Real School Research Articles

TEACHER AND KINDERGARTEN TEACHER LIFELONG TRAINING – THE CEFOPNA

The training of teachers and kindergarten teachers is central in the educational system. This training not only allows teachers to become scientifically, pedagogically and didactically updated, but it also represents a time for reflection that helps establish new ways and renew practices, adjusting them to the school reality, which reflects the general socio-economic context. The formation of a professional group responsible for the education of children and young people has led some teachers to conceptualize and theorize the training, development and the specificity of the profession. Morais and Medeiros, Alarcao and Tavares, Bridge, Canario Novoa and Formosinho in Portugal and Marcelo Garcia, Fullan and Hargraves, Day or Guskey are some of the authors who support the need for training and development of the teacher as an actor of change in the system. Moreover, they highlight the necessity of reflection and development of the specific nature of teaching and its practice. In Portugal, the Basic Law on Education (1986) recognizes education as a right of teachers, in order to update and reflect on scientific knowledge and specific skills. This will be the basis of their career. Decree-Law 344/89 was the first to regulate the continuous training process. Today the Decree Law 22 of 2014 regulates the formative aspects of the profession. Despite evolving in the formative approach of teachers, actually it is based on training sessions, workshops and seminars specifically for teachers’ groups, according to the needs identified by schools or induced by the various educational reforms. From 776 surveys to teachers, from the CEFOPNA database, we established the teachers’ views on training - compulsory for their career, but voluntary for their dignity and qualification as professionals. The results show that teachers, although attending the training because it is mandatory, they also do it to be updated and contact with new teaching didactics. In addition to these objectives, the formations become meeting places to exchange experiences and projects that allow self-reflection and professional development, which is as positive as the formation curriculum. Thus, a hypothesis to consider is to take into account for the teaching career evaluation, the frequency of informal spaces (in schools or groups) to exchange experiences and reflections, which can contribute to the development and improvement of the quality of education, as much as the traditional training. Article visualizations:

Šizoidinė mokytojų situacija: pavojus tapatybei ir kūrybiškumo prielaida

Straipsnyje analizuojamas mokytojo vaidmuo šiuolaikiniame švietime. Šiuolaikinė globali ir atitinkamai nacionalinė švietimo politika reikalauja standartizuoto gero mokytojo paveikslo, kita vertus – kelia inovatyvumo, kūrybiškumo, kurie iš esmės yra priešingi standartizacijai, poreikį. Taip kuriama šizoidinė situacija, kurioje prieštaravimai paralyžiuoja mokytojo veiklą ir motyvaciją veikti. Šiame straipsnyje ieškoma būdų, kaip spręsti šią situaciją, ir apibūdinama, kokį vaidmenį vertėtų prisiimti mokytojui. Pasitelkus Gilleso Deleuze’o ir Félixo Guattari filosofines įžvalgas ir naujus konceptus, įvairius švietimo specialistų atliktus empirinius tyrimus skirtingose šalyse, taip pat ugdymo filosofų (Semetsky, Wallin, Webb ir kt.) svarstymus apie kitokį mokytoją ir jo funkcijas, siūlomas naujo mokytojo, kuriam apibūdinti vartojamas mokytojo-amatininko terminas, amatininkystę suprantant netradiciniu požiūriu, paveikslas. Tai gebėjimas kurti pasitelkiant savo vitalines ir aplinkos jėgas, gebėjimas dalyvauti atvirose dinamiškose sistemose, naviguojant tarp „chaoso“ ir „kosmoso“, apibrėžtumo ir neapibrėžtumo, gebėjimas kurti pasirenkant tarp poziciją, judėjimą tarp skirtingų heterogeninių elementų, ne rikiuojant ir klasifikuojant juos, o kuriant iš prieštaravimų lauko perspektyvos. Toks tarpininko ir amatininko vaidmens siūlymas yra viena iš pozityvių išeičių šizoidinėje mokytojo situacijoje.

