Search results for: Cyprus
Page 1/2 11 items
Teacher shadowing as an empowering technique for EFL student teacher practical knowledge development: insights from three-week shadowing programmes
This study reports on shadowing’s potential as an observational and preparatory tool for learning, drawing on data obtained from a group of EFL student teachers who undertook a practicum. EFL student teachers’ perceptions of the shadowing technique and how shadowing contributes to practical knowledge, are focused on. Data were collected through semi-structured interviews and reflective reports after a shadowing experience of three weeks. Student teachers were found to have positive perceptions towards the shadowing technique, and a considerable development in their practical knowledge was also observed. The study recommends integration of shadowing into EFL practicum courses as a more rigorous approach.
Updated: Nov. 10, 2019
The purpose of this study was to examine the impact of an induction programme, based on individual mentoring, had on Education for Sustainable Development (ESD) teaching for both novice teachers and their mentors in primary schools. The results point towards mentoring as a meaningful and effective approach to teacher education for ESD with potential for integrating forms of professional learning communities. The novice/experienced teacher mentoring relationship developed within the ESD induction system implemented during this research highlights the positive implications for both the novice teachers and the mentors. Mentoring can promote teacher interaction and provide a supportive and challenging forum for both intellectual and affective interrogation of practice.
Updated: Sep. 22, 2016
This article argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. The analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model.
Updated: Jan. 15, 2015
The Beneficial Outcome of a Successful Mentoring Relationship: The Development of Inclusive Education
In this article, the authors present the mentoring relationship of two teachers at an urban elementary school in Paphos, Cyprus. The authors present how the mentoring relationship of two teachers resulted in the provision of a more inclusive education, not only regarding the two teachers involved in the mentoring relationship, but in the school in general. The data analysis led to the following two assertions: a) the mentoring relationship helped the new teacher to develop more inclusive practices, and b) the mentoring relationship helps in the development of a culture of cooperation between the new teacher and his or her mentor but also helps in the expansion of this relationship throughout the whole school.
Updated: Feb. 09, 2014
Promoting Peaceful Coexistence in Conflict-Ridden Cyprus: Teachers’ Difficulties and Emotions towards a New policy Initiative
This article looks at teachers’ perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. The findings indicate that most Greek-Cypriot teachers recognized the importance of cultivating peaceful coexistence in schools. However, the survey also documented a significant lack of readiness and willingness to implement the new objective, coupled with doubts regarding its feasibility.
Updated: Nov. 17, 2011
Do Primary School Teachers in Cypriot Schools See themselves as Leaders? Echoing Practitioners’ Voices on Levers and Barriers
The current article reports on a small‐scale study of five cases located in one urban primary school. This study examines the views of primary school teachers in Cyprus in relation to teacher leadership. In particular, the study investigates the perceptions of teachers as to their potential to exhibit leadership functions as formal and/or informal teacher leaders.
Updated: Jul. 26, 2011
Teachers' Emotional Experiences of Growing Diversity and Multiculturalism in Schools and the Prospects of an Ethic of Discomfort
The current paper analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two-year ethnographic study conducted in three Greek-Cypriot primary schools that are 'multicultural'. The results of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools.
Updated: Jul. 05, 2011
In-Service Early Childhood Teachers Reflect on Their Teacher Training Program: Reconceptualizing the Case of Cyprus
This article describes a study that examines the views of in-service Early Childhood teachers concerning their teacher training program. Ninety in-service teachers were interviewed and asked to reflect on their teacher training. The focus of this article is on two major issues: 1) the challenges teachers have faced and are facing during their years of teaching experience; and 2) the suggestions they have in improving teacher training programs.
Updated: Oct. 27, 2009
Using Teachers' Prior Knowledge, Attitudes and Beliefs to Develop In-Service Teacher Education Courses for Inclusion
The article explores one important dimension of inclusive education: the development of in-service teacher education courses. Using an example from Cyprus, it discusses the issue of contextualizing teacher training courses to suit teachers' prior knowledge, attitudes and beliefs about inclusion.
Updated: May. 27, 2009
The Implementation of A Collaborative Action Research Programme for Developing Inclusive Practices: Social Learning in Small Internal Networks
In this study, the authors implement a programme of collaborative action research with the purpose of investigating the degree to which it could contribute to the development of inclusive practices. The findings shed further light on the nature of differentiation in the preparation and teaching of teachers in relation to inclusive education as well as on the role of teachers as leaders in this process. Inclusive practices in Cyprus schools, then, should not be approached as simplistic recipes or trite formulas but as social learning that will be developed in small networks and communities of practice.
Updated: Dec. 14, 2008