Teacher Professional Development in Focus: Reorganizing the Existing In-Service Training Scheme in Cyprus

Transcription

1 Teacher Professional Development in Focus: Reorganizing the Existing In-Service Training Scheme in Cyprus Y. Karagiorgi, Cyprus Pedagogical Institute, Nicosia, Cyprus L. Symeou, Cyprus College, Nicosia, Cyprus Introduction When professional development is planned and focused upon teachers needs, it is likely to be more effective (Eraut, 1995; Harland & Kinder, 1997; National Partnership for Excellence and Accountability in Teaching, 1999; Duncombe & Armour, 2004), particularly when teachers are involved in the identification of what they need to learn and, when possible, in the development of the process to be used (Borko & Putnam, 1995; National Foundation for the Improvement of Education, 1996). Systematic research should, therefore, be conducted to explore teachers needs and inform practice. The study reported in this paper aimed at diagnosing teachers in-service training needs in Cyprus in order, first, to address the potential development of inservice training in the particular educational system within the framework of lifelong professional development, and second to generate questions concerning the basic dimensions of in-service training provision in Cyprus and lay the foundations for indepth study on the emerging issues. Data was collected through mail questionnaires distributed to a random stratified sample of pre-primary, primary, secondary and vocational schools across the country, during the period March-April The survey was undertaken by the Cyprus Pedagogical Institute as part of a larger project within the framework of the Socrates-Grundtvig 2 programme Diagnosis of teachers needs and evaluation of teachers development forms in partner countries - comparison and looking for the most effective solutions with the support of the European Commission 1. The present paper presents only part of the questionnaire data collected for the particular project. The surge for examination of the issue resulted from the fact that the educational system of Cyprus has been criticised for lacking explicit connections between teacher capabilities, curriculum and national priorities, and the needs of teachers and schools. Furthermore, Cyprus has recently joined the European Union and is challenged to respond to the European educational orientations, particularly since the existing training scheme has already been described as inefficient. In this paper, first, trends in teacher professional development are briefly discussed. Then, the distinctive contextual characteristics and structures of the specific educational system and the existing in-service training scheme are described. The methodology employed in terms of the research tools and processes adopted is then outlined, followed by the research findings relating to administrative concerns such as participation aspects, providers, quality assurance standards, forms, outcomes and legislative frameworks. On the basis of the gap between current practices and emerging challenges, policy recommendations are proposed with regards to the organisation of a possible training scheme that will incorporate a holistic approach to ongoing professional development. The concepts of in-service training and professional development have slightly different meanings in the relevant literature, with the first referring to identifiable 1 Views expressed in the paper do not reflect the views of either the European Commission or the Socrates National Agency. 1

2 structured training activities and the second, signifying a range of activities including personal study and reflection (Organization for Economic Co-Operation and Development, 1998). Nonetheless, the two terms are used interchangeably in this paper to reflect the thesis that in-service training extends beyond the former. In addition, in-service training is considered to incorporate continuing training which serves to refresh and upgrade professional skills rather than additional training - qualifying training- aimed at providing new skills so that teachers can teach other subjects. Finally, since education is mostly public in Cyprus, training practices and recommendations in this paper refer to the public sector. Teacher Professional Development Complex challenges in education, such as increasingly diverse student populations, new technologies and rigorous academic standards and goals have led to the emergence of the concept of continuing professional development within the process of lifelong learning (Eurydice, 1995). Thus, emphasis internationally has shifted from the traditional one-shot workshops to a consensus view of teacher professional development, highlighting collaborative learning contexts, teacher research and inquiry, engagement in practical tasks, exploration of relevant subject matter and consistent feedback. Several studies point to the need for broadening the concept of in-service programmes to a growth continuum of ongoing, participatory learning that is closely linked to the realities of classroom needs and moving towards continuous professional development models (see Craig, Kraft & Du Plessis, 1998). Therefore, there is a need to progress to a vision of teacher development as a continuum along the 3 Is -initial education, induction and in-service continuous professional development- characterized by iterations between theory, practice and research; interaction between inductees and experienced mentors; feedback from in-service to initial education programs (Dellanoy, 2000, p. 11). In-service training has thus grown in many countries from ad hoc, voluntary initiatives not infrequently run by teachers associations into organized, comprehensive, and sometimes mandatory programmes (International Labour Office, 2000). The importance of in-service teacher training has been stressed in various actions of the European Union and has been proposed as an indicator for improvement in a series of reports. Initially, education and training of teachers emerged as one of the sixteen indicators on quality of school education, proposed by the European Council (European Commission, May 2000). Then, educators and training was declared to be one of the fifteen indicators used to evaluate participation in lifelong learning (European Commission, June 2002). In addition, the percentage of teachers and trainers in continuous training was identified as one of the indicators proposed for the implementation of the work programme Education & Training 2010 in an effort to contribute to the Lisbon strategy and make the European Union the most competitive and dynamic knowledge based economy in the world (European Commission, July 2003). With regards to the last measure, and in order to increase the quality and effectiveness of education and training systems in the European Union, expert groups were set to consider policy practices, that aimed to improve the education and performance of teachers and trainers, in the context of their changing role in the knowledge society. The exchange of such practices resulted in a report, which outlined two key issues: first, identifying the skills that teachers and trainers should have, and second, providing the conditions which adequately support teachers and trainers in the perspective of lifelong training (European Commission, November 2003). In view of these two issues, the agendas for the participating countries 2

