QUESTION:
Discuss the need and scope of in-service teacher education. Is there a need to give in-service training in computer education to teachers to improve their methods of teaching?
Course: Secondary Education
Course code 8624
Level: B.Ed (1.5 Years)
Solved Assignment
ANSWER:
In-service teacher education is broadly defined as any
learning opportunity for practicing teachers. The term in-service teacher designates a teacher that has
certification or is already teaching in a classroom, in contrast
to a pre-service teacher, who is in
the process of preparing to become a teacher.
Pre-service and in-service teacher learning has changed over time. This is
due to the evolution of how the field has moved. In particular, there has been
a shift from many educators
aligning with behavioral theories of teaching and learning to more constructivists, sociocultural, and situated theories of teaching and
learning. In-service teacher education has gone from one-shot workshops where an expert imparts knowledge to teachers in a traditional lecture-style workshop to more
professional learning opportunities where teachers engage in communities of learning:
unpacking content, examining teachers ‘instruction, and analyzing student thinking.
Through this evolution, in-service teacher
education has become synonymous with professional development or professional learning. These
trends and the different ways that the field
of education conceptualizes teaching and learning have broad yet important implications for in-service teacher education and professional development.
In particular, the language
and jargon associated with the field have changed to reflect the transformed
theories or
stances. For instance, the terms in-service teacher education and staff development are now more commonly referred to as teacher professional
development and professional learning respectively. Due to this evolution of the field and the
aligned adjustments in terminology in this article, we purposefully use the vocabulary that is
consonant with the article under review in this volume.
Additionally,
this annotated bibliography builds on the Oxford Bibliographies in Education article by
Stephanie Hirsch, Joellen Killion, and Joyce Pollard titled “Professional Development,” but provides a distinct framework and
selection of annotations. We have selected articles that focus on the impact of
professional development on one or more of the following: teachers’ knowledge, teachers’ instructional
practices, and student learning. We also
put forth a new theoretical construct to analyze research on in-service teacher education and professional development. Synthesizing and detailing
the best current knowledge on teacher professional development (PD), this annotated
bibliography highlights
- Research on the impact of different models of in-service teacher education on teacher learning and instruction and/or student learning,
- Handbooks and handbook chapters related to in-service learning and professional development,
- Salient reports, theoretical articles, and meta-analyses that have been written on professional development and in-service teacher education.
In-service training of computer education to teachers
In
Greece, the teaching of Computing and ICT in secondary education is conducted by teachers holding an undergraduate degree in Computer
Science, Computer Engineering, or Applied Informatics.
Secondary
Education in Greece is divided into two cycles: compulsory lower secondary and non-compulsory Upper Secondary Education. Compulsory lower secondary education is provided in Gymnasium, while
non-compulsory upper secondary education is provided in one of two types of schools: the
General Lyceum (GL) and Vocational Lyceum (EPAL). In General Lyceum, both day and evening,
ICT has been taught as a lecture or
direction course since 1999.
In the last two classes of General Lyceum,
students select one of three directions, (technological, scientific, or
theoretical). If students in the last grade select the technological direction, they attend a course in
algorithms and programming, entitled “Application Development in a Programming Environment”,
for which they are assessed through national exams. The grade acquired in this
examination is part of the consideration used in selecting students for admission to higher
education programs.
The
overall aim of the course is to develop analytical and synthetic
thinking, acquire methodological skills and be able to solve simple problems within a programming
environment. Many basic algorithmic and programming concepts, such as conditions, expressions, and logical reasoning, are fundamentals of general knowledge and skills to be
acquired in general education; most of these concepts are not presented
in other disciplines.
The curriculum states that this subject must be taught (at least partially) in a computer
lab. The Greek Pedagogical Institute (Ministry of Education) has certified specific
Educational Software to support the lab work. During the lab hour, teachers can use technological tools
to facilitate the learning process.
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