Remote monitoring of in‐service training

Instigating Fundamental Change through Experiential Inservice Development

“…Of course the teacher is free to attempt to apply new ideas, techniques, and practices in his or her classroom, usually after the inservice is over; the apparent assumption being that practicing teachers have the ability to transfer information delivered in workshops, institutes and summer courses directly into applied use (Wood & Thompson, 1993). We challenge this assumption in light of the long-standing criticisms regarding the limited utility of such forms of didactic inservice (Bozonne, 1994;Dirx, Spurgin, Lavin & Holder, 1993;Hammons, 1976;Hendrickson et al 1993;s DeGeronimo, 1988;Langone, Koorland & Oseroff, 1987;Vailancourt & Bacchus, 1987;Young, 1977), and the repeated demonstrations of what is required to make inservice effective (Cavallaro, Stowitschek, George & Stowitschek, 1980;Knapczyk, 1993;Marshall, Inservice Education Practice and Follow-up Over the years, there have been numerous illustrations of the importance of embedding systematic practice and follow-up into inservice education programs; some early examples being micro-teaching in minicourses (Borg, Kelly, Langer & Gall, 1970; Stowitschek & Hofmeister, 1974), remote monitoring of technique implementation (Cavallaro et al 1980;Young, 1977), and later, in situ coaching, supervision and mentoring (Barringer & Cheney, 1997;Joyce, 1987;Lignugarus-Kraft & Marchand, 1993;Pierce & Miller, 1994;Showers, 1990;Showers & Joyce, 1996). Regardless of the information at hand, there persists a near exclusive reliance on expository modes of delivery (Cavallaro et al 1980;Hendrickson et al 1993;Hindman & Polsgrove, 1988;Rau, 1989;Rosenberg, Jackson & Chong-Hwa, 1996).…”

Intensive Inservice Teacher Education and Concomitant Changes in Handicapped Learners

“…Hammons (1976) and Young (1977) criticize -z-n~9-shot workshops because they usually fail to provide for the extension of skill application and knowledge into the classroom.…”

“…To verify the use of a teaching skill, improved pupil performance as a result of the use of that skiil must be demonstrated. Evaluation of acquired teacher skills and subsequent effects on children are frequently omitted from inservice programs due to the expense of travel by trainers and consultants, the time and effort involved, and other factors (Stein, 1975;Young, 1977).…”