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Journal articles on the topic 'A scheme for teacher education'

Author: Grafiati

Published: 29 July 2024

Last updated: 30 July 2024

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1

Abdurrahmani, Tidita. "THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 11–27. http://dx.doi.org/10.33225/pec/13.55.11.

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The study aims to analyse the results of “Teacher Qualification Exam” in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme. Key words: desk research, novice teachers, teacher qualification.

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2

Ingvarson, Lawrence. "Developing and rewarding excellent teachers: the Scottish Chartered Teacher Scheme." Professional Development in Education 35, no. 3 (September 2009): 451–68. http://dx.doi.org/10.1080/19415250903016707.

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Johnston, Bill, Christiane Dalton, Barbara Seidlhofer, Rob Batstone, Michael McCarthy, Guy Cook, Anne Anderson, et al. "Language Teaching: A Scheme for Teacher Education." TESOL Quarterly 32, no. 3 (1998): 605. http://dx.doi.org/10.2307/3588132.

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Naeem, Mehek, Fariha Gul, Zaheer Asghar, and Naeem Zafar. "Human Rights Education in Pre-Service Teacher Education – Pakistan." UMT Education Review 02, no. 01 (May 2019): 39–61. http://dx.doi.org/10.32350/uer.21.03.

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As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.

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DEMİRCİ, Niymet, Ülkü ÇOBAN SURAL, and Neşe IŞIK TERTEMİZ. "A Study on the Proofs Used by Primary Education Teacher Candidates in Circumference Problem Solutions and Instructional Explanations." International Journal of Psychology and Educational Studies 9 (October 23, 2022): 1027–46. http://dx.doi.org/10.52380/ijpes.2022.9.4.782.

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This study aims to determine the proof schemes used by primary education teacher candidates when solving a given problem and in their instructional explanations. Having a qualitative nature, the study utilized data collected from 277 third-year teacher candidates studying at the primary education department of the education faculty of a state university in Ankara. The study group was selected via criterion sampling. The data were tested by using an open-ended problem case and analyzed via document analysis. The proofs used by students in solving the problem and in instructional explanations were categorized as Proof A, Proof B ... Proof H, and the data were evaluated in these categories. The results obtained were discussed in line with the proof schemes outlined by Harel and Sowder (1998). However, as certain proofs fell into several categories, they could not be evaluated in only one group. The primary education teacher candidates were found to use authoritative, habitual and symbolic proof schemes, albeit to a little extent, in the external proof scheme category as they solved the given problem situation and explained the solution to their students. The majority of the candidates used the empirical proof scheme known as the perceptual proof scheme, and included some sample-based proofs. Analytical proof schemes were used less frequently than others.

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Zhou, Bin. "From Scale to Quality: Experiences and Challenges in Teacher Education in China." ECNU Review of Education 2, no. 2 (June 2019): 196–204. http://dx.doi.org/10.1177/2096531119853081.

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Purpose: This essay examines the history of China’s teacher education policies, summarizes the Chinese experience of teacher education reform, and frames the major challenges facing teacher education reform in China today. Design/Approach/Methods: This relies upon a detailed analysis of the teacher education policies implemented by China since 1978. It also explores the actual practice of Chinese teacher education reform by examining the ways in which such reforms have contributed to the overall reform of China’s basic education system. Findings: Chinese teacher education places emphasis on the cultivation of teachers’ devotion to education and the importance of improving the teaching skills of normal college students. An effective teacher governance mechanism is the institutional guarantee for the positive role of teachers. However, the absence of comprehensive universities in the open teacher education system and a lack of autonomy for teachers in the performance management system are major challenges facing teacher education in China. Originality/Value: This essay has outlined the most current and recent reform efforts in China’s teacher education. It also explores how such efforts fit into the larger scheme of basic education reform in China.

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Lumb, Stephen, Robert Mason, and Glyn Price. "Technology Teacher Training: The North-West Consortium Articled Teacher Scheme in England." European Journal of Education 26, no. 3 (1991): 207. http://dx.doi.org/10.2307/1503023.

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Farisia, Hernik, and Imam Syafi'i. "Professional Development on Digital Literacy for Teachers in Early Childhood Education in the Digital Era." Tafkir: Interdisciplinary Journal of Islamic Education 5, no. 3 (June 7, 2024): 360–75. http://dx.doi.org/10.31538/tijie.v5i3.820.