DESDE LO ALTERNATIVO. Desde lo alternativo a lo alterativo: una mirada a la experiencia de la Escuela Albert Schweitzer de Puente Alto

<p>Este artículo expone la experiencia pedagógica de la Escuela Albert Schweitzer de<br />Puente Alto, en la que participan niños, niñas y adolescentes de diferentes edades. Se pretende dar a conocer la realidad educativa de una Escuela Básica, que producto de la complejidad en la que se halla inmersa ha comprendido la necesidad de crear un nuevo espacio, en el que todos los sujetos, principalmente los propios estudiantes, sean actores relevantes en la transformación de su realidad, teniendo como facilitadores de estos procesos a sus profesores.</p>

Theatre and press in 1920–1929. (Self )legitimation of theatre criticism

In the beginning of the development of the professional Lithuanian theatre in the first decadeof Lithuanian independence, Lithuanian theatre criticism also took its first steps. The article analyses the connection between theatre and its reviewers, their attitude towards contemporary aspects of theatre and life, scenic art and literature, aesthetics and national ideology. The debatable atmosphere of press and theatre is accentuated. Three reviewers of different newspapers and periodicals, different experiences and methods are presented: Viktoras Jocaitis, Pranas Lubickas, and Vytautas Pranas Bičiūnas. The author maintains that the real school of theatrical criticism of that period was not only theatre, but also press. The debates on the state of national art (theatre, literature, fine arts) and its development appeared in publications, shaped multiple public spheres, and theatre criticism got involved into it.

La escuela en el medio rural español desde el paradigma de la nueva ruralidad. Evolución y retos para el futuro

This paper focuses on the Spanish research exploring the role of schools in rural areas from the prospect of the New Rurality. It seeks to reflect on the context in which these schools are located and emphasise knowledge thereof. Method: Based on both, qualitative and quantitative methodology, 225 Spanish schools were interviewed and two surveys were applied (personal and online) to teachers, parents and head teachers. Results: The data reflect the reality of schools in rural environments in terms of educational policies, traditional aspects such as transport and resources, needs, advantages and disadvantages and their possible evolution in the future. Conclusions: This paper contributes to the presentation of a current overview of rural schools exempt from stereotypes and focused on educational policies, their schools’ needs and the demystification of false beliefs, while describing defining elements such as the more symbolic than real value, its excessive dependence on teachers working in them or their bureaucratic higher profile versus their urban counterparts. © Revista Colombiana de Ciencias Sociales.

신체활동 기반 흡연예방 프로그램이 청소년의 흡연에 대한 생각과 태도에 미치는 영향

The purpose of this study was to scientifically verify the effect of the physical activity-based smoking -prevention program on thought and attitude towards smoking in adolescent. The program in this study as intervention was a game-centered program for junior high school student to be applied TGfU model and GCAs theory. Verifications of the program was conducted with 87 junior highschool students and independent variables were group, test, and gender in which dependent variables were attitude towards smoking, non-smoking plan, and confidence in smoking-situation. 3×2×2 Three Way Mixed ANOVA was conducted to analyze data. At the results of verifications, a group to be applied physical activity-based smoking-prevention program showed statistically higher effects of attitude towards smoking [F (2,72) =3.919, P=.005], non-smoking plan[F (2,72)=4.546, P=.002], confidence in smoking-situation[F (2,72)= 3.072, P=.018], and satisfaction towards program[F (2,72)=9.577, P=.000] than the other two groups. The use of the physical activity-based smoking-prevention program in the real school will reduce a negative effects related in adolescents smoking, in which will help for the healthy growth of the students’ body.

Development and validation of teacher characters assessment tool for pre-service teachers for specialized high schools