3 emerged as particularly challenging. National reports showed that, in most countries, there was no formal legal requirement in relation to either changing dimensions or competencies. Similarly, little was said about teacher s work beyond the classroom, i.e. in curriculum development and cooperation with social partners. However, changing dimensions of the role of the teacher and new competencies were already implicitly required in the context of school reforms in a number of countries. In consideration of the outlined orientations of teacher in-service training in the international perspective as well as the European educational sphere, this paper discusses the emerging challenges for professional development in the Cyprus educational system in terms of teachers needs. The Cypriot Educational Context Education in Cyprus 2, either public or private, is compulsory through to age 15. Public education is free through age 18. There is one year of pre-primary school, followed by six years of primary education for ages Secondary education extends over six years for ages and is divided into two cycles: the lower (gymnasium) and the upper high school (lyceum and technical school). The terms gymnasium, lyceum and technical school will be used frequently in this paper. Structures of educational administration, curriculum development and policymaking in Cyprus remain centralized as a result of political and economical concerns. The educational system of the country was developed in accordance with the Greek educational system, which was influenced by the French system with its underlying epistemological tradition of encyclopaedism and its extensive centralization and uniformity (Persianis, 1998). The explanation usually given to this uniformity is that in this way the principle of equality of opportunity is served (Persianis, 1996, p. 13). Indicative of the centralization of the educational system is that the appointments, secondments, transfers, promotions of teachers are the responsibility of a five-member body, called the Educational Commission. Inspectors have a dominant role, since they are responsible for the guidance, supervision, evaluation, and inservice training of teachers, as well as for the evaluation of schools (Kyriakides, 1997). Promotion of teachers to deputy head-teachers and head-teachers is dependent on their evaluation by the inspector and on their teaching experience (Ministry of Education and Culture of Cyprus, 2003). Teachers culture is characterized by lack of motivation for self-initiated action. In general, although schools are semi-autonomous institutions and teachers can develop initiatives to some extent (Theofilides, 1986), curriculum development and reform have always been top-down procedures. Pre-service training for teachers working in pre-primary, primary and secondary schools is provided at tertiary education level, in universities either in Cyprus or abroad (mainly Greece, the United Kingdom and the United States). For pre-primary and primary school teachers, the concurrent model is adopted with professional and practical training provided at the same time as general courses. Conversely, the consecutive model characterizes the training of secondary school teachers; prospective teachers with a first qualification in a particular discipline have to attend a compulsory pre-service training programme at the Cyprus Pedagogical Institute. This one-year full-time programme is offered during working hours and includes practical training (European Commission, April 2003; Cyprus Pedagogical 2 For the purposes of this study, any reference to formal education in Cyprus, applies to the Greek-Cypriot educational system. 3