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The demand for teachers’ digital literacy competencies has become a worldwide concern in transforming education in the digital era, as technology has become an important part of the teaching and learning process. Therefore, this study aimed to identify how sustainable teacher development impacts teachers’ digital literacy competencies. This study used a qualitative approach with interviews, questionnaires, documentation, and Focus Group Discussions (FGD) as instruments to gather data. The findings showed that preschool teachers’ digital literacy improved, particularly in their ability to create digital content for learning. The strategy to enhance preschool teachers’ digital literacy was conducted through a sustainable professional development scheme that placed the teacher community at its center, serving as a medium for teachers to develop their professional abilities. The program focused on three main schemes to improve teachers’ digital literacy skills: (1) self-development through Wakelet training to assist teachers in managing digital content in collaboration with other teachers, (2) conducting research-based learning to improve the quality of learning, and (3) fostering teacher innovation in developing teaching media that integrates technology into learning practices. The results of this study provide a significant contribution to exploring the schemes for preschool teachers’ professional development in improving digital literacy skills. Future research could capture more creative solutions to technical challenges in sustaining teachers’ professional development programs.

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McGeer, Joseph. "The Chartered Teacher scheme in Scotland: a survey of the views of teachers." Professional Development in Education 35, no. 1 (March 2009): 5–22. http://dx.doi.org/10.1080/13674580802594357.

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10

Simco, N. P., and S. C. Sixsmith. "Developing a Mentoring Scheme in Primary Initial Teacher Education." Mentoring & Tutoring: Partnership in Learning 2, no. 1 (June 1994): 27–31. http://dx.doi.org/10.1080/0968465940020106.

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Jenkins, J., and N. Murray. "Survey review: Language Teaching: A Scheme for Teacher Education." ELT Journal 52, no. 3 (July 1, 1998): 245–56. http://dx.doi.org/10.1093/elt/52.3.245.

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Arifmiboy, Arifmiboy, Iltavia Iltavia, and Iswandi Iswandi. "Full Online Teacher Training Service Scheme on Improving Pedagogical and Professional Competencies." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 9, no. 1 (February 22, 2024): 55–66. http://dx.doi.org/10.31538/ndh.v9i1.4542.

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Implementing teacher teaching training services for Islamic Religious Education and Islamic School teachers in the Indonesian Ministry of Religious Affairs ranks in 2021 was carried out with a complete online scheme. Implementing in-service teaching training aims to produce professional educators with academic, professional, personal, and social competencies. The difference in participants' conditions, such as different areas, technology tools mastery, and infrastructure availability, became a challenge for LPTK organizers. The article aims to measure the effectiveness of implementing teacher teaching training services in a whole online scheme at LPTK of the State Islamic University of Bukittinggi in 2023. This evaluation research was conducted in LPTK of the State Islamic University of Bukittinggi in 2023. The sample was selected by purposive technique with the number of samples 416 teachers, consisting of 266 Islamic Religious Education teachers and 150 Islamic School teachers. The data was collected by distributing questionnaires and analyzed using descriptive statistics. The results showed that the average paedagogic and professional competencies achievement score was 86.90 points, with a high interpretation of achievements. The implementation of teacher teaching training service in an entire online scheme at LPTK of the State Islamic University of Bukittinggi in 2023 has increased effectiveness.

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Harel, Guershon, and Jeffrey M. Rabin. "Brief Report: Teaching Practices Associated With the Authoritative Proof Scheme." Journal for Research in Mathematics Education 41, no. 1 (January 2010): 14–19. http://dx.doi.org/10.5951/jresematheduc.41.1.0014.

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This Brief Report summarizes case studies of the classroom teaching practices of 2 algebra teachers. The data consist of videotaped classroom observations during 1 academic year. The study identifies and characterizes specific teaching practices that establish the norm that the teacher is the sole arbiter of mathematical correctness in the classroom. The authors suggest that these practices are likely to promote the development of the authoritative proof scheme in students. The results can provide a basis for future research investigating the prevalence of these teaching practices and their impact on student learning, and they can be used as parameters to investigate teacher change.

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14

Kimwarey, Margaret C. "Supervisors Responses on Preparation of Schemes of Work During Teaching Practice in Public Universities in Eldoret, Kenya." East African Journal of Education Studies 4, no. 1 (December 6, 2021): 89–97. http://dx.doi.org/10.37284/eajes.4.1.495.

