Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited…

Cooperative learning is an evidence-based teaching strategy that has positive effects on students' academic and social learning, but teachers use the strategy in class infrequently. Teacher collaboration has the potential to support teachers in the transformation of knowledge into the implementation of new teaching methods. In an experimental…

The aim of this paper is to problematize the concept of foreign language (FL) teacher self-reported preparedness to respond to the special educational needs of FL learners with dyslexia by employing appropriate inclusive teaching practices. The paper shortly characterises dyslexia and then elaborates on the components of preparedness, namely,…

Background and purpose: In recent years, there has been a growth in international studies about the impact of different types of professional development programmes for teachers. However, few studies have directly addressed the role of higher research degrees, such as a doctorate, as a strategy for teachers' professional development, and even…

Training of pre- and in-service teachers constitutes one of the most important aspects in the quality assurance of language testing and assessment (LTA). For instance, foreign language (FL) teachers have to deal with standardised tests as well as their own classroom-based assessment procedures. This means they need the necessary expertise that can…

In this qualitative case study, we explored the knowledge and perceptions of service-learning held by a diverse group of 22 international teachers. Through focus group interviews, we found that the majority of participants desired to implement service-learning in their countries, and they supported the idea of mandatory service-learning. The…

Reading and understanding texts of all kinds form a basic competence for participating in social and cultural life and for being successful on a job. Although most European adolescents have adequate reading competences at their disposal by the end of school, about a quarter of them cannot meet the minimal standards. The urgency of this societal…

Discusses Poland's Radio and Television University for Teachers (NURT), a research unit (Institute of Teacher Training) in the field of in-service education and teacher training. Examines the elements and functions of NURT's teaching system; describes efforts to modify the system; and discusses teachers' assessments of NURT's methods. (GEA)

The goal of teacher education in Poland is to provide teachers with initial training at the higher education level. Difficulties of meeting this goal are discussed. (DF)

The Polish education system has experienced significant change since 1989. Many of the developments have been influenced by patterns of education in Western Europe. The paper considers some of the difficulties facing inservice trainers in special education in Poland, using current practice in England to highlight potential future directions in…

Poland is in the midst of sweeping educational reform, including reform of inservice teacher education. The system is abandoning totalitarianism for democracy. Most Polish teachers are specialized in only one subject, and there are surpluses of teachers in some subjects, so inservice education is focusing on helping teachers change specialties.…

Since 2001, classroom and pre-service teachers, along with high school and university students from Poland, Romania, Slovakia, Germany, Lithuania, Ukraine and the United States, have participated in an international workshop that focuses on preparing students and teachers for life in an increasingly interconnected world. These intercultural…

Discusses the role of educational research in preservice and inservice teacher education in Poland. The paper notes that, after 40 years of Communist rule, it is important to overcome the shortage of well-established local communities and of strong organizations of individuals interested in developing Poland's education. (SM)