이 연구의 목적은 특성화고 예비교사에게 요구되는 일반적인 교직 인성 요소들을 탐구하고, 이를 토대로 특성화고 예비교사의 교직 인성 요소를 측정할 수 있는 평가 도구를 개발 및 타당화하는 것이다. 이를 위해 먼저 문헌고찰을 통해 특성화고 예비교사의 교직 인성 구인을 도출하였고, 이에 대한 내용타당도를 확보한 다음, 요인분석 과정을 거쳐 구인타당도를 확보하였고, 마지막으로 신뢰도 검증을 실시하였다. 이 연구의 모집단은 전국 직업교육 관련 학과에 재학 중인 학생과 직업교육 관련 교육대학원에 재학 중인 학생이다. 이에 대전, 충남, 전남 소재 3개 대학의 특성화고 예비교사 400명을 대상으로 설문조사를 실시하였고, 이 가운데 회수된 350부의 설문지 중 미응답 및 불성실 응답 설문지를 제외한 210부를 분석 자료로 이용하였다. 평가 도구 개발은 문헌고찰을 통한 1차 평가 도구 개발 후, 특성화고 현직 교사 10인에게 자문을 구하여 특성화고 현실에 맞도록 문항을 재구성하거나 추가하여 2차 평가 도구를 개발 하였다. 또한 직업교육 교수 1인, 특성화고 교직경력 15년 이상의 석사 혹은 박사학위 소지자 7인에게 내용 타당도 검증을 실시하였고, 그 결과, 77개 문항이 개발되었다. 설문도구의 구인타당도를 확보하기 위해 탐색적 요인분석을 실시한 결과, 10개 요인의 59개 항목이 적절함을 확인하였다. 또한 모형 적합도를 확인하기 위해 확인적 요인분석을 실사한 결과, NC(Normed Chi square)값은 1.871, CFI값은 .889, RMSEA값은 .065, RMR(SRMR)값은 .045(.0717)로 나타나 본 연구 모형이 적합함을 알 수 있었다. 마지막으로 본 설문도구의 신뢰도 검증 결과, `부정적 교직 인성` 항목이 임계치 이하의 수치가 나타나 최종 검사도구에서 제외하였다. 이에 최종적으로 특성화고 예비교사의 교직 인성 평가 도구는 9개 요인으로 이루어진 56문항이 개발되었다. 교사는 단순히 자신의 교과지식을 전달하는 자가 아닌 교과를 매개로 하여 인간의 전인적 발달을 돕는 자이다. 이때 학생의 전인적 발달을 돕는 것은 지식만으로는 부족하며, 교사의 지속적인 관심과 노력이 필요하다. 이러한 관점에서 볼 때 앞으로 특성화고 예비교사의 교직 인성이 중요하게 다루어질 필요가 있으며, 본 연구는 그 출발점이 될 수 있을 것이다.The purpose of this study is to research on the general teacher character factors that are required for pre-service teachers for specialized high school, and based on this, develop and validate an evaluation tool that can measure the teacher character factors for pre-service teachers for specialized high schools. For this purpose, firstly, we have derived teacher character factors for pre-service teachers for specialized high schools through investigating the literatures, and after ensuring the validity on the contents, and we have ensured the construct validity through a factor analysis process, and lastly we have conducted a reliability test. The recruited group for this study are students who attend the related departments of vocational education nationwide and graduate students who attend vocational education related graduate schools nationwide. We have conducted a survey of 400 pre-service teachers for specialized high school from 3 universities of located in Daejeon, Chungnam, and Jeonnam, and have used the 210 responded surveys as our analysis data after excluding unresponsive and insincere responses from the 350 collected surveys. As for evaluation tool development, after developing the first evaluation tool through reviewing the literatures, we have restructured or added question items to fit the reality of specialized high schools by asking for advices from 10 currently working teachers of specialized high schools. In addition, the content validity test was conducted by one vocational education professor and seven masters or doctoral degree holders with more than 15 years of professional career experiences of teaching at specialized high schools, and as a result, 77 question items were developed. As a result of exploratory factor analysis in order to secure the construct validity of the questionnaire tool, 59 items of 10 factors were found to be appropriate. Additionally, as a result of confirmatory factor analysis in order to test the model validity, NC(Normed Chi square) value of 1.871, CFI value of .889, RMSEA value of .65 and RMS(SRMR) value of 0.45(.717) were shown to confirmed that this study model was appropriate. Finally, as a result of the reliability test of the questionnaire tool, `negative teacher character` item showed a value below the threshold level, so we have excluded from the final evaluation tool. As a result, finally 56 question items consisting of 9 factors were developed for teacher character assessment tool for pre-service teachers of specialized high schools.

