي قائم على نظرية تريز (TRIZ) في تنمية بعض مهارات التفكير الإبداعي لدى طلاب قسم الرياضيات بكلية التربية جامعة الحديدة - اليمن

هدف البحث إلى قياس فاعلية برنامج تدريبي قائم على نظرية تريز في تمنية التفکير الإبداعي لدى طلاب قسم الرياضيات بکلية التربية جامعة الحديدة – اليمن. استخدم في البحث المنهج شبه التجريبي القائم على المجموعتين المتکافئتين، وقد تکونت العينة من60 طالبا وطالبة موزعين على مجموعتين(تجريبية وضابطة). ولتحقيق أهداف البحث تم إعداد وتطبيق, دليل مدرب ودليل أنشطة في وحدة الدوال الحقيقية، وفقا لنظرية الحل الإبداعي للمشکلات (تريز)، کما تم إعداد اختباري قياس مهارات التفکير مهارات التفکير الإبداعي (الطلاقة- المرونة- الأصالة). وقد توصل البحث إلى: فاعلية البرنامج التدريبي القائم على استراتيجيات (مبادئ) نظرية تريز في تنمية بعض مهارات التفکير الإبداعي لدى طلبة قسم الرياضيات بکلية التربية جامعة الحديدة – اليمن. التوصيات: - تضمين مبادئ نظرية تريز ضمن طرق التدريس بکلية التربية. - عمل دورات تدريبية لأعضاء هيئة التدريس والهيئات المساعدة بالکليات المختلفة خاصة بتنمية التفکير للطلاب بالاستفادة من نظرية تريز. - تطوير مناهج الرياضيات في مراحل التعليم المختلفة بأساليب قائمة على تنمية التفکير بالاستفادة من نظرية تريز. البحوث المقترحة: - اجراء بحث مماثل للبحث الحالي في مواد دراسية أخرى. - إجراء بحوث ودراسات حول فاعلية مبادئ نظرية تريز في تنمية متغيرات أخرى مثل: التفکير الناقد. - اجراء بحث يدمج بين نظرية تريز واستراتيجيات تفکير مثل القبعات الست لديبونو. This research aims to measure the effectiveness of a training program based on TRIZ theory in developing creative thinking skills of Mathematics Department students at Faculty of Education, Hodeida University in Yemen. The research has adopted a quasi-experimental design which is based on a group of sixty students, further divided into two groups, one is experimental and the other is control. In order to achieve the objectives of the study, the researcher has designed and applied a number of tools and materials including: a training program based on the “The unit of Real Functions” in light of TRIZ theory (The instructor manual and the activities), a test to measure creative thinking skills (Fluency, flexibility, originality). The research has come to the conclusion that the training program that was based on the principles and strategies of TRIZ theory has been proved to be effective in developing some of creative thinking skills among Mathematics Department students, at Faculty of Education, Hodeida University in Yemen. Recommendations - Principles of TRIZ theory should be incorporated into the course of Methodology of Teaching Mathematics which prospective teachers study at Faculty of Education. - Training courses for in-service teachers and cooperating teachers should be held at all Faculties of Education nationwide to help them be aware of TRIZ theory and methods of applying it to develop students’ thinking skills. - Improve Mathematics Curricula at different stages of education in such a way as to promote students’ thinking skills by applying TRIZ theory. Suggestions for further research - Conduct similar research based on TRIZ theory in other subjects. - Conduct other research to examine the effectiveness of applying TRIZ theory to promote other skills such as critical thinking skills. - Conduct a search combines Therese theory and strategies, such as the sixhats thinking.

A Collective Self-Study to Improve Program Coherence of Clinical Experiences

Student feedback collected through program evaluation of secondary education licensure and Master’s program clinical experiences prompted us to conduct a collective self-study. We used a reflective framework for analysis and discussion of the shifts students in our courses made as they progressed from observers to practicing teachers. Along with our graduate students, we collected and shared data and analysis from two courses – an introductory mathematics course for pre-service teachers and a capstone self-study teacher research course for in-service teachers. Data included students’ reflective accounts of their clinical experiences, dialogue with peers in response memos and focus groups, and our meta-conversation about and interpretations of data captured in meeting notes, audio recordings of meetings, email exchanges, and video conferencing over a two-month period. Analysis resulted in reframed thinking about our teaching and implications for program coherence, including provision of meaningful participant observations in diverse settings, design of dialogic platforms for students to make connections, and support of a critical level of reflection to inform teacher professional practice. The results are informative to teacher educators and programs seeking to better understand their roles in designing dialogic spaces for students to think deeply about the connections of their courses to clinical experiences and in supporting ongoing teacher professional development. The study highlights the benefits of faculty collective self-studies and contributes to the literature on self-study for program development.

Transforming Teacher Education with Digital and Collaborative Learning and Leadership

This paper investigates some participant outcomes from a part-time postgraduate course for in-service teachers, focusing on digital and collaborative learning and leadership, delivered in several locations across New Zealand. In order to monitor the success of the course, regular anonymous feedback is gathered. One question in particular is essential to this feedback; to what extent does attending the course lead to transformation of classroom practice by the participants? The authors analysed free text responses to on-line surveys which posed this question to two different course cohorts. Their findings were that almost all of those who had completed the relevant course modules reported making changes their practice. Some were still making tentative steps towards new forms of pedagogy, but the majority were transforming the way they managed the learning processes within their classrooms, and many were beginning to apply their newly developed awareness of leadership skills to extend their ambitions to aim to transform their schools.