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Teacher education worldwide has been recognized as an important sector of education whose role is to prepare prospective teachers with the requisite knowledge, skill and attitude for the achievement of quality education. Lately, it has been given prominence because its end result is expected to become the strength of change for sustainable development. The purpose of this study was to explore supervisors’ responses on the preparation of the scheme of work during teaching practice. The objectives of the study were to examine the scheme of work prepared by student teachers and to determine supervisors’ responses on student teachers’ preparation of scheme of work. The study was guided by the social cognitive theory. The study was based on the constructivist-interpretivism paradigm and adopted the qualitative approach. The research design was a descriptive survey that used document and content analysis. The sample size comprised student teachers on teaching practice and their supervisors. Data collection instruments included Lesson Observation Forms and documents where data was collected, sorted, categorized and coded as per a supervisor. Data analysis was done from the themes, forming patterns and presented thematically. The results of the study showed that student teachers’ preparation of the scheme of work was not uniform. While other student teachers were able to develop a well-presented scheme of work, others were unable to present the expected as per the requirements offered during training. Anomalies noted specifically were on filling of the components which failed to show a relationship between one and another. The results of the study form a basis for refocusing on training bit on the preparation of the scheme of work. The results will benefit all stakeholders’ teacher trainers, the department of curriculum and instruction, KICD and the Ministry of Education at all levels, especially those tasked with the training of teachers.

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15

El Hnot, Hasnae, Bouamama Cherai, and Hayat Sibari. "Les Représentations Schématiques Des Enseignants Stagiaires En Sciences De La Vie Et De La Terre : Quelles Compétences Pour Une Utilisation Pédagogique?" European Scientific Journal, ESJ 13, no. 19 (July 31, 2017): 211. http://dx.doi.org/10.19044/esj.2017.v13n19p211.

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This article aims to analyze schemes made by teacher trainees in Life and Earth sciences at the Regional Center of the Trades of Education and Training (CRMEF) Tangier-Tetouan-Al Houceima- middle school - in order to identify the conceptions of these future teachers about the schematic representation of a concept. An analysis was made of 30 teacher trainees diagrams at the beginning of their qualifying training on concepts in internal geodynamics. The results obtained have shown that they are generally known by teacher trainees, but their schematic representations raise many problems, notably the scientific aspect of the scheme, the maintenance of a correct methodological organization and the respect for the symbolic code to be done on a scientific basis. To remedy this, the qualifying training of these teacher trainees must be reinforced with schematization sessions supplemented by an integration of these schemes in sequences of learning for better pedagogical use.

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May Hung, May Cheng, Wong Yu Lai Wah, Kong Siu Cheung, Winnie So Wing Mui, and Chow Ping Yan. "A New Attempt in Initial Teacher Education in Hong Kong: The Cooperating Teacher Scheme." Asia Pacific Journal of Education 18, no. 2 (January 1998): 39–51. http://dx.doi.org/10.1080/0218879980180205.

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17

Blum, Abraham. "Teacher‐Trainer/Parent Co‐operation in an Apprenticeship Scheme." Research in Science & Technological Education 9, no. 1 (January 1991): 63–70. http://dx.doi.org/10.1080/0263514910090106.

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18

Thomas, Fiona. "Une question de writing?" Improving Schools 1, no. 1 (March 1998): 30–32. http://dx.doi.org/10.1177/136548029803010116.

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19

Smirnova*, Z. V., O. V. Golubeva, Z. V. Chaykina, M. L. Gruzdeva, and O. T. Cherney. "Professional Training in Higher Education: Technological Aspect." International Journal of Innovative Technology and Exploring Engineering 8, no. 12 (October 30, 2019): 3505–9. http://dx.doi.org/10.35940/ijitee.l266.1081219.

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The development of science and technology offers new forms of communication, new types of resolution of abstract and specific tasks, turning the teacher from an authoritarian translator of ready-made ideas into an inspirer of intellectual and creative potential of students. The future of the system of training, which would fit into the scheme student – technology – teacher, in which the teacher does not turn into a teacher-methodologist, technologist, and the student becomes an active participant in the learning process.

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20

Григорович, М. А. "UNIVERSAL METHODOLOGICAL SCHEME FOR STUDYING THE SUBJECT AS AN ELEMENT OF ACHIEVING THE QUALITY OF EDUCATION." Вестник Тверского государственного университета. Серия: География и геоэкология, no. 2(42) (June 16, 2023): 96–107. http://dx.doi.org/10.26456/2226-7719-2023-2-96-107.

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Представлены авторские методические разработки для школьного курса географии: алгоритм универсальной схемы преподавания и универсальной схемы урока. Универсальные схемы – результат многолетнего опыта школьного учителя географии. Их назначение – разработка единых «правил» построения урока, нацеленного на результат. Универсальные схемы рассматриваются как элементы управления качеством образования. The author's methodological developments for the school geography course are presented: the algorithm of the universal teaching scheme and the universal lesson scheme. Universal schemes are the result of many years of experience as a school geography teacher. Their purpose is to develop uniform “rules” for constructing a result-oriented lesson. Universal schemes are considered as elements of education quality management.