4 Institute, 2005). Successful completion of this programme is a requirement prior to any kind of appointment on probation or permanent at the secondary education level. Official in-service training for teachers is currently offered primarily by the Pedagogical Institute of Cyprus and secondarily by the inspectorate. The Pedagogical Institute offers mainly professional training courses to educators of all levels -preprimary, primary, secondary, vocational- through a series of optional seminars. These courses are provided in training centers in all five districts of the island after school hours. The seminars are prepared by the Pedagogical Institute and presented to the consulting and interdepartmental Committees for feedback. They aim to meet the needs of all teachers, as identified by the Pedagogical Institute and the Ministry of Education, and focus on school subjects, social and psychological issues, educational research skills and information technology. Moreover, school based seminars are organised on specific topics of interest to the staff of a school, after agreements with the Pedagogical Institute. The Pedagogical Institute also organizes seminars, one-day workshops and conferences in cooperation with the Teachers Unions and teachers associations of specific subjects (Cyprus Pedagogical Institute, 1999). Due to the existing educational legislation and the service schemes, the only courses offered by the Pedagogical Institute that are compulsory for the public educators are those for teachers who get promoted to administrative posts. In-service courses for educational administrators focus on the theoretical principles of administration and school management, the analysis of duties, effective practice and specific innovations. The inspectors also offer seminars that are short and mandatory for teachers. These seminars have consulting rather than training character (UNESCO, 1997). In general, current in-service training provision in Cyprus is mainly informal, individual and voluntary and has not evolved into structured practices. The educational legislation only makes reference to the possibility that teachers could be asked to attend series of educational courses so as to improve their ability to respond to their duties (OELMEK, 2004, p. 57). There are no specific requirements for professional development that teachers need to meet in order to maintain their jobs and no agreed standards for in-service training programmes, while participation in courses does not have a significant impact on promotion processes. The training scheme is centrally determined, supply driven and functions on a purely individual basis. A number of teachers are offered training in training centres and then sent back to unchanged schools, as Dellanoy (2000) would have suggested. In addition, training provision seems to be controlled by the Ministry of Education with limited input from either schools or teachers. There is no clearly agreed framework for either schools or individual teachers to determine their training objectives and priorities (Κaragiorgi & Symeou, 2006). As Bliss and Bliss (2003) would have pointed out, for most teachers professional development translates to afternoon workshop sessions during which they gather in a classroom to learn about the latest hot topic, determined by others. In general, explicit connections between national priorities and school or individual needs do not exist. A number of studies point to the inefficiency of the current training scheme in Cyprus. Comparative data of the Labour Force Survey indicate that, despite the relatively high level of ongoing training for teachers in most other European Union member countries -with the percentage of teachers having received education and training during the previous four weeks reaching 40-47%- Cyprus is second last on a list of 28 countries with only 15% (European Commission, June 2002). A recent study (Charalambous & Michaelidou, 2001) claims that the content as well as the organisational structures of in-service training provided do not satisfy the needs of 4

5 elementary school teachers to a great extent. Additionally, the Committee on Educational Reform (2004) in their report on the Cyprus educational system mention that the in-service programs can only satisfy a rather limited percentage of teachers (p. 238), while the Elementary Teachers Union characterizes the current in-service training scheme as insufficient due to lack of vision and organisation (POED Work Committee for In-Service Training, 2004). Finally, the compulsory training program for administrators, which is not undertaken during the first year in the promoted post but often delayed for several years, is criticized as having reduced intrinsic interest and relevance (Theofilides et al., 2004). The Research Design In the past, a few researchers have focused on aspects of in-service training such as training needs (Metzger & Demetriades, 1980) or the extent of participation in training activities (Theofilides & Dionysiou, 1990). Currently, however, there are hardly any studies diagnosing either schools development needs or teachers personal development needs. To outline major directions of concern, a number of focus-group interviews were conducted with three groups of teachers (secondary school deputy heads, elementary school heads, elementary and secondary school teachers) that attended inservice training and a number of teachers of all school levels who did not attend at that time. Despite the limitation that individuals often do not know enough on their areas of development so as to effectively analyse their needs (Wray, 1989), group interviewing was chosen because of its potential for development of discussions and provision of a range of responses (Cohen & Manion, 1994; Marshall & Rossman, 1995). Responses generated in semi-structured interviews were classified into general thematic areas that formed the research axes, as follows: participants training background, training content, teacher participation in professional development, preferred forms of professional development, training place and time, training efficiency, organisational issues and training providers. The final questionnaire was designed on the basis of first, the research axes resulting from the focus group interviews and second, issues raised by the literature on professional development, and in particular documents of the European Union on the programme Education and Training The resulted instrument was pilottested to check item clarity. The final questionnaire included three parts, which inquired as to the following: (a) participants demographic and training background; (b) participants views on issues related to in-service training in general, such as motives for participation, and desired training format; (c) participants opinions on issues related to the Cyprus in-service training system in particular, such as quality assurance, training providers, and legal framework. Teachers needs were indicated either through a ranking system (from the most important to the less important, with 1 indicating the most important), the selection of a particular number of items from a given list, or the indication of the extent to which they agreed with statements on a Likert-type scale (from 1 to 5, with 1 indicating total disagreement and 5 total agreement). The questionnaire also included two open ended questions asking for comments and suggestions as to the existing in-service training scheme. TABLE 1: Demographic Profile of the Participants School area Urban Suburban Frequency (Ν) Percentage (%)

