This paper comes to explore teachers’ views on their training needs in the inter-school violence handling. The quantitative approach and the questionnaire tool were selected. The target population was the primary education teachers of Achaia Prefecture, and the sample consisted of 100 teachers who were selected by convenient sampling. Based on the findings, participants believe that incidents of school violence occur in their school units moderately. However, the existence of such incidents is a deterrent to the functioning of the school, thereby emphasizing the need for further training in related matters. They wish to be trained in topics such as Counseling, School Psychology, Social Psychology, Intercultural Education and Cognitive Psychology through the processes of in-school training and training sessions. The appropriate coordinator of the educational program is the Regional Centers for Educational Planning and the Universities. Regarding the degree of motivation for participating in a similar training program, the link between theory and teaching and the more complete response to modern school requirements are considered very important.
Not only in the field of education but also in many other forms of social expression and action, a period of fundamental changes can be observed due to the incorporation of new data imposed by the technological revolution. However, the process of integrating Information and Communication Technologies (ICT) in the learning process requires coordination, system change and radical transformations. These changes should be incorporated into curricula, while active teachers should have ongoing training on new technologies. In such a context, this paper comes to explore the views of secondary education teachers on the use of information and communication technologies in the learning process. In particular, a sample survey was conducted to determine the degree of utilization of new information and communication technologies in the learning process, especially in secondary school teachers in the Prefecture of Aitoloakarnania. The statistical software SPSS 23 was used to analyze the data obtained from the questionnaires. Tools and methods of descriptive and inductive statistics were used. The results highlight the low percentage of teachers who have received Level B certification and demonstrate the low level of ICT use by teachers, identifying at the same time all the factors affecting negatively their use and application.
Quality Educators for Every Child: A Pilot Professional Development Intervention in Bangladesh (Published)
Over the past two decades, best practice teaching methods have been the subject of education reform around the world. Quality Educators for Every Child (QE4EC) was an exclusive intervention in Bangladesh aimed to deliver flexible professional development for primary school teachers, focusing on pedagogical skills in the classroom (how to teach) rather than subject skills (what to teach). The endline study focused primarily on the three National Teaching Standards (Pedagogical Knowledge, Classroom Management and Assessment) and sought to measure change and improvement against the benchmark of teacher competencies established during the baseline study. This study highlights the findings from the endline survey and presents background information on the quality of education and teaching in Bangladesh. Endline findings are organized according to the three national teaching standards of focus. Finally, presents recommendations for the teachers and head teachers of the primary schools, as well as policymakers and education administrators in Bangladesh.
The article presents the results of a pre-analysis of learners’ and educators’ needs and expectations carried out under the multilateral Grundtvig project Coaching Skills for Adult Education (COACH4U) with the aim of establishing the nature of their work and communication with adult learners. The research was conducted during January – February 2015 through a focus-group discussion with 47 participants from the UK, Spain, Cyprus, Poland, Sweden and Bulgaria. The indicators used in the study are: communication with adult learners in and out of the classroom; general awareness of coaching and coaching skills; knowledge of specific coaching techniques; use of coaching techniques; expectations about the application of coaching to participants’ personal expertise; expectations about improving participants’ expertise in different areas; application of acquired coaching knowledge and skills to the context of partner organisations. Some conclusions oriented towards professional competences in adult education are formulated on the basis of the research.