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Horn, Ilana Seidel, Brette Garner, Britnie Delinger Kane, and Jason Brasel. "A Taxonomy of Instructional Learning Opportunities in Teachers’ Workgroup Conversations." Journal of Teacher Education 68, no. 1 (November 19, 2016): 41–54. http://dx.doi.org/10.1177/0022487116676315.

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Many school-improvement efforts include time for teacher collaboration, with the assumption that teachers’ collective work supports instructional improvement. However, not all collaboration equally supports learning that would support improvement. As a part of a 5-year study in two urban school districts, we collected video records of more than 100 mathematics teacher workgroup meetings in 16 different middle schools, selected as “best cases” of teacher collaboration. Building off of earlier discursive analyses of teachers’ collegial learning, we developed a taxonomy to describe how conversational processes differentially support teachers’ professional learning. We used the taxonomy to code our corpus, with each category signaling different learning opportunities. In this article, we present the taxonomy, illustrate the categories, and report the overall dearth of meetings with rich learning opportunities, even in this purposively sampled data set. This taxonomy provides a coding scheme for other researchers, as well as a map for workgroup facilitators aiming to deepen collaborative conversations.

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Khanna, Pallavi. "Financing Education under Samagra Shiksha Abhiyan: An Initial Analysis in Selected States of India." Journal of Business Thought 12 (December 15, 2021): 63. http://dx.doi.org/10.18311/jbt/2021/28884.

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<p>Funding policies in the education sector have undergone significant change over the years in India. In recent years, one such big change is the integration of three major flagship programmes for education, namely: Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) & Teacher Education (TE) under one umbrella scheme known as Samagra Shiksha Abhiyan (SMSA). As financial year 2018-19 is the initial year for implementation of the scheme, hence, this paper explores the planning and budgeting aspects of the Samagra Shiksha Abhiyan in selected states of India. The study has been carried out for the eight states, viz., Andhra Pradesh, Bihar, West Bengal, Uttarakhand, Uttar Pradesh, Himachal Pradesh, and Delhi, for the period of 2018-19 to 2019-20. The paper studies the financing of education under SMSA. The paper also analyses the distribution of support from the union government under the scheme. Drawing on the lessons from such analysis, the historical background and past experiences of implementation of previous education schemes, viz., Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan, and Teacher Education, the paper examines the design and ground level challenges of the Samagra Shiksha Abhiyan in selected states of India.</p>

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23

Nixon, Sarah, Philip Vickerman, and Carol Maynard. "Teacher immediacy: reflections on a peer review of teaching scheme." Journal of Further and Higher Education 34, no. 4 (November 2010): 491–502. http://dx.doi.org/10.1080/0309877x.2010.512077.

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Mahfoodh, Omer Hassan Ali. "FACTORS INFLUENCING EFL STUDENTS’ UTILISATION OF TEACHER WRITTEN FEEDBACK." TEFLIN Journal: A publication on the teaching and learning of English 33, no. 1 (May 12, 2022): 98. http://dx.doi.org/10.15639/teflinjournal.v33i1/98-122.

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This qualitative case study investigated factors affecting EFL university students’ use of teacher written feedback. Ten Yemeni EFL university students participated in this study. Data included students’ written essays, teacher written feedback, and semi-structured interviews. Students’ use of teacher written feedback was analysed using an adapted rating scheme. Thematic analysis was used for analysing the interviews. The results revealed that the major factors affecting students’ use of teacher written feedback are feedback-related factors (teachers’ use of correction symbols, legibility of written feedback, explicitness of written feedback, and wording of written feedback) and student-related factors (students’ emotional responses towards teacher written feedback and students’ previous literacy experience). Understanding the impact of these factors on students’ utilisation of teacher written feedback may help teachers to provide constructive and effective written feedback to their students. Training EFL students on how to utilise teacher written feedback successfully is important for improving the practice of teacher written feedback.

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Norwich, Brahm, and Harry Daniels. "Teacher Support Teams for Special Educational Needs in Primary Schools: evaluating a teacher-focused support scheme." Educational Studies 23, no. 1 (April 1997): 5–24. http://dx.doi.org/10.1080/0305569970230101.