6 Age of students Years in occupation Position in education Rural No reply Pre-primary (3-6 years) Primary (6-12 years) Gymnasium (12-15 years) Lyceum (15-18 years) Technical (15-18 years) 0-3 years 4-10 years years 21+ years No reply Teacher Deputy Head Principal Other No reply In order to establish generalisable results for the total educational population, a proportional stratified sample of schools of all five levels (pre-primary, primary, gymnasium, lyceum, technical) was selected. During March and April 2005 questionnaires were mailed to school-heads who received instructions to forward the instruments for completion to all teachers of their school. Questionnaires were returned from 71 schools out of the 104 schools included in the sample (68%). Return rates for teachers reached 765 out of 1497 (51%). Participants -as shown on Table 1- shared the desired variety of diverse demographic background (school area, age of students) and characteristics (years in occupation, position). No demographic subcategory of teachers was underrepresented in the return sample. The statistical analysis involved descriptive statistics, such as frequencies and means. Moreover, data was further analysed, taking into consideration demographic factors which could impact participants responses. Chi-square and analysis of variance were thus conducted to determine whether there was an association between the types of school teachers were appointed at and their perceptions on aspects of inservice training. These initial analyses outlined that on one hand, responses of preprimary and primary school teachers and on the other hand, responses of gymnasium, lyceum and technical school teachers were patterned. Therefore, further analyses were conducted where teachers were grouped according to the level of their schools, into elementary and secondary school teachers, respectively. 2X2 contingency tables and independent sample t-test analyses were generated to allow for comparisons between these two groups, i.e. elementary and secondary school teachers. Such analyses could prove significant within the current Cypriot context since they would enhance the applicability of recommendations within educational departments which at the time are independently administered for each level. Responses to the openended questions were categorized and sub-categorized into emerging thematic groups in an effort to proceed to data interpretation. Findings Contextual considerations The analysis of participant teachers responses -when asked to priority rank the major aims for in-service training- indicated (Graph 1) that Cypriot teachers are mostly oriented towards in-service training models that develop either teaching skills (53.7%) or educational philosophy of teaching practice (35.0%), and not academic, theoretical knowledge (5.9%). 6

7 Developing my critical thinking with regards to practical application of educational theory Supporting my theoretical background Supporting my teaching skills GRAPH 1: Training Model This finding was further supported by a pattern of relevant comments in the openended questions of the questionnaires: Training contains lots of theory and little practice, while it should happen the other way around (questionnaire #550) Seminars tend to repeat the theory without practical applications (questionnaire # 738) It [the course I attended recently] was very informative but very distant from the cognitive levels of my students [ ] It offered general, academic knowledge (questionnaire #39) Teachers should be able to develop their critical thinking. (questionnaire # 232) Moreover, when surveyed teachers ranked the needs which they considered should shape the content of in-service training, the data analysis indicated that most teachers believe (Graph 2) that this has to take into consideration equally teachers own professional needs (39.1%) and the school needs (39.1%), and only to a smaller extent the national needs (14.6%). National Needs Other Criteria School Needs Teacher Needs GRAPH 2: Criteria for specification of training content 7

8 The need to establish links to schools in particular was further pointed out by many teachers in the open-ended questions of the questionnaire: Training is not linked to the school level. In-service training should ideally be conducted in the school according to school needs. In this way change and improvement can be achieved since all teachers will be trained [ ] An appropriate training programme must be based on an evaluation of the existing educational reality at the school or system level. (questionnaire #21) There are schools with certain problems such as school failure, behaviour problems, low achievement. It would be very helpful for the teachers of these schools if they had in-service training with regards to these particular problems so as to make them able to face them with more success. (questionnaire #614) Hence, a considerable number of respondents indicated the need to proceed to systematic diagnoses of teacher needs: Systematic research should be conducted as to the real training needs (questionnaire # 565) Topics should be chosen after research addressed at teachers of certain groups, eg. pre-primary education (questionnaire # 225) Questionnaires should be distributed to investigate the themes to which teachers of specific topics are interested. (questionnaire # 588) Participation and expectations At another part of the questionnaire, teachers were asked to point from a given list of eight factors the two most important factors that influence their decision to get involved in professional development programmes (Table 2). The two most frequently selected factors referred to teachers personal level -namely their personal need for development (80.1%) and the need to get better qualified (53.9%)- and not to the school or the student level. Notably, more secondary school teachers than their elementary counterparts stated being influenced by their school needs (chi square=4.912, df=1, p=.027) and more elementary school teachers considered the opportunity to differentiate their work as a factor influencing their decision to attend training activity (chi square=7.378, df=1, p=.007). TABLE 2: Factors that influence teachers participation What makes you decide Elementary Secondary Total about your own in-service Preprimary Primary Gymnasium Lyceum Technical training or development? Ν % Ν % Ν % Ν % Ν % Ν % needs of my school* chance for better payment the head s suggestion my own need to develop wanting to get betterqualified chance to change my job chance to differentiate my work* Others *Differences between elementary/secondary teachers obtained at p<.05 Teachers focus on their own professional enhancement was additionally shown by a question investigating whether teachers linked professional development 8

