Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536489
Title: Non-award bearing in-service education and training courses for political education : a review and evaluation of the national provision from September 1979 to January 1982
Author: Porter, Alexander Edward
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1990
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Abstract:
This study is concerned to evaluate the effectiveness of various forms of in-service education and training (INSET) for political education. Political education is seen as a broader enterprise than simply inculcating a knowledge of the workings of political institutions. It is argued that the main focus of INSET should be on the professional performance of teachers, on what their opinions are, what they know and what they are able to achieve. Various approaches to, and theories of educational evaluation are categorised and early attempts to evaluate INSET are surveyed. It is contended that the most appropriate mode of evaluation should incorporate the Case-Study, Formative, Responsive, Descriptive/Illuminative, Processed-based, Portrayal and Democratic methods. The particular approach devised is developed from the 'Cumulative Case-Study' technique. An analysis of a national survey of teachers' needs and opinions indicates that teachers involved in political education identify practical concerns as their main need and practical INSET sessions as their preference. The survey suggests a set of priorities which can be used to build a range of models of INSET course provision to form the basis of a theoretical framework for INSET course evaluation. A set of five models is derived from the principal aims of INSET courses identified in the national survey. As the basis of the evaluation these models provide hypotheses to be investigated and categories for the selection and analysis of research data. Two of the eleven case-studies conducted are presented to provide a selection of qualitative and quantitative data as well as to indicate the development of the research theory and the evaluation methodology. The findings indicate a range of specific recommendations for the planning and implementation of INSET courses if they are to meet the needs of teachers of political education. Many of the conclusions would apply equally to INSET courses in other fields.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536489  DOI: Not available
Keywords: Curriculum, Pedagogy and Assessment
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