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Cunningham, Peter, Phil Gardner, Bobbie Wells, and Richard Willis. "McNair's lost opportunity: the student‐teacher scheme and the student‐teacher's experience." History of Education 24, no. 3 (September 1995): 221–29. http://dx.doi.org/10.1080/0046760950240303.

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27

Browne, Naima, David Hutchinson, and Sue Pidgeon. "Teacher mentors in primary initial teacher training — Evaluation of a pilot scheme." Education 3-13 21, no. 3 (October 1993): 33–37. http://dx.doi.org/10.1080/03004279385200311.

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28

Adams, Jeff. "The Artist-Teacher Scheme as Postgraduate Professional Development in Higher Education." International Journal of Art Design Education 22, no. 2 (May 2003): 183–94. http://dx.doi.org/10.1111/1468-5949.00353.

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Boydell, Deanne. "LINK SCHOOLS: AN EVALUATION OF AN INNOVATORY SCHEME IN TEACHER EDUCATION." Assessment & Evaluation in Higher Education 15, no. 3 (September 1990): 198–209. http://dx.doi.org/10.1080/0260293900150303.

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30

Taylor, Peter G., Ee Ling Low, Kam Ming Lim, and Chenri Hui. "Making learning visible in initial teacher education: a pedagogical characterisation scheme." Educational Research for Policy and Practice 12, no. 3 (January 18, 2013): 193–209. http://dx.doi.org/10.1007/s10671-012-9140-2.

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Álava, José Bernardo Cobeña, Liseth Estefania Aguirre Vera, Verónica Flores Tipán, and Gissella Valentina Loor Pinargote. "Teaching-learning methods and their influence on the development of multiple intelligences of initial education." International research journal of management, IT and social sciences 8, no. 6 (November 11, 2021): 701–11. http://dx.doi.org/10.21744/irjmis.v8n6.1970.

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When you start in the teaching process in the initial stage, methods are applied to develop the intelligence of the students. At present there are still teachers who apply traditional methodologies and who continue with the scheme where the teacher is the protagonist of learning, without noticing that the educator creates his learning from his need and interest, the teacher should only be a moderator or guide, in this stage. An investigation was carried out to determine the influence of teaching-learning methods in the development of multiple intelligences in initial education. Surveys were applied to teachers, using deductive, bibliographic, descriptive, and historical methods. Several authors were studied, obtaining as a result that teachers must propose challenges and obstacles to students in different subjects, for the student to develop new ways of understanding and learning using the appropriate methodological strategies such as play corners; With this suggestion, it is sought that the teacher is also creative when teaching his class.

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Choi, T. h., and N. Andon. "Can a teacher certification scheme change ELT classroom practice?" ELT Journal 68, no. 1 (October 24, 2013): 12–21. http://dx.doi.org/10.1093/elt/cct059.

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Xiao, Pan. "Designing a Collaborative Reflection Scheme for Senior Grade Three English Teachers in a State High School in China." Learning & Education 10, no. 2 (September 16, 2021): 86. http://dx.doi.org/10.18282/l-e.v10i2.2282.

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Reflective practice (RP) is widely used in various professional education fields and is a central part of teacher education. Through reflection, they may make some adjustments or changes in order to improve their practice and become a better teacher. However, in RP the focus is often individual rather than collaborative and there is a lack of evidence-based accounts, which reduces the effect of reflection to a certain degree and similarly in China. Therefore, it is important to have a collaborative and evidence-based reflection scheme that fits a specific teaching environment in order to improve teaching and develop teachers.

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Contero Urgal, Candela. "Enhancing the implementation of bilingual education at university through practice: Analysis of CLIL trial lessons by an ESP teacher." PAROLE: Journal of Linguistics and Education 10, no. 1 (April 30, 2020): 46–61. http://dx.doi.org/10.14710/parole.v10i1.46-61.

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University teacher training specialised in bilingual education is spreading around Spanish universities. Particularly in Andalusia, where our research originates, universities are searching for systematised methods to train their future bilingual teachers in Content and Language Integrated Learning (CLIL). This paper presents the case of the University of Cadiz, where this study was carried out. This university followed a new training formula led by an ESP (English for Specific Purposes) teacher who performed the role of CLIL teacher trainer. Based on AUTHOR’s (2017) description of the aforesaid CLIL teacher training scheme known as “CLILUT courses” (that is to say, CLIL Training or University Teachers), this study focuses on an in-depth analysis of CLIL trial lesson plans elaborated within such a peer-teacher environment. The present study is then aimed at examining the data obtained through in-class direct observation of 68 CLIL trial lessons which were created from 2010 to 2014 at the University of Cádiz and analysed with the help of rubrics created upon Nunan’s theory (1989). Results show that ESP teachers can offer substantial help for new CLIL university teachers who might face specific foreign language-related problems when starting to take part in bilingual programmes.