9 to school improvement, by choosing the two most important outcomes of in-service training, from a list of ten possible outcomes (Table 3). The statistical analysis of their responses demonstrated that they focused primarily again on the acquisition of new skills and the improvement of their own professional knowledge, and secondarily on improving school practice. TABLE 3: Expected training outcomes What are your expectations concerning the effects of training? Ν % improving own knowledge improving my students knowledge getting new skills Exchange of experience getting formal qualifications getting additional qualifications editing articles meeting new people improvement of school practice Others Qualitative data also supported the strongly personal dimension of in-service training scheme. As some respondents stated, It is up to the teacher to take advantage of this (questionnaire #52), There are many opportunities but it is up to the individual to make use of them, questionnaire #240). Additionally, teachers priority ranked their motives for participation in professional development activities. Most teachers considered reduction of their teaching time (49.8%) as their initial motivation for participation in in-service training activities (Graph 3). Fewer teachers supported scholarships (15.7%), connection to promotions (14.0%) and salary increase (11.2%) as possible motives. With regards to promotion and career advancement in particular, some respondents referred to how their own in-service training was not taken in serious consideration in their advancement in the profession. A respondent strongly pointed for instance that I have 40 certificates of attendance and nobody takes them into consideration, neither the Ministry nor the Educational Committee. If each one was worth ½ credit, then they would be obliged to consider them (questionnaire #233) while another one said We observe that some teachers are never trained in years of service while others are trained on systematic basis. Which should be the motive of the second group if they receive the same evaluation as those that never receive training? (questionnaire #47). Salary increase Other motives Connection to promotions Scholarships Reduction of teaching time GRAPH 3: Motives for participation in training 9

10 When teachers were asked to indicate those two aspects from a list of six, that they considered the most essential in their choice of in-service training (Graph 4), in their majority they pointed to the subject itself (82.9%), the time and place of the training (63.4%), the lecturer (30.3%) and the duration (23.5%). 700 Number of teachers Subject Date and place of the training Lecturer Duration Opinion of colleagues Others GRAPH 4: Training aspects that influence participation Interestingly, the only association found between the school level of teachers and these characteristics was for the factor subject. More elementary school teachers than secondary school teachers stated that this factor influences their involvement (chi square=5.454, df=1, p=.020). Training form The forms of training that teachers appeared to prefer the most -from a given list of fourteen statements, from which respondents could choose four- were short-time courses, exchange of experience, workshops, conferences, and counseling and support to teaching work (Table 4). Alternative modes of training, such as participation in electronic networks for teachers, involvement in school projects and development of research activity, were considered as preferable forms of professional development by 26.9%, 24.6% and 20.4% of teachers, respectively. TABLE 4: Forms of professional development What forms of in-service training do you prefer? Ν % workshops* conferences* Short-time courses post-graduate studies on-line education individual meetings in the school teaching staff meetings* experience exchange others: Personal study and reflection others: Counseling and support to teaching work others: Involvement in school programs (projects)* others: Development of research activity in the classroom others: Participation in electronic networks for teachers* others: other forms **Differences between elementary/secondary teachers obtained at p<.05 Elementary school teachers compared to their secondary school counterparts showed more preference to workshops (chi square=24.198, df=1, p=.000), conferences (chi 10

11 square=14.433, df=1, p=.000), teaching staff meetings (chi square=6.900, df=1, p=.009) and projects (chi square=5.027, df=1, p=.025); secondary teachers appeared to prefer participation in electronic networks more than elementary school colleagues (chi square=32.289, df=1, p=.000). Comments on the open-ended questions pointed that professional development should include opportunities for active participation and raise issues of practicality: Sample lessons help much more compared to a lecture (questionnaire 584), in-service training should include exchange of views among teachers with regards to teaching practice (questionnaire 4) and pedagogical institutes should promote active learning in training teachers (questionnaire # 183). Organizational aspects Additionally, teachers indicated on a Likert-type scale (from 1 to 5, with 1=not at all and 5=to a very great extent) the degree to which they agreed with the introduction of certain measures for quality establishment. The statistical analysis showed that accreditation of training programmes by an external body and internal evaluation mechanisms could reassure the quality to a satisfactory extent (M=3.29, SD=1.08 and M=3.31, SD=0.99, respectively), particularly due to the fact that the in-service training provided is fragmented and insufficient source of teacher development since program evaluation is absent (Questionnaire #58), as a respondent pointed out. The mean of elementary school teachers (M = 3.42, SD =1.00) for the latter was statistically significantly higher (t = 2.56, df = 729, two-tailed p =.011) than that of secondary school teachers (M = 3.23, SD =.97). Other measures, such as evaluation of participators through projects or exams, were not considered desirable to a satisfactory extent. When given a list of six places to choose the two places where training should be conducted, the majority of teachers pointed to the schools (58.4%) and in-service training centers (49.9%) as the most popular places for provision of in-service training activities (Graph 5). Higher education institutions, preferred by 20.8% of respondents, were favoured by more secondary than elementary school teachers (chi square=6.301, df=1, p=.012). Elementary school teachers stated having less interest in the place they receive their in-service training compared to their secondary counterparts (chi square=8.085, df=1, p=.004). Number of teachers In the school In the in-service training centre In a higher education institution Does not really matter Any other local institution Other place GRAPH 5: Preferable place for training Comments received pointed to the need for teacher development within the classroom: 11

