Rethinking the Factor of Duration for Professional Development: A Workshop-Seminar-Demonstration Class Model for Science Teachers

Liu, Enshan; Li, Nuo; Liu, Cheng; Guo, Shuchen

doi:10.29333/ejmste/11351

Cited by 3 publications

(6 citation statements)

References 38 publications

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“…On the other hand, Li et al (2021) found that Asian teachers value the use of Workshop-Seminar-Demonstration Classes in a relevant way. In addition, mentoring is ratified as a crucial strategy in professional development.…”

Section: Inclusive Education and In-service Teacher Trainingmentioning

confidence: 97%

“…In this sense, Saloviita (2020) argues that the factors that influence the ability of teachers to manage inclusive education are related to their attitudes, but also to the training received and the willingness to respond positively to student diversity. Li et al (2021) found that the implementation of reflective processes regarding their own professional development positively influences their attitudes. At this point, state that teachers' socioemotional skills and professional competencies are the basis for the sustainability of education and student development.…”

Section: Attitudinal Barriers and Sustainability Of Inclusive Educationmentioning

confidence: 98%

“…They determined that, to improve the quality of inclusive education, teachers require ongoing training, smaller class sizes, and support teachers and therapists in the classroom. Finally, the work of Li et al (2021) shows that, in order to achieve the willingness of Asian teachers to improve their practices, training with shorter contact hours and longer periods for the execution of reflective processes on what they have experienced is required.…”

Section: Specific Educational Needsmentioning

confidence: 99%

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Attitudinal barriers of teachers towards inclusive education in Ecuador

Fuentes Moncayo,

Rodríguez Zambrano,

Villafuerte-Holguín

et al. 2024

SIJIS

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This research has two objectives. First, to recognize the position assumed by teachers in the presence of students with specific educational needs in regular classrooms; and second, to determine the state of teaching attitudes required to implement educational inclusion. This work is ascribed to the critical reflective paradigm and uses the quantitative approach of scientific research. The instruments used were the Knowledge Questionnaire on Inclusive Education by Escarbajal et al. (2020) in survey format, and the Battery of Teaching Attitudes towards Educational Inclusion by Lavela & Sánchez (2014) in Likert-type questionnaire formats and contextualized observation sheets. The informants were 961 teachers from district 13D02 of the Ministry of Education of Ecuador, who participated in this process in 2022-2024. From the results, it is inferred that teachers prefer that students with specific educational needs attend special schools, but are not opposed to their presence in conventional schools, in coherence with public education policy. In addition, it was determined that teachers require technical advice, tutoring, and permanent motivation from specialists to implement inclusive practices with greater security. It is concluded that the persistence of attitudinal barriers in teachers limits the legitimate positioning and sustainability of specific educational needs in schools despite favorable advances in public policy for education in Ecuador.

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Section: Inclusive Education and In-service Teacher Trainingmentioning

confidence: 97%

Section: Attitudinal Barriers and Sustainability Of Inclusive Educationmentioning

confidence: 98%

Section: Specific Educational Needsmentioning

confidence: 99%

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Attitudinal barriers of teachers towards inclusive education in Ecuador

Fuentes Moncayo,

Rodríguez Zambrano,

Villafuerte-Holguín

et al. 2024

SIJIS

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“…For example, a general education teacher whose intention is to learn and continue to improve their knowledge and skills in handling students with SEN can collaborate with a special education teacher. Similarly, Li et al (2021) suggest that shorter contact hours and longer span of time required for CPD generate willingness for teachers to improve their practice and consequently influence their attitudes and they suggest the use of Workshop-Seminar-Demonstration Class PD (WSD-PD).…”

Section: Durationmentioning

confidence: 99%

Exploring teachers’ perceptions of Continuing Professional Development (CPD) for inclusive education: General and special education teachers in Mkushi District, Zambia

Ng’andu

2023

IJSE

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The purpose of this study was to explore teachers’ perceptions of Continuing Professional Development (CPD) for inclusive education in Mkushi District, and its role in improving pedagogical practices in inclusive settings. The study was conducted among 78 general and special education teachers teaching in primary and secondary schools that were either special or inclusive education schools. A survey research design was used to measure teachers’ perceptions about the current practices in inclusive education and their training needs to enable them to implement inclusive education. A self-administered online questionnaire was sent out to participants, through which quantitative and qualitative data were collected and analyzed. The findings suggest that generally, teachers in Mkushi have positive perceptions about CPD for inclusive education and were enthusiastic about the practice. However, the teachers indicated that they needed CPD to focus on how to teach in inclusive settings and to develop skills in adapting teaching materials to meet learners’ needs. The teachers believed that these training needs could be achieved if they were trained by experts in inclusive education. It is hoped that the findings of this research would lead to more effective models for teachers’ professional development in inclusive education in Zambia.

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“…For instance, research suggests that a short-course continuing professional development (CPD) can achieve short-term outcomes by improving the self-efficacy of teachers and teaching assistants but remains equivocal about their lasting impact (Makopoulou et al, 2021). The literature supports the argument that a longer duration of exposure, combined with meaningful follow-ups and ample time for practice, intensifies the impact of professional development interventions, especially for science teachers (Conradty & Bogner, 2020;Li et al, 2021).…”

Section: Durationmentioning

confidence: 99%

Impact Evaluation of Teacher Training Extension Program in Higher Education: A Qualitative Assessment Approach

Labayo¹

2022

TNL

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While the teacher-training program is one of the prominent extension modalities in Higher Education Institutions, a closer look at the literature has revealed several gaps in evaluating the long-term impacts of training programs. The present study addressed limitations related to the absence of baseline data and the evaluation framework by using Kirkpatrick's four levels of evaluation to assess a teacher-training extension program at a university in Bicol region, Philippines. Findings suggest that the teacher-training was successfully implemented at the reaction level but failed to assess changes in learning and behavior after the training was conducted. However, the results levels was measured using the Qualitative Impact Assessment Protocol (QuIP). Causal statements from the key informants in QuIP revealed positive changes during the evaluation period but without explicit reference to the training program. Based on the evaluation results, lessons learned were documented along with the training extension program's timing, duration, and monitoring. Consequently, the study recommended the appraisal of existing practices and extension policies on teachertraining programs and other similar undertakings with evaluability criteria and standards.

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Rethinking the Factor of Duration for Professional Development: A Workshop-Seminar-Demonstration Class Model for Science Teachers

Cited by 3 publications

References 38 publications

Attitudinal barriers of teachers towards inclusive education in Ecuador

Attitudinal barriers of teachers towards inclusive education in Ecuador

Exploring teachers’ perceptions of Continuing Professional Development (CPD) for inclusive education: General and special education teachers in Mkushi District, Zambia

Impact Evaluation of Teacher Training Extension Program in Higher Education: A Qualitative Assessment Approach

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