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Kane, Ian, and Anne Campbell. "Mentor and mentor‐training in the North West Articled Teacher Scheme." Mentoring 1, no. 1 (January 1993): 16–22. http://dx.doi.org/10.1080/0968465930010104.

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Sleight, Peggy. "The Leeds Articled Teacher Scheme: Early Years, Cohort 1 (1990‐92)." Early Years 13, no. 1 (September 1992): 32–39. http://dx.doi.org/10.1080/0957514920130107.

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Salmons, Yvonne. "The Classroom Aide Paired Placement in Initial Teacher Education: a pilot scheme." Mentoring & Tutoring: Partnership in Learning 5, no. 2 (January 1997): 45–54. http://dx.doi.org/10.1080/0968465970050205.

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Kehoe, Frank. "Leveraging Generative AI Tools for Enhanced Lesson Planning in Initial Teacher Education at Post Primary." Irish Journal of Technology Enhanced Learning 7, no. 2 (December 7, 2023): 172–82. http://dx.doi.org/10.22554/ijtel.v7i2.124.

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The rapid development of generative AI (artificial intelligence) tools such as ChatGPT and Google Bard has opened new possibilities for enhancing lesson planning in initial teacher education (ITE). These tools have the capability to generate tailored educational content, alleviating time constraints while concurrently enhancing the quality of teaching. By simply providing specific requirements and objectives, teachers can obtain comprehensive and well-structured lesson plans and subject plans. This paper explores the potential of generative AI tools to revolutionise lesson planning in initial teacher education. It begins by reviewing lesson planning using a generative AI tool, highlighting the challenges and opportunities that exist. A sample lesson plan and a sample scheme of work are further created. While these tools are revolutionising the way teachers work, these tools will not replace real human teachers. Teachers will always need to supplement generative AI content with their own insights and experience, allowing them to make informed pedagogical decisions.

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Fakhrutdinova, Anastasiya Viktorovna, Mayya Rashidovna Ziganshina, Veronika Alexandrovna Mendelson, and Lyubov Grigorevna Chumarova. "Pedagogical Competence of the High School Teacher." International Journal of Higher Education 9, no. 8 (October 30, 2020): 84. http://dx.doi.org/10.5430/ijhe.v9n8p84.

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The need conditions the relevance of the article for the formation of higher education teachers’ pedagogical competence as the optimal system and purposeful work in this direction has not yet been formed. The goal of the article lies in the analysis of the study of the theoretical aspects of higher education teachers’ pedagogical competence and identifying the main types of professional competence. The leading approach to the study of this problem for the authors was their understanding of the concept of "competence", the distinction between the concepts of “qualification” and “competence”, as well as an understanding of the essence of higher school teacher’s pedagogical competence. The article presents a scheme of competencies of a higher school teacher, a distinction between key, subject and professional competencies. Taking into account the results of this study, it is possible to identify several scientific problems and promising areas that require further consideration: in particular, the development of new training programs for teachers of higher education institutions.

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Kim, Woo-jeong. "A teacher-training scheme for the chinese character education in elementary school." Han-Character and Classical written language Education 25 (November 30, 2010): 239–61. http://dx.doi.org/10.15670/hace.2010.25.1.239.

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Mi-Kyung Lee. "The North’s Korea’s Education Scheme, through the Role of an Ideal Teacher." Studies in Humanities and Social Sciences ll, no. 26 (February 2010): 109–40. http://dx.doi.org/10.17939/hushss.2010..26.004.

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Yang, Wei, and Rongwei Yi. "Research on the Construction of Teachers in Private Colleges from the Perspective of Internal Control." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 9, 2022): 159. http://dx.doi.org/10.56028/aehssr.1.1.159.

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Private colleges have become an important force that can not be ignored in the development of China's higher education in the new era. The construction of teachers in private colleges is the key factor whether they can achieve high-quality development. From the perspective of internal control, this paper studies the teacher team of some representative private colleges in Hubei Province. There are many problems in the construction of teacher team, such as the lack of attraction of the introduction of teacher team, the lack of pertinence of the development of teacher team, the lack of support for the assessment of teacher team, the serious hidden loss of teacher team and so on. Combined with the actual situation of private colleges, we should break through the dilemma of teacher team construction from the aspects of school running concept renewal, teacher team construction system innovation, adjustment of salary incentive scheme, comprehensive development of teacher team and cultural construction of private colleges.

