Professional Development and Sustainability

The purpose of the current paper is to contribute to the overall effort (nationally and internationally) for raising the quality of the delivery of educational programs and redesigning ESD programs by evaluating the use of a "Rounder Sense of Purpose" (RSP) model, as a simple and solid model that supports and facilitates the development of ESD competence-based teacher education courses. The research took the form of a case study of an ESD teacher education program that aimed to scrutinize and transfer ESD competences to a group of educators in Cyprus. It explores (a) participants’ experience with ESD competences prior to the program, (b) their ideas and perceptions about how ESD competences support the ESD curriculum implementation, and (c) how RSP competences can help the development and delivery of a whole school ESD policy

Integrating migrants through adult language programmes: a comparative case study of four European countries

This chapter discusses findings from a multiple case study of language learning programmes offered to adult migrant learners in Cyprus, Scotland, Malta and Estonia. First, using a cross-comparative policy analysis, the discussion synthesizes indicators of integration embedded in education policies and provisions for adult migrant learners. This analysis brings to light an overall inclusive approach: providers and programmes emerged as comparable in terms of type of programmes (formal, informal and nonformal; academic, vocational and interest-based); options available (academic, vocational and interest-based) and providers (state and civil society). However, policy analysis also illuminates restrictive indicators, such as traits of monocultural, generalizing policymaking that lacks consideration of sociodemographic differences between adult migrant learners. Secondly, the discussion validates the synthesized indicators by means of an analysis of qualitative data concerning the language programmes and related micro classroom-based practices, retrieved using qualitative research with adult migrant learners, their educators and related policy executives. Validated indicators include an inclusive approach to learners' entitlement to educational provision, as testified by educators' and policy executives' values and pedagogical approaches. Indeed, despite traits of monoculturalism and generalizing or homogenizing approaches identified at policy level, micro context data illuminated stakeholders' critical acknowledgement of the need of differentiated teaching and learning. Research-based recommendations include increased cooperation between state entities (e.g., inter-ministerial collaboration) and between state and civil societies, as well as professional development for adult educators that elicits their agency in proactively resisting and changing restrictive aspects of existent policies and practices

Immigrant pupils in elementary classrooms of Cyprus: how teachers view them as learners of mathematics

Research in diverse mathematics classrooms suggests that pupils’ learning is influenced by both linguistic and cultural factors. In recent years, the demographics of Cypriot (mathematics) classrooms have become very diverse. In 2003, the Ministry of Education and Culture introduced the Zones of Educational Priorities, a UNESCO strategy for positive discrimination, to support schools with high proportions of immigrant pupils. This paper examines how elementary teachers in such schools see their immigrant pupils as learners of mathematics. The findings confirm two main factors identified in the literature (language and culture), yet the Cypriot teachers in this study share some particular views on how these features impact mathematics learning. Some recommendations for policy-making and future research are discussed at the end of this paper