Thematische Bibliographien / Teachers, Training of

Auswahl der wissenschaftlichen Literatur zum Thema „Teachers, Training of“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 3. März 2023

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Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Zeitschriftenartikel zum Thema "Teachers, Training of":

1

Targamadze, Vilija, Vaiva Juskiene und Mariam Manjgaladze. „TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS“. INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, Nr. 2 (29.12.2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.

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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.
2

Lina Lafta Jassim. „Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English“. International Journal on Integrated Education 3, Nr. 8 (13.08.2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
3

Lina Lafta Jassim. „Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English“. International Journal on Integrated Education 3, Nr. 8 (14.08.2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
4

Lina Lafta Jassim. „Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English“. International Journal on Integrated Education 3, Nr. 9 (06.09.2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
5

Maqbool Mir, Muyeen. „ICT Literacy of Student Teachers of Teacher Training Institutes“. Indian Journal of Applied Research 3, Nr. 4 (01.10.2011): 115–16. http://dx.doi.org/10.15373/2249555x/apr2013/36.

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6

Budiwati, Neti. „Development of Education and Training Models in Improving the Professionalism of Economic Teachers“. International Journal Pedagogy of Social Studies 4, Nr. 1 (30.06.2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.

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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.
7

Sudana, I. Made. „Analisis meta pada manajemen pasca pelatihan untuk meningkatkan produktivitas guru di SMK“. Jurnal Pendidikan Vokasi 1, Nr. 1 (28.02.2011): 133. http://dx.doi.org/10.21831/jpv.v1i1.5808.

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META ANALYSIS IN POST TRAINING MANAGEMENT TO IMPROVE TEACHER PRODUCTIVITY IN VOCATIONAL SCHOOLPost in-service training programs of teachers have never been evaluated to investigate their effectiveness and productivity. Some factors are indicated to affect unmeasured productivity of the program: (1) there is no a clear procedure in evaluating productity of in-service training program, (2) there is no standardized procedures to evaluate teacher performance, (3) a complex teachers' background make evaluation instrument is difficult to be developed, (4) trainings have not been based on teachers needs, (5) training content could not be implemented, and (6) monotonous methode were usually employed. However, this research investigated seven advantages: (1) School productivity is improved, (2) relationship between management and staff is in harmony, (3) a faster decision making is achieved, (4) a high commitment and motivation for school community, (5) to push more open management through implementation of participative managerial, (6) more effective communication, and (7) a functional conflict resolution. The advantages for teacher: (1) help teacher to make a better decision making, (2) to help teacher to solve problems, (3) motivational factors are internalized and operationalized, (4) to develop teacher to improve performance, (5) to help teacher to be a self confidence teacher, (6) to help teacher to acquire intellectual and technical ability, (7) to improve teacher's work satisfaction, (8) more recognition on individual performance, (9) more independent teachers, and (10) lessen teacher's anxious toface future.
8

Sribayak, Virasuda, und Kittitouch Soontornwipast. „EFL Teachers’ Beliefs about Teacher Training“. International Journal of Interdisciplinary Organizational Studies 9, Nr. 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/23-34.

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Sribayak, Virasuda, und Kittitouch Soontornwipast. „EFL Teachers’ Beliefs about Teacher Training“. International Journal of Interdisciplinary Organizational Studies 9, Nr. 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/53431.

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Obiagu, Adaobiagu Nnemdi. „Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria“. Journal of Culture and Values in Education 2, Nr. 2 (24.06.2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.

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There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended.
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Zeitschriftenartikel Dissertationen Bücher

Dissertationen zum Thema "Teachers, Training of":

1

Badali, Salvador John. „Seconded teachers as teacher educators“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/NQ34509.pdf.

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2

Helsby, Gill. „Educational reform, teachers' work and teacher professionalism“. Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.

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Lindberg, J. Ola, und Anders D. Olofsson. „Training teachers through technology : A case study of a distance-based teacher training programme“. Doctoral thesis, Umeå universitet, Pedagogik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.
4

Lindberg, J. Ola Olofsson Anders D. „Training teachers through technology : a case study of a distance-based teacher training programme /“. Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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5

Kucheruk, Maryna. „Vocational training for future teachers“. Thesis, Бердянський державний педагогічний університет, 2019. https://er.knutd.edu.ua/handle/123456789/14693.