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Makarenko, A. N., L. G. Smyshlyaeva, I. V. Volchkova, S. I. Pozdeeva, and S. I. Semenova. "Organization of Educational Environment at Pedagogical University: Concepts and Scenario of Changes." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 10 (October 8, 2021): 129–36. http://dx.doi.org/10.31992/0869-3617-2021-30-10-129-136.

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The subjects of education satisfaction analysis with the teacher training results at the University was carried out. The training deficiencies and new challenges were identified, which made it possible to determine the guidelines for the development of pedagogical university. A variant to transform the organizational scheme of communications between university departments was presented to increase the efficiency of educational environment organization for professional training of future teachers.

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Olga, Aftimichuk. "Course Program on The Formation of The Didactic Communication Rhythm of Physical Education Teacher." Journal of Exercise, Sports & Orthopedics 6, no. 1 (December 4, 2018): 1–7. http://dx.doi.org/10.15226/2374-6904/6/1/00176.

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The didactic activity of teacher is based on the laws and norms of educational technology. In this regard, the category of “rhythm” gets a particular importance, since by itself defines a certain sequence and frequency of actions, both for teachers and students. The article presents a program aimed at forming the rhythm of the didactic speech of a teacher during the preparatory part of a physical education lesson. There are demonstrated fragments of 3 typical lessons developed on the problems of three topics of the specialized course. The content of practical classes was built according to the developed algorithm of education of pedagogical skills of the didactic speech rhythm in the class of physical education: movement → movement + speech → speech. The given scheme demonstrates the following system of formation of pedagogical skills: the rhythm and coordination of motor actions – the rhythm of motor actions and speech, as well as their coherence – the rhythm of didactic speech. The effectiveness of the developed course-methodology was confirmed in the framework of subsequent practical testing. Keywords: Didactic Activity; Physical Education Teacher; Rhythm; Speech; Coordination; Music

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Andrews-Larson, Christine, Jonee Wilson, and Adrian Larbi-Cherif. "Instructional Improvement and Teachers’ Collaborative Conversations: The Role of Focus and Facilitation." Teachers College Record: The Voice of Scholarship in Education 119, no. 2 (February 2017): 1–37. http://dx.doi.org/10.1177/016146811711900201.

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Background/Context School districts are increasingly expected to support students in meeting ambitious mathematical learning goals. Many schools and districts are investing significant resources in the provision of time for teacher collaboration in the hope that this will help teachers improve their instruction in ways that support students in meeting ambitious learning goals. While existing research points to the potential of this collaboration time to support teacher learning, findings from previous work suggest that use of this time varies in ways that are likely to be consequential for teachers’ learning. Research Question In this analysis, we investigate the question: In what ways do focus and facilitation shape teachers’ opportunities to learn during collaborative conversations? Research Design The data for this analysis comes from a 4-year study of 4 large urban school districts that examines what it takes to improve the quality of middle school math instruction at scale. Our analysis draws on the broader data set by first using teacher-level data (observed instructional quality) from 30 schools to identify schools that exhibited the most growth in instructional quality. We then analyze audio recordings of teacher collaborative meetings at those schools to better understand how the conversations that take place in these meetings might function to support teachers’ professional learning. In particular, we examine differences in facilitator questioning and subsequent facilitator press on teachers to elaborate their pedagogical reasoning. Findings/Results We observed two foci in identified sessions: writing learning targets and lesson co-planning. As enacted, the lesson co-planning sessions held greater potential for supporting teachers’ professional learning. Use of an activity-structuring tool was related to higher quality facilitator questions in these sessions but was not related to improved facilitator press on teachers to elaborate on their responses to these questions. These facilitator moves are marked by (1) solicitation of detailed representations of teachers’ classrooms and practice, (2) orientation toward students as sense-makers, and (3) press for teachers to articulate rationales for instructional decisions that are tied to goals for student learning. We provide examples of facilitator questioning and press that are generative for teacher learning. Conclusions/Recommendations This work contributes to the research on the ways collaborative time can support teacher learning. It identifies specific practices that facilitators can draw on to support teachers’ professional learning—which has the potential to inform both teacher learning and the training of facilitators. This work can additionally inform the design and use of tools (protocols) that can help productively structure teacher collaborative time and also reveal the limitations of such tools. Importantly, we offer a coding scheme for analyzing the quality of facilitation through questioning and press that can subsequently be challenged, problematized, and built upon in the field.