Education and Educative Robotics

Educative Robotics (ER) enhances the quality science learning in a playful way and so improves student interest on technology, creative activities and interdisciplinary abilities in problem solving. ER has become a reality in different schools around the world at different education levels. This process, which started with the research development within universities, has made it possible for schools of all educational levels to use robotic to diversifying the process of knowledge construction. In Brazil, through the means of programs of introduction to information and communication technologies, ER has gradually been introduced in both private and public schools. This paper discusses the process of using robotic in elementary school (first nine years of education) in public institutions in which students and teachers have learned how to use the technology and how to integrate it in the school curriculum.

Enhancing Understanding, Flow And Self-Efficacy In Learners With Developmental And Attention Difficulties Through ICT-Based Interventions

AbstractThe purpose of this paper is to investigate in which ways technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper is one piece of outcome of a wider study on ICT facilitated inclusion, and this current piece of research addresses the challenges of enhancing focus learners’ comprehension when working with the curriculum. Several technologies have been tried out in a real school context and seven types of interventions are identified as valuable for focus learners’ capability in learning processes. The paper discusses the findings and concludes that conscious use of technology-based interventions makes it possible to provide learning challenges balanced to the learners’ individual skills. But a broader understanding and acceptance by all stakeholders of the specific challenges of this group of learners in mainstream educational systems seems needed to fulfil the potential.

Doświadczenia i oczekiwania nauczycieli związane z ich funkcjonowaniem w zawodzie

The article presents the results of research conducted among teachers about their functioning in the profession. Modern school teacher confronts many requirements. There are discrepancies between the expectations of teachers and school reality. The study has targeted 68 primary school teachers, who pointed out both professional successes as well as failures. They assessed the situation in the contemporary school, writing about the difficulties they have to face, and the dreams associated with the profession. The results show that teachers are critical of their situation. They have the awareness of the factors affecting the school reality. At the same time, they emphasize the satisfaction they get by working with children. The conclusions that can be drawn from the study are, among others, appreciation of the importance of pedagogical practice of future teachers and the improvement of social skills of students and already working teachers.

A comparative library review of teaching practice and supervision practice between Malaysia and Australia

Teaching practice in Malaysia, also known as placement in Australia, is an essential “bridge” that connects theory and skills that student teachers learnt in the university to the real school context. Supervision is a powerful and important supportive mechanism to maximise the outcome of teaching practice. This paper aims to study the differences of teaching practice between Malaysia and Australia. Further, the differences of supervision practice between both countries is also been identified. The research methodology used for this study is library research on Malaysia and Australia teaching and supervision practices. Criteria of the supervision assessment that are implemented in Malaysia and Australia is compared to identify the gap between both countries on supervision practice. The purposes of teaching practice and supervision practice in both countries are discussed.

Teaching preservice teachers the Teaching Games for Understanding approach: A proposed PETE program

Teaching Games for Understanding (TGfU) is a curriculum model that empasizes a tactical approach to teaching games. Over the last decade there has been an international consensus on the need to incorporate this model into Physical Education Teacher Education (PETE) programs. The present paper proposes a PETE program that employs TGfU as conceptual framework to encourage preservice teachers to use it for teaching games and sports at schools. Combining theory, observation of demonstration, practice, and feedback under protected conditions and in real school settings, the proposed program provides preservice teachers with adequate opportunities to develop familiarity and confidence with TGfU as well as to experience success in using it. A number of courses that are part of a PETE program, courses in which TGfU is integrated, are presented.

Parents’ Beliefs on Play in Preschool

Parents’ beliefs and attitudes about early childhood play-based curriculum are influenced by personal history, socio-economic demographics, and culture. This qualitative study utilized narrative inquiry to delve into six parents’ beliefs on play in preschool. Their beliefs about their children’s participation in a play-based preschool and how their children’s various needs were met inform the family-school partnership. Methods included narrative inquiry, observation, and documentation review. Data sources were analyzed to ascertain commonalities, differences, and emerging themes in parents’ views of a play-based curriculum. Three overriding themes emerged: structure, socialization, and the reputation of their choice of Play Preschool (pseudonym). Additional analysis uncovered a deeper theme of readiness: preparation of their children for “real school,” for college, and for life. The final underlying theme to emerge was fear that the child would be unprepared for school and unable to live a good life, which caused and surrounded the readiness concern. Lastly, this study provided insights for family-school partnerships in which parents’ beliefs are valued.