12 Teachers need to upgrade their work in the classroom. If possible, the trainer should come into the classroom, suggest methods by involving the children and the teacher (questionnaire #70), Seminars should be conducted in the classroom so that the results can be seen. (questionnaire # 439) Qualitative data further supported that seminars should be conducted at the local level in all districts eg. Training should be offered at the local level and not centrally ie. in Nicosia (questionnaire # 558) It would be better if seminars were equally distributed in all districts (questionnaire # 612) Seminars should be accessible to all teachers. (questionnaire # 565) Number of teachers Workdays in the morning Workdays in the afternoon During holidays Weekends Does not really matter Other time GRAPH 6: Preferable time for training In choosing two scenarios with regards to time arrangements for training from a given list of six scenarios, teachers majority (Graph 6) considered that in-service training activity should be offered during morning, working time (78.8%) or afternoon, free time (51.0%). Elementary school teachers appeared to support morning, working hours for training provision to a greater extent than secondary school teachers (chi square=3.913, df=1, p=.048). Several respondents referred to insufficient personal time to engage in professional development due to family and other commitments as follows: My opinion is that it is a mistake to offer seminars during afternoons. Lots of teachers have a difficult time to attend since they have other engagements (questionnaire # 81), Most of the conferences take place during the weekend and attendance is difficult (questionnaire # 443). Moreover, teachers responded on a Likert-type scale (from 1 to 5, with 1=not at all and 5=to a very great extent) as to the extent to which certain organizations should undertake the organization of in-service training activities. Participants noted that they would like the involvement of both the Cyprus Pedagogical Institute as well as the University of Cyprus in the organization of seminars to a great extent (M=3.93, SD=0.94 and M=3.90, SD=1.02 respectively) as well as the inspectorate and the school (M=3.36, SD=1.21 and M=3.25, SD=1.13 respectively). The involvement of higher education institutions, such as private colleges or universities (M=2.69, SD=1.17) and partnerships between organisations (M=2.68, SD=1.31), were supported to a lesser extent. Elementary school teachers appeared to consider to a greater extent than secondary counterparts that all these bodies should be involved in 12

13 the provision of in-service training. Qualitative data reflected characteristics of providers such as background knowledge, expertise, qualifications and appropriateness rather than identity e.g. Training should be provided by a body of high reputation and offered by respected educators, university faculty or others that are better than those who they teach. Personally, I don t participate in low-standard in-service training. (questionnaire # 511) Trainers should have the necessary qualifications. Trainers in no case should have fewer qualifications than the people they are supposed to teach (questionnaire # 487) Trainers should not just have the typical qualifications or just background in an area but should have serious involvement in educational processes. (questionnaire # 502) Mandatory Other framework Voluntary, required for promotion Voluntary, leading to other benefits Voluntary GRAPH 7: Legal Framework Finally, teachers priority ranked their preferred scenario with regards to the legislative structure for teacher in-service training provision from a list of five scenarios. In general, the vast majority (more than 70%) supported a voluntary scheme, while only 1 out of 5 teachers (19.1%) seemed to prefer legal arrangements for mandatory training (Graph 7). As a respondent pointed out: Teachers should be able to learn about the developments and the innovatory approaches in education voluntarily and without being forced as teaching is not just another job (questionnaire #183). Another comment was that training is a fundamental chapter and should be faced seriously, methodically and should be monitored by a coordinating body. Training needs continuity and planning. It can not be offered because it is demanded by somebody (questionnaire # 562). Discussion-Implications The findings are discussed below in terms of five dimensions for policy making that could also enhance the adoption of European and international trends in the field. These dimensions highlight administrative concerns such as the adoption of particular thematic orientations, the development of alternative forms of in-service training, the establishment of links with school improvement, the shift of organizational models from the central to the local level and the enhancement of teacher involvement in inservice training activities. 13

