Uncovering Portuguese teachers’ difficulties in implementing sciences curriculum (original) (raw)
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Between the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a twostage model, which includes a 3-year undergraduate program of subject matter that leads to a licenciatura (or bachelor) degree and a 3-year professional master in the teaching of a subject. The way that teacher educators perceive the ITE programs effects the education of prospective teachers and consequently the future of science education. This paper aims at analyzing how science teacher educators perceived the changes that took place in this formal way of educating junior school (7th-9th grades) and high school (10th-12th grades) science teachers in Portugal, due to the implementation of the Bologna guidelines. To attain the objectives of the study, 33 science teacher educators including science specialists and science education specialists answered an open-ended online questionnaire, which focused on the strengths and weaknesses of the pre-and post-Bologna ITE programs, the overall quality of teacher education and measures for improving ITE. The results indicate that science teacher educators were quite happy with all of the ITE models, but they expressed the belief that both the science and the teaching practice components should be strengthened in the post-Bologna masters in teaching. Meanwhile, changes were introduced in Portuguese educational laws, and they proved to be consistent with the opinions of the participants. However, the professional development of teacher educators along with evidence-based ITE programs seems to be
The purpose of this research is to identify the problems that teachers have experienced during the implementation of the science curriculum and their suggestions for solution to these problems. In the research, survey model has been used among the descriptive research methods in which quantitative and qualitative data have been used together. The sample of the research consists of science teachers (n=208) and classroom teachers who deliver science courses (n=104) in Manisa province. A questionnaire form and a semi-structured interview form developed by the researchers have been used as data collection tools. For quantitative data, percentage and frequency values have been analysed and for qualitative data, content analysis have been performed. As a result of the analyses the problems encountered in the implementation of the curriculum have been examined in three different categories namely; teacher-related problems, curriculum-related problems and other problems. According to the results of the questionnaire, most of the teachers think that they confront with problems because they do not see themselves sufficient in terms of designing/evaluating a project, designing an experiment and creating an activity. In terms of the program, the majority of teachers think that they encounter with problems as there is not enough information about the implementation of the inquiry-based learning approach and not enough examples and explanations for the learning outcomes. In addition, nearly half of the teachers’ state that they have problems with the use of alternative assessment tools and techniques in the program. Regarding other problems; the insufficient content of the course book, lack of materials, lack of adequate support from parents, and technological inadequacies are among the problems most of the teachers have experienced. Similarly, when the results of interviews have been examined; materials, laboratories, and the inadequacy of the course book are among the most frequently mentioned problems. When the survey results of teachers' suggestions for solution have been examined; putting more emphasis on teachers’ views in the process of curriculum development, revision of curricula of education faculties oriented to the changes in curriculum, preparation of flexible curricula according to students’ needs, improvement of technological infrastructure of schools and classes, preparation of guidebooks for teachers, raising the knowledge levels of parents about the instruction program, providing an in-service training for designing experiments/projects are among the most frequently selected recommendations from teachers. When the interview results have been examined, it has been seen that most of the suggestions are about increasing the number and quality of in-service trainings and increasing the quality of laboratory and material facilities and textbooks. Since the newly announced science curriculum will be gradually implemented as of 2017-2018 academic year, it is expected that the results of the study will contribute to the field in terms of the problems and solution suggestions for the current curriculum, the program development and update studies, the contents of in-service trainings and comparison of the curricula.
International Conference. Faculty of Social Sciences, University of Tirana , Tirana, Albania; University of Pristina, Kosovo; State University of Tetovo, Macedonia. Tiranë, 2-3 December 2016. ISBN:978-9951-494-61-8.
Science curriculum is an important part of pupils' formation with knowledge, skills, and competencies. The aim of the study is to research in comparatively way the development of science curriculum in pre university education in european countries and in Albania. Research hypothesis include: (1) There are differences in the way of implementation of science curriculum in primary, lower secondary, and upper education in European countries and in Albania.(2) There are differences in the structure of pre-service and in-service training of science curriculum teachers in pre university education in European countries and in Albania. Methodology used in the study is based on a quantitative approach and supported by qualitative one, include the techniques: (1) review of official documentation, (2) observation by self-declaratory instruments. The instruments used in the study include: (1) format for review of official documentation, (2) interviews. The sample consists of teachers of science curriculum as well curriculum specialist's respondents. The study conclusions highlight that: (1) In the majority of European countries there are a defined number of teaching hours of science curriculum according to respective grades; in Albania is given in total according to key stages. (2) Mean value of annual teaching classes in European countries is 137.4 annual taught classes; in Albania there is 158. (3) In almost every European country and in Albania science curriculum in primary education is taught as an integrated course, in lower secondary education as well as in upper secondary education is organized as separated in physics, chemistry, biology, and earth science courses. (4) New teachers of science curriculum coming from universities with updated knowledge on science, but they lack proper training and experience of teaching methodology. (5) There is a lack of coordination, planning, needs identification of continuing professional development of teachers.