Dyskurs podręcznikowy a dyskurs dziecięcy – odmienne postrzeganie rzeczywistości

Textbooks have become a source of assistance that settled for good into Polish education landscape, a measure without which many adults cannot imagine the school reality. At the same time, the lack of the comprehensive studies on education packs is noticeable. What is more, the voice of children in Poland is marginalized or completely ignored, as opposed to the Western countries. The perspective of the youngest participants of the education process, who are the direct recipients of the textbook offer and are critical and thoughtful, is very rarely taken into account. Whereas their opinions may be a source of very powerful changes in education.
 This article presents my own research results. The topic of undertaken study was the analysis of the most popular education packs for classes 1–3. The gathered data was enriched with third-grade students’ opinions about the tasks from the education packs and a description of their experiences related to the usage of those textbooks in school.
 The study was conducted with a qualitative approach. As the study techniques, a documentary analysis and focus interviews (enriched with textbook tasks designed by children) were used. As resulting from the study, the textbook discourse is not a children’s discourse. Authors of these textbooks tend to forget about the real needs and capabilities of children. Students appeal for taking into account their high potential and putting into the textbooks subjects and tasks fitted to their development level, allowing them to take creative and divergent actions.

The Reform and Practice of Adult Higher Education Schooling Running Mode

Along with the economic globalization and speeding up and continual readjustment of the industrial structure and employment structure education internationalization advancement, society's demand to the adult education increases day by day, the schooling running mode of adult education is facing the daunting challenge, is facing also the recent development opportunity. In order to adapt to the new situation of adult education development by leaps and bounds, must ponder the adult education by the idea of innovation, explores the reform of schooling running mode, strengthens the adult education talented person's quality request, making it adapt to the society to need with the historical development. This research union current adult higher education situation and my school reality have carried on the thorough exploration to the adult higher education schooling running mode, and to the reform and work together practice positive result of my school adult higher education schooling running mode recent has carried on the comprehensive summary.

Leaving fingerprints: principals’ considerations while implementing education reforms

PurposeTurning an education reform program into school reality greatly depends on the principal. In certain cases, principals choose to implement reform instructions only partially. The purpose of this paper is to explore school principals’ considerations leading to their decisions not to fulfill a national reform’s guidelines in a full and complete way.Design/methodology/approachThis qualitative study is based on interviews with 59 school principals. Generating themes was an inductive process, grounded in the various perspectives articulated by principals.FindingsData analysis yielded three major considerations: adjusting to school reality; caring for teachers; and using discretion.Research limitations/implicationsLongitudinal studies in order to explore how principals’ considerations and mediation strategies evolve and unfold throughout the reform implementation would be useful. The authors suggest complementing principals’ verbally expressed perceptions with more objective measures such as direct observations (recorded on video and then reflected upon), to evaluate their considerations and mediating strategies.Practical implicationsProviding prospective and in-service principals with leadership education programs in order to develop an upgraded understanding of their role as mediating agents between the inner and outer spheres of school-life.Originality/valueAs principals serve as mid-level policymakers who leave their “fingerprints” on policies received from the authorities, exploring these considerations may contribute to both the scholarship and the practice of the leadership role in times of education reforms.

La socialisation sportive des jeunes Français scolarisés dans les années 1960 : au-delà des intentions généreuses

The baby boomer generation is quite original in France in the twentieth century and it has another originality around its sports socialization. Indeed, many vectors lead to a magnifying effect on sport, very supportive of acculturation. Teenagers benefit from an original sports phenomenon of socialization breaking with the beginning of the century. Between sport and school politics, juvenile media, the impregnation with elements of sports culture is real. But, our analysis, which is based on three corpuses (political speeches about youth sports, youth press and a famous survey driven in 1966), reveals a sports acculturation with many faces, showing discrepancies between youth desires for sports and institutional and school realities.