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The purpose of the research is to reveal the significance of mastering new educational technologies. This enables not only to enrich the base of theoretical and methodological knowledge of students, but also to form a bundle of professional skills to design, develop the learning process, analyze its results in accordance with new information technology teaching.
Метою роботи є дослідження важливості освоєння нових освітніх технологій. Це дає змогу не лише збагатити базу теоретичних та методичних знань студентів, а й сформувати сукупність професійних навичок проектування, удосконалення навчального процесу, аналізу його результатів відповідно до викладання нових інформаційних технологій.
Целью работы является исследование важности освоения новых образовательных технологий. Это позволяет не только обогатить базу теоретических и методических знаний студентов, но и сформировать совокупность профессиональных навыков проектирования, совершенствование учебного процесса, анализа его результатов в соответствии с преподаванием новых информационных технологий.
6

Barron, Elaine Bernadette. „Primary headteachers' perceptions of training teachers fit to practise within changing landscapes of teacher training“. Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/621834.

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Recent changes to the provision for teacher training have seen a move to place greater responsibility for the training of teachers with schools rather than with Higher Education Institutes. The rationale appears to be the view that this will produce the kind of teachers schools are looking to employ. However, there appears to be little research focused on the opinions of the senior management of primary schools about whether they believe this to be the case, whether they feel schools are in a good position to undertake this training, and what impact they perceive such a move will have on primary schools. This study took a constructivist grounded theory approach to explore primary school headteachers’ perceptions of how best to train primary school teachers seen by them as fit to practise and what they perceived schools could and could not provide to support this outcome. Data were initially collected in a feasibility study exploring the views of the headteacher, the school-based mentor and the former trainee teacher in identifying their perceptions of factors which contributed to the outstanding outcome for a trainee on the Graduate Trainee Programme on the completion of his training year. Reflections on one of these factors in particular, that of the crucial role of the headteacher in enabling the successful outcome, at a time when a number of significant reforms to teacher training were being implemented, prompted a reconsideration of the focus of the main study to an exploration of headteachers’ perceptions of training teachers seen by them as fit to practise in primary schools in a changing landscape of teacher training. Twelve primary school headteachers participated in semi-structured interviews. Data were analysed utilising a constant comparison method (Strauss and Corbin, 1990; Charmaz, 2006). Conclusions from a small scale study cannot easily be generalised. However the findings from the main study suggested the headteachers believed teachers who were fit to practise demonstrated the ability to think critically about their practice and that this attribute was under-represented in standards for teachers. In terms of training to become teachers fit to practise the headteachers supported the viewpoint of the primacy of practice but believed that practice alone was not sufficient to develop the teachers they sought to employ in their schools. In order to become critical thinkers trainee teachers needed to study the theory underpinning the teaching in schools. This study should be guided by experts, who most of the headteachers identified as academic partners, in teacher training located outside of the school. There was a measure of hostility from some of the headteachers to the idea that a teaching school could fulfil this expert role. The headteachers used a number of synonyms to describe the teachers they were seeking but all appeared to mean teachers fit to practise in their schools. The headteachers believed they had the ability to recognise the potential to become a teacher fit to practise in applicants to teaching and they used this to identify trainee teachers who would fit their schools. With greater responsibility for teacher training moving to schools this highlighted issues of equality of opportunity and a potentially insular approach to the training and recruitment of teachers. According to the headteachers, schools which participated in teacher training required at least a good Ofsted grade, a climate and skilled staff to support novices and strategic leadership by the headteacher. As part of the remit of this strategic leadership the headteachers perceived it was their role to protect their schools from external pressures such as Ofsted inspections. This, they believed, gave them the autonomy to decide on their level of participation, if any, in teacher training on an annual basis. Recommendations for further research, policy and partnerships have been made.
7

Miller, Israel B. „Behavioral skills training with teachers : maintenance and booster training“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.

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Segall, Avner. „Disturbing practice : reading and writing (social studies) teacher education as text“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.

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Lewis, Derek. „Teacher appraisal : secondary teachers' reactions to issues and schemes“. Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.

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Suell, Jo Lynn. „Traditional and alternative teacher training programs a comparison of perceptions of training and retention of first-year teachers /“. [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000051.

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Bücher zum Thema "Teachers, Training of":

1

Council, British. Teacher training for overseas teachers. London: British Council, 1994.

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1939-, Watson Keith, Modgil Celia und Modgil Sohan, Hrsg. Teachers, teacher education, and training. London: Cassell, 1997.

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Margo, Okazawa-Rey, Anderson James und Traver Rob, Hrsg. Teaching, teachers & teacher education. Cambridge, Mass: Harvard Educational Review, 1987.

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1941-, Russell Tom, und Korthagen, F. A. J., 1949-, Hrsg. Teachers who teach teachers: Reflections on teacher education. London: Falmer Press, 1995.

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Technical, Working Group (1984 Quezon City Philippines). Training of science teachers and teacher educators. Bangkok: Unesco Regional Office for Education in Asia and the Pacific, 1985.