14 Thematic orientations The study has shown that most teachers, and particularly elementary school teachers, consider the topic of in-service training activities as the most important factor that influences their decision to attend training. Thus, teachers preferences in terms of topics have to be seriously taken into consideration by the decision makers. An overarching conclusion of the survey is that the majority of teachers appear to need seminars on the basis of the model of technical theory of teacher education, that is oriented towards learning teaching techniques, as well as the reflective model, that supports teaching not as just a technical skill, but as a complicated activity that demands judgements and decisions on an everyday basis (Carr, 2004). At the same time, teachers do not express the need for an in-service training scheme that will focus on academic disciplines, such as educational psychology or sociology. Thus, they tend to be more oriented towards the development of teaching skills or educational philosophy of application and not the acquisition of theoretical knowledge. This trend calls for an in-service teacher training scheme in Cyprus, which will include opportunities for overall intellectual professional growth, and particularly that will develop teacher skills, teacher knowledge, teacher expertise and other teacher characteristics, as the Organization for Economic Co-Operation and Development (1998) would have suggested. Alternative forms of professional development Teachers diagnosed preferences for particular training forms should be discussed in the context of the current training scheme, which is primarily based on conferences and short-time courses. Forms of development that teachers maintained to need more, such as counseling and support to teaching work, as well as experience exchange and workshops are not currently promoted to a great extent. These findings should be seriously considered in structuring a scheme that supports continuing professional development. Apparently, training could extend beyond taught seminars. Alongside with formal courses, personal study and reflection could also appear important, while trainers could not only teach but also engage in advisory, planning and facilitating services. Other ideas, like opportunities for independent study, school-based experience and involvement in school development projects could also be valued and certified. According to the findings, Cypriot teachers could even undertake classroom-based research so as to contribute to the creation of knowledge about children s learning and to the development of innovative practices from bottom-up against the centralisation of educational structures (Karagiorgi, 2002). Additionally, networks -from quality circles to professional associations- is another development that could give rise to an alternative, informal system of in-service education (Delannoy, 2000). Teachers also indicated their need for more school-based training, which diverts from the existing direct teaching through conferences and courses in training centres. Particularly useful, in this context, are Day s (1999) recommendations for learning in schools through peer coaching, critical friends, quality review, appraisal, action research, portfolio assessment and working on tasks together. Following Day s recommendations, the training scheme could also promote both learning out of the classroom through networks, school/university partnerships, professional development centres, subject networks and informal groups, as well as learning in the classroom through student responses. 14

15 Additionally differences obtained between the two groups of teachers - elementary and secondary- highlight that forms of development could vary according to self-reported preferences of each population. Thus, participation in electronic networks could address primarily secondary teachers. Similarly, elementary teachers could be offered opportunities for involvement in school projects, workshops, conferences and staff meetings to a greater extent than secondary teachers. Quality assurance and efficiency-links to school improvement Participants in the study in general seemed in favour of mechanisms for accreditation, either external or internal. Elementary teachers in particular, were found to favour more the latter as a mean of reassuring quality compared to secondary school teachers. Thus, teachers seem to agree that the trend towards quality assurance is irreversible. Cypriot teachers appear to recognise the process of standard-setting as a central tool of accountability that leads to a shared vision of good teacher development, measurable results and program improvement. Measures to establish quality within the Cypriot educational system is an important step forward in promoting mutual recognition of teacher education programmes within the European Union as well (Karagiorgi & Symeou, 2006). The European Commission (November 2003) recommends definition of the criteria for teacher educational programmes, for teacher assessment, for certification of qualified teacher status and for accreditation of programmes, reflecting a trend towards increased external control and quality assurance. In addition, professional development has to be linked to school improvement. This study has indicated that teachers regard the acquisition of new skills and the improvement of their own knowledge, which aim at their own personal development, as the most important purposes of in-service training. This result is consistent with the finding that highlights the personal dimension of teacher participation in inservice training. However, despite primary concerns for their own professional development, respondents also appear to link in-service training to school practices. Improving classroom practice, which could have obvious results on students, is considered as an important outcome, more significant for elementary school teachers than secondary school teachers. Within the Cyprus educational system there are hardly any studies evaluating the effectiveness of in-service training in terms of its impact on school practices. The current scheme operates on an individual basis, while at the same time links to professional work are weak. Nonetheless, professional development is only meaningful whenever linked to the improvement of the quality of education (European Commission, November 2003). If school improvement is desired, then there is a need for evaluation of professional development programmes that would investigate whether practices of participants have actually changed for the better (Mathison, 1992). Therefore, mechanisms could be established to assess professional development programs and document their value to the school organisation, the individual teacher and ultimately the students. Decentralisation in structures In most European countries the responsibility for training lies with the central or regional educational authority and is at least partly decentralised (Eurydice, 2003). In the case of Cyprus, things are still functioning at the centralised level. The authority ultimately responsible for in-service training is the Ministry of Education and Culture while in-service training remains an essential channel for communicating national education policies (Karagiorgi & Symeou, 2005). Surveyed teachers in their majority 15