Percurso histórico das políticas de formação continuada paranaense: características e experiências de 1999 a 2006

The present study had as objective the rescue of the historical context of educational policies for the ongoing training of education professionals in the state of Parana, in the period from 1999 to 2006. It was in this context, more specifically at the end of the year 2005, which was the Program of Educational Development – PDE/PR. Such a program refers to a process of continuing formation, whose assumptions are anchored in the appreciation and recognition of teachers; improvements both in the teaching/learning processes, as in the decision-making processes concerning the management of the school and training is integrated with the Higher Education Institutions (HEIS). Such assumptions, articulate a conception of teacher as professional and teaching not more, as a coach. In view of this, it becomes disturbing and relevant to check, what were the purposes of the programs of continuing formation, prior to the PDE/PR? Considering the methodology of the cycle of policies (MAINARDES, 2006), to understand the context of the influence of the creation of the PDE/PR., we turn to the literature review on the process of policy formulation and the characteristics and experiences of ongoing formation in the Government Jaime Lerner (1999, 2002) and in Government-Roberto Requiao (2003 to 2006). It was found that several projects and formative proposals were developed, until the creation of the PDE/PR. However, the essence of the bias of the neoliberal prevailed, because the actions of the State for the training were indicated by the State Secretary of Education, and the teachers job was only to fulfill a set of roadmaps, studies and preparing reports. The proposals prioritized the bias of awareness to develop technical activities and boost the efficiency and effectiveness of the system, increasing the productivity of teachers and diminishing their intellectual capacity and critical. The emergence of the PDE, from the claim of the representatives of the Teachers Union, it distinguishes itself from the continuous training programs of technical and functionalists which were being carried out. The text, in which, are the assumptions of the conceptual, the reasoning of the political-pedagogical, the integrated plan of continuous training and evaluation of the learning of the PDE/PR portrays a conception of continuing education, whose goal is to enhance the knowledge of teaching, the situations experienced in the scope of their practice, as well as to encourage the teaching, the research and after the intervention in the school reality.

Do teachers need to be leaders? Perceptions of educational leadership and management in the Israeli secondary educational system

ABSTRACTThe study explored the perceptions of student-teachers of educational leadership and management with regard to the roles of homeroom teachers and subject teachers in secondary schools. The participants of the study are students in the biggest College of Education in Israel. The analysis was conducted on the students’ posts in an online forum of an academic course using qualitative and quantitative methods. The students’ posts indicated a differentiation between the perceptions of the two roles on the level of ideology as opposed to the practical level. The most prevailing leadership model that emerged from the findings is transformational with four other models, all of which are congruent with the humanistic approach to teaching. Further research should focus on the gaps between school reality and teacher education programmes in order to facilitate the induction phase for novice teachers.

Reflections on the promise and complexity of mathematics coaching

If students are to develop mathematical proficiency, then mathematics teaching must both change and improve. In an effort to provide site-based professional development addressing the mathematical content and pedagogical demands that teachers encounter in reality of public schooling, many school districts are turning to elementary mathematics coaches. Knowledgeable coaches can have a significant positive impact on teachers, yet this study documents substantial variance in the amount of coaching delivered and in the nature of activity that coaches undertake within schools. Coaches are frequently responsive to the needs of individual teachers. If this support is primarily marked by shared teaching or provision of instructional materials, it may not transform either instruction or teacher knowledge. Similarly if coaches assume duties that primarily address an administrator’s needs, they will have less time to enhance a school’s mathematics program. Coaches need to engage teachers in fundamental dialogue about mathematical content, mathematical learning, and student understanding. It may be that this dialogue and the effectiveness of a coach’s work with individual teachers would benefit from a coach’s concurrent work with grade-level teams. When a coach leads a grade-level team through discussion of targeted goals and approaches, the coach may facilitate individual teacher learning while building collective learning. When coupled with the support of a principal, this partnership may foster instructional change across a school.