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Teachers, Professional Association of. The training of teachers. Derby: Professional Association of Teachers, 1988.

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Grenfell, Michael. Training teachers in practice. Clevedon, UK: Multilingual Matters, 1998.

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Andrew, Michael D. How teachers learn: An educational psychology of teacher preparation. New York: Peter Lang, 2010.

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Florida. Dept. of Education., Hrsg. Conferring with teachers about teacher performance. [Tallahassee, Fla.]: Florida Dept. of Education, 1987.

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Schulte, Ann Katherine. Seeking integrity in teacher education: Transforming student teachers, transforming my self. New York: Springer, 2009.

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Buchteile zum Thema "Teachers, Training of":

1

Stewart, W. A. C. „The Training of Teachers“. In Higher Education in Postwar Britain, 24–28. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-07064-0_2.

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Shapiro, Shauna, Daniel Rechtschaffen und Sarah de Sousa. „Mindfulness Training for Teachers“. In Mindfulness in Behavioral Health, 83–97. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_6.

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Van den Branden, Kris. „Chapter 18. Training teachers“. In Task-Based Language Teaching, 401–30. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.21tra.

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Midoro, Vittorio. „How teachers and teacher training are changing“. In Information and Communication Technologies in Education, 83–94. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-0-387-35403-3_7.

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Pilz, Matthias, und Uma Gengaiah. „Teacher Training Education for VET Teachers in India“. In Handbook of Vocational Education and Training, 1–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_38-1.

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Pilz, Matthias, und Uma Gengaiah. „Teacher Training Education for VET Teachers in India“. In Handbook of Vocational Education and Training, 1733–46. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_38.

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Trittel, Monika, Mara Gerich und Bernhard Schmitz. „Training Prospective Teachers in Educational Diagnostics“. In Teachers’ Professional Development, 63–78. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_5.

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Jürges, Hendrik, und Kerstin Schneider. „Fair ranking of teachers“. In The Economics of Education and Training, 157–77. Heidelberg: Physica-Verlag HD, 2008. http://dx.doi.org/10.1007/978-3-7908-2022-5_8.

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Vollmer, Ursula, Sabina Jeschke, Barbara Burr, Lars Knipping, Jörg Scheurich und Marc Wilke. „Teachers need robotics-training, too“. In Automation, Communication and Cybernetics in Science and Engineering 2009/2010, 359–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16208-4_32.

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Abboud-Blanchard, Maha, und Aline Robert. „Strategies for Training Mathematics Teachers“. In Mathematics Classrooms, 229–45. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-281-5_13.

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Konferenzberichte zum Thema "Teachers, Training of":

1

R., Juan Jose Espinosa, Victor Sanchez G., Alberto Carlos Hernandez und Jose Luis del Rio. „Physics teachers and teacher’s training“. In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37562.

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2

Giambalvo, Ornella, und Linda Gattuso. „Teachers training in a realistic context“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08402.

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There is an important need to prepare preservice teachers for the teaching of statistics. We will describe an experiment set up to achieve effective teacher training in statistics in the setting of an Italian university. Student–teachers had to prepare lessons using a real data set collected from the Italian mail services. Not only did they look into all the usual basic concepts of statistics, but they also questioned and dealt with doubts and errors their pupils put forth. They discovered the richness of the concepts, the content of descriptive statistics and the basic analyses of observed data. This experiment showed that the data, although very simple, is rich and productive, and that effective teacher training can be set up even with modest resources when there is determination and motivation.
3

Stefanescu, Valeriu, Cornelia Stefanescu und Oana Stoican. „TEACHERS' DIGITAL LITERACY TRAINING IN PRESCHOOL EDUCATION“. In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-139.

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The use of new technologies in teaching proves its efficiency provided that teachers receive proper training in this area. It is also necessary for the teacher to adapt the electronic resources available to the age of students and their learning needs. New computer skills in kindergarten are focused on issues related to teacher training (the ability to use the computer, the characteristics of the subject they teach, the age level of students), to the available material basis (the access to ICT equipment, the number of computers and other equipment, ICT equipment placement in special purpose spaces, reliability, Internet access, networking, diversity and quality of educational software), to their personality structure (positive attitude and open to the utility of new technologies, professional experience ) but also to the institutional needs (supporting the school organization the teacher belongs to, both technically and in terms of educational or scientific, the dynamic culture of the educational organization characterized by disseminating of best practices). The premise behind the present study was the idea that the integration of ICT in preschool education is conditioned by three important elements: initial and continuous training of teachers, teachers' attitude towards ICT as well as the conditions or the actual context of the integration of ICT. Our study is an investigation conducted on a representative sample of preschool teachers and aims to highlight the ways in which they have formed and develop their digital skills, but also the ways in which these skills are put into practice in the course of instructive teaching activities with preschoolers.
4

Jegede, Philip. „Assessment of Nigerian Teacher Educators’ ICT Training“. In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3337.

