There is a gap between theory and practice within environmental education (EE). Outdoor EE can cover this gap because experiential learning is the basis of it. The aim of this research to inquiry if outdoor EE is effective teaching method in terms of gaining environmental knowledge, awareness, and attitude of in-service teachers. The quantitative methodology and pretest-posttest-control (PPC) groups design are used. There are two control groups and one experimental group. The educators teach subjects via outdoor experimental activities for experimental group. The indoor experimental activities are used for control group 1; traditional methods (lecturing, question-answer, discussion) are used for control group 2. Indoor EE is more effective in terms of gaining knowledge while outdoor EE is more effective on developing awareness, and attitude.
 

Teacher education is a lifelong process due to the characteristics and the nature of its professional reflections and responsibilities. Teachers are among those professionals who need to adopt the latest scientific, technological and socio-cultural development in their occupational practices in order to enable individuals to catch up with the speed of the global changes. Educational authorities in every country aim at introducing effective teacher training programs in order to achieve short term and long term educational objectives in their specific context through seminars, conferences, one shot or continuous training programs, professional visits or exchange programs, and projects. The teacher training program introduced in this study was designed as a project for the English language teachers in Turkey with the support of the Scientific and Technological Research Council of Turkey. The objective of the six-day training program was to educate high school EFL teachers on how to be of help for the students who have potentials to develop scientific projects and their teachers to overcome their foreign language problems while accessing scientific resources in English. For the study two questionnaires were administered and an observation checklist was used as the tools for data collection. The result of the data analysis showed that the program was effective in several dimensions such as teachers’ professional satisfaction, professional development, motivation, as well as establishing a professional network for future collaboration.

This study aims to investigate the Arabic, Science and Physical Education supervisors’ perspectives regarding the level of professional identity features possessed by teachers of the aforementioned three subjects in the Omani context. The sample consisted of 225 supervisors who are working in the Arabic, Science or Physical Education sectors. Data was collected via a questionnaire comprising a list of professional identity features divided into four domains. The results demonstrated that supervisors in the three subjects indicated that teachers under their supervision possess a high level of professional identity features in the “school development” domain while they possess a moderate level of professional identity features in the three other domains: “teaching and learning”, “student development” and “professional and personal growth”. In addition, the results revealed no statistical significant differences according to supervisors' gender and experiences. However, the results showed that Physical Education teachers possessed more professional identity features than their counterparts across all domains. Recommendations for future research were proposed based on the study results.

This study investigated the influence of compensation and teacher supervision on teacher work performance. 103 selected private basic school teachers in the Ashaiman community of Tema, Ghana completed the questionnaire. The questionaire comprising 23 close-ended items related to forms of compensation, teacher’s job satisfaction, teacher supervision and teacher work performance constructs derived from the literature. The instrument used for the study was a five-point scale questionnaire. The Cronbach’s Alpha was used to test for the reliability of the instrument. The reliability coefficient was 0.86. Data for the study were analysed using Pearson Product Moment correlation and multiple regression. It was found out that compensation and teacher supervision relate positively to teacher work performance; however, the two variables do not directly predict work performance. They do so only if teachers are satisfied with the forms of compensation available to them. Thus, teachers work performance increases significantly when they are supervised and also are satisfied with the forms of compensation given to them at the same time. It is therefore recommended that management of private basic schools should design attractive compensation packages for their teachers. They should also use appropriate supervision strategies in their schools, as this increases teacher work performance. If teacher supervision goes pari passu with levels of compensation packages offered, the teachers will have satisfaction with their job, and they will increase their effort in their work.

The purpose of this study is to investigate the level of scientific literacy of primary school teachers who work for the Ministry of National Education schools and reveal the teachers’ attitudes towards science and science teaching. In order to find out the scientific literacy levels of primary school teachers, the Scientific Literacy Test developed by Bacanak (2002) was used. Besides, Science and Science Teaching Attitude Scale developed by Moore and Foy (1997) and translated from English to Turkish by Türkmen (2002) was applied to search pre-service science teachers school teachers’ attitudes toward science and science teaching. Based on the scientific literacy, the level of scientific literacy primary school teachers is under below. A significant difference has been found between scientific literacy levels of teachers and the number of Science Teaching Method Courses taken by the teachers. General attitudes of teachers toward science and science teaching have been found positive. In general, it has been determined that teachers understand the nature of science but they cannot differentiate science and technology. While it is regarded as science teaching, a student-centered education is necessary, a teacher centered education is supported as well. Finally, the relationship between teachers’ developed attitudes of scientific literacy level and science and science teaching has been researched and has not been seen a meaningful relation.