/library/oar/handle/123456789/19238 2025-12-25T23:09:31Z /library/oar/handle/123456789/19303 Title: Preservice teacher training through action research : the case of a preservice science teacher in change Authors: Al-Qura'n, Maha Abstract: In March 2000, a researcher from Al-Qattan Center for Research and Educational Development (QCRED) in Palestine, integrated reflective practice into the process of the third year science specialized preservice teacher training through collaborative action research. Five preservice teachers from the Educational Science Faculty (ESF), which is one of the institutions of the United Nations Relief and Works Agency (UNRWA) and an inservice teacher from Beddo cooperative school shared in the study. Many preservice science teachers continue to view teaching as lecturing. They fail to put the constructivist theory in action. In addition, they are unaware of the complexities of the teaching profession, and expect success through following a ‘preordinated’ task. This case study aims at studying the factors that hindered one of the preservice third year science teachers, who participated in the study, from adopting the constructivist theory in teaching science to the sixth grade students. Data obtained during both the two months and the three weeks implementation phase was analyzed qualitatively. 2004-01-01T00:00:00Z /library/oar/handle/123456789/19302 Title: Lessons from Albania : professional development that transforms educators, schools and communities Authors: Musai, Bardhyl; Wile, James M. Abstract: Programs of staff development for in-service teachers often focus on the introduction of specific skills and technologies. Seldom do staff development programs take on more broad goals of professional and personal growth. In this article the authors describe one program, the Reading and Writing for Critical Thinking project, a literacy-based project developed and implemented by the International Reading Association. The project began as a training program with rather modest goals of instructional skills development, but resulted in a surprising number of unexpected outcomes. These outcomes clearly distinguished this program as a professional rather than a technical development activity. The project, a three-year training of trainers model, introduced innovative literacy based techniques in Albania (and 29 other countries in Europe and Asia) from 1997-2001. The authors, both members of the International Reading Association, participated in the project’s implementation and dissemination in Albania. In this article, after reviewing the project, the authors summarize their investigation of the project’s impact on individual participants through data collected in survey and case study. In doing so, they differentiate between technical and professional development and offer suggestions, based on this study, regarding how other in service programs might be shaped to lead to opportunities for in-service teachers to truly develop as individuals and professional educators. 2004-01-01T00:00:00Z /library/oar/handle/123456789/19301 Title: Mediterranean Journal of Educational Studies : Volume 9, Issue 1 Abstract: Mediterranean Journal of Educational Studies, Volume 9, No. 1 (2004) Description: Contents Include : Comparative Education: Continuing Traditions, New Challenges, and New Paradigms edited by Mark Bray (Book Review) / Ali Abdi - Educational Leaders in the Making by Christopher Bezzina with the collaboration of Vincent Cassar and Andrew Triganza-Scott (Book Review) / Waguida El Bakary - Homosexuality: Challenging the Stigma edited by Paul A. Bartolo and Mark G. Borg (Book Review) / Robert Mizzi 2004-01-01T00:00:00Z /library/oar/handle/123456789/19300 Title: Apprendre la tolerance grace au texte litteraire : de la comprehension litterale a l'interpretation axiologique Authors: Weisser, Marc Abstract: La littérature de jeunesse sert ici à induire dans deux classes d'élèves de 9 – 10 ans des discussions à propos de l'idée de tolérance. Cet article étudie le passage de la compréhension littérale du texte à son interprétation axiologique en s'appuyant sur un outillage conceptuel issu de la sémiotique de Greimas. Les élèves, regroupés en communauté de lecteurs, se montrent capables d'endosser la responsabilité de jugements concernant les actions des personnages du récit, et de se distancier de leurs préjugés initiaux. = The idea of tolerance is introduced through children's literature in two classes of pupils aged between 9 - 10 years . This article studies the passage from the literal understanding of the text to its axiological interpretation by relying on a conceptual tool resulting from the semiotics of Greimas. The pupils, grouped together in a community of readers, are able to take responsibility for judgments concerning the actions of the characters in the narrative and to distance themselves from their initial prejudices. 2004-01-01T00:00:00Z