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The study examines the nature and impact of ICT trainings received by teacher educators in Southwestern Nigeria teacher training institutions. Four hundred and sixty nine teacher educators participated in the study by responding to three research instruments. The instruments enquired information on ICT training background, competence and use level of teacher educators. Data were analyzed using descriptive statistics, one-way ANOVA and Chi-square. Result showed that more than half of the educators had been exposed to one form of ICT training or the other. But trainings had hardly included the use of ICT in instruction. Most of those trained received their training directly from the institution. Educators preferred mostly the inclusion of software skills on teachers’ ICT training curriculum. It was also found that training delivery has no varying effect on basic ICT skills.
5

Coelho, Luciana Guidon, und Jose Aquiles Baesso Grimoni. „Work-in-progress: Institutional policies on teacher training and engineering teachers' training“. In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017935.

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6

Popescu, Alexandrina mihaela, und Mihaela aurelia Stefan. „STUDENTS SKILLS TRAINING FUTURE TEACHERS IN THE FIELD OF ELEARNING“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-191.

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E-Learning method is embedded in the complex set of techniques and interactive teaching strategies The Educational software, eLearning product does not intended to modify the content of teaching, but applied in different educational approaches, he diversified teaching, it modifies the teacher's role , favoring the formation of learning skills. The research"s purpose consists of IAC complementary operationalization within initial teacher education, through interdisciplinary correlation between IAC and other pedagogical training and academical disciplines . Research objectives aim to carry out a critical analysis of the current curriculum of teacher education ,in terms of skills training opportunities provided for in the IAC, IAC utility argumentation in initial training of future teacher, student practice of IAC use study,in the initial psychological and pedagogical training. IAC use in shaping the skills to manifest, to use them in future school practice, going beyond the classical. Didactical professionalization is primarily based on conception changing and priority implementation of pedagogical training under current development of science education in the context of an informational society. Novelty and originality consists in outlining a practical project overall IAC interdisciplinary integration in the context of initial teacher education. This study summarizes the results of an empirical research whose purpose was to identify and analyze the views and attitudes of students-future teachers about the role of the IAC in the initial, concrete ways to conduct training activities in the IAC, at the psychological ,pedagogical training level and at the academic training level . The concretization of changes in initial teacher education, bring changes in conception and unitary implementation of elements for a suitable curriculum for teacher training model for school of tomorrow and integration in a knowledge society.
7

Hosman, Laura, und Maja Cvetanoska. „Technology, teachers, and training“. In the 4th ACM/IEEE International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/2369220.2369238.

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8

de Queiroz, Cileda, und Silva Coutinho. „Teaching statistics in elementary and high school and teacher training“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08407.

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The focus of the reflections presented here is the teacher’s point of view on the teaching and learning of statistical concepts. This paper reports the research efforts carried out recently by our group with converging results. We identified that teachers have difficulty in teaching topics related to statistics, particularly when some analysis of the data is required. Teacher discourse shows they favor the philosophy of Exploratory Data Analysis (EDA), but in practice, they restrict their work, according to the results of our study, to a more technical approach that emphasizes the use of algorithms. This research suggests the need for initial and continued training in statistics for mathematics teachers.
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Areni, Galuh Kirana Dwi, und Alief Noor Farida. „Teachers’ Viability and Perception on Online Teacher Training Program“. In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.108.

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10

Magro de Santana Braga, Carolina, und Fabiana Maris Versuti. „Neuroscience and inclusive education: a teacher training program“. In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.

Berichte der Organisationen zum Thema "Teachers, Training of":

1

Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak und Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
2

SHESTAKOVA, L. G. TRAINING OF UNIVERSITY TEACHERS TO FORM CRITICAL THINKING IN STUDENTS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-1-2-154-160.

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The task of forming critical thinking among university students is urgent. The article highlights the content, evaluation means; methods of teaching teachers to form students’ critical thinking. Form of training: scientific and methodological seminar.
3

Yaroshenko, Olga G., Olena D. Samborska und Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
4

Rarasati, Niken, und Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), Januar 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
5

Choles, Jaiya. Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7380.

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6

Seger, Marilyn. A Study of Special Preparation and Training Needs of Middle School Teachers. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1226.

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7

Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.
8

Bilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa und Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3889.

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In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.
9

Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati und Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.

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