16 would not like to see a change in this policy since they support in-service training provision by the existing bodies or organisations, the elementary school teachers to a greater extent than their secondary school counterparts. Partnerships between organizations and schools to strengthen the relationship between professional development and the daily work of the teacher and opportunities for reflection on teaching objectives, strategies and development, as the Education Review Office (2000) would have suggested, do not appear as a possible scheme for Cypriot teachers. This might be due to lack of familiarity with the merits of such policy arrangements. If multiplicity of providers is further promoted, the Cyprus Pedagogical Institute could act as the coordinator for in-service training, as in Europe the responsibility for in-service training usually lies to non-universities despite the development of cooperation with universities and other institutions to maximize training provision (Eurydice, 1995). Participants in this study favor organizational models that divert from the model of central provision, which requires participants to spend most of their time away from the school. Indeed, training in higher education institutions, in isolation to school practice was favoured to a lesser extent by participants, mostly at the elementary level. In fact, this survey has indicated schools and training centers as the most popular places for the provision of in-service training activities. The emergence of school clusters that would act as local training areas with their own in-service training center would be very useful, especially for exchange of material. School based training would offer greater opportunities to integrate teachers education with school improvement efforts, networking and autonomous control/ownership among educators, and ultimately the creation of schools as fully integrated learning environments (Craig et al., 1998). Therefore, there is a need to move the authorization for preparation and administration of professional development programs from the central to the local level. A possible measure to promote decentralization in provision -that diverts from the existing practices to a great extent- could be to transfer in-service training budgets from training institutions to schools or school districts, which can, in turn, determine the course content and select their training providers (Eurydice, 2003). Teacher involvement structures The vast majority of participating teachers -more than 70%- showed preference to a voluntary training scheme. The alternative scenario for legislative structures that make training mandatory as in Sweden, the UK and Malta- is desired by only a small number of teachers. However, one out of three teachers favours the establishment of links between training and career advancement. Thus, training could be linked to motives such as salary increases, like for instance in Spain or Finland (Eurydice, 2003). In view of a possible reform of the legislative framework that refers to teachers professional development, the issue when is in-service training offered? also has to be resolved. Currently, in-service training is mainly provided outside working hours. This survey has shown that teachers, in their majority, would like provision of training during workdays in the morning. Indeed a large number of Cypriot teachers appear to show interest for their professional development, even during their free, afternoon time. If current teacher participation is not considered adequate -and it is up to the educational authorities to specify the desirable extent of 16

17 training activity- then motives should be provided to teachers for further involvement. This study has indicated that teachers themselves consider the relief from teaching duties as the strongest motive for participation. Therefore, training opportunities during working time should be promoted. Alternatively, incentives for participation outside school hours -such as credits considered for promotions- could be provided. Concluding remark Although this study did not aim to evaluate the existing teachers training scheme, it could serve as a useful diagnostic tool in efforts to restructure the contextual and organizational aspects of teachers current professional development practices. Within the framework of the ongoing public discussion on educational reform in Cyprus, the findings of the present study could prove critical for decision-makers in shaping professional development policies accordingly. To sum up, emerging recommendations reflect the adoption of particular thematic orientations, the development of alternative forms of in-service training, the establishment of links with school improvement, the shift of organizational models from the central to the local level and the enhancement of teacher involvement in inservice training activities. Additionally, the resulting diversity of collected views and the differences between elementary and secondary school teachers highlight the need for the Cyprus educational system to proceed to a multi-dimensional continuing professional development scheme, incorporating different forms of instruction in a holistic, long-term approach to continuing teacher professional development; an optimal mix for each individual needs to be found (Guskey, 1994). More importantly, the current study has pointed to the necessity for a modern system of professional development that will be directed not only to providers but also to receivers of such training. Government policy objectives, such as school improvement and accountability, could be reinforced in Cyprus like in many other countries (UNESCO, 1998). However, diagnoses of training needs of both the teachers as well as the schools would ensure that professional development responds to teachers and schools needs and not to providers interests. Therefore, needsidentification studies should be conducted on a systematic basis to bring clarity to the decisions about the expectations from particular in-service training initiatives and lead to the design of in-service training activities, adjusted to school and teacher realities. Such studies should probably not only adopt a survey oriented research approach -like this study- but should involve methods to enhance enrichment in terms of data interpretation. Further needs-identification studies could involve alternative methodological approaches such as in-depth interviews (Denzin, 1994; Burns, 2000) and could be designed on the basis of self-analysis and self-reflection by teachers (Education Review Office, 2000). Indeed, increased responsiveness to teachers needs would help the Cyprus educational system align to the orientations of the European Commission and would bring the country a step forward towards the Lisbon objectives on Education and Training It has to be stressed that whatever suggestions have arisen at several points of this study, have to be considered within the context of the goals and aims of the particular educational system. Hopefully, important directions for reflection that have emerged will turn into axes for negotiation among stakeholders. REFERENCES 17