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Kennedy, Aileen, Donald Christie, Joan Forbes, Christine Fraser, Ann MacDonald, Ian Menter, Grace Paton, and Lesley Reid. "Changing Teachers, Changing Scotland?" Scottish Educational Review 39, no. 1 (March 27, 2007): 60–71. http://dx.doi.org/10.1163/27730840-03901006.

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Teacher professionalism and development are central to the study of education across the globe, and in particular, are central to concepts of educational reform and change. This article explores the centrality of teacher professionalism and development to the three substantive networks of the Applied Educational Research Scheme (AERS) in Scotland, examining how they feature within discussions about: school management and governance; schools and social capital; and teachers as learners. The article explores each of these contexts in turn concluding with consideration of how the work of the three AERS networks might help to understand and inform an agenda for change.

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Stern, Julian. "Curiosity killed the SAT: The role of research in redirecting performativity in initial teacher education." Research in Education 100, no. 1 (March 23, 2018): 50–64. http://dx.doi.org/10.1177/0034523718762177.

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Some see research as an esoteric, other-worldly, practice only to be completed by those unable to do anything ‘real’. Others – including some academics working in universities – see it as ‘just another thing to do’, a burden on already overworked staff, used as an excuse to set even more performance goals. Within initial teacher education, the challenges of research are often exacerbated by the performance and audit pressures related to professional standards. Nevertheless, some teacher education programmes have given research a central place, with students being systematically trained in action research or research-rich reflective practice – as in the Oxford internship scheme in the UK or the ACE scheme in Israel. Other programmes are described as ‘research-informed’, or as ‘drawing on’ (rather than participating in) research. But debates on the relationship between research and teacher education have rarely portrayed the direct link between academic staff, students of initial teacher education, and school pupils, as researchers. This chapter links the activities of all three groups, through the process of research. It focuses on the virtue of curiosity: the drive to discover, to make sense of the world, common to all people. Teacher education that is driven by curiosity will in turn be modelling the curiosity to be promoted in schools. Encouraging curiosity is a way of undermining or redirecting the performativity so well represented by chasing exam results, such as the UK's SATs (Standard Assessment Tests for 7-, 11- and 14-year-olds) or the USA's SAT (Scholastic Assessment Tests for 18-year-olds). Hence, curiosity can be used in such a way as to kill the power of SATs and other external performance-drivers, and can help return teacher education to a more holistic and virtuous practice.

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Wei, Xiangdong, Man-Kong Chow, Lisha Huang, Xinyi Huang, and Gary Cheng. "Teacher Evaluation in Primary and Secondary Schools: A Systematic Review of SSCI Journal Publications from 2012 to 2022." Sustainability 15, no. 9 (April 27, 2023): 7280. http://dx.doi.org/10.3390/su15097280.

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This study revealed the current situation and developments in teacher evaluation in primary and secondary schools by reviewing 54 articles published in the recent decade (i.e., from January 2012 to October 2022). The coding scheme was developed based on the three components of effective teacher evaluation systems: “what”, “how”, and “who”. Specifically, we investigated the frameworks used for teacher evaluation, methods of evaluation, and participants in teacher evaluation. Based on our results, most studies evaluated teachers from the dimension of Instructional Support. Evaluation through video recording became popular due to technological advancement. Further, an increasing number of schools invited external experts to conduct teacher evaluations to ensure fairness. We also identified several crucial factors for teacher development: effective use of teaching resources and technology, high-quality feedback and communication, emotional support, classroom organization, and professional responsibilities. Due to COVID-19, many schools adopted distance learning, prompting the need to develop technological skills for teachers. Through the in-depth analysis of the current situation and development trends in the various dimensions of teacher evaluation in primary and secondary education, future research directions and issues were discussed and explored in this review.

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Damanik, Nuraini Karim, Avif Ariyanto, and Farid Setiawan. "Kebijakan Penerimaan PPPK Guru dan Dampak terhadap Pendidikan Swasta." MASALIQ 2, no. 3 (May 21, 2022): 354–60. http://dx.doi.org/10.58578/masaliq.v2i3.379.

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Starting in 2021, the government will stop recruiting Civil Servant Candidates from the teacher formation, replacing it with a government employee line with a work agreement (PPK). This study also aims to analyze the policy of terminating PNS teachers. side of mistakes in policy making so as to make actions that are detrimental to private schools as a result of taking teachers and transferring to other schools. UU no. 14 of 2005 concerning Teachers and Lecturers states that teachers are professional educators, where teachers have a minimum educational qualification of a bachelor's degree (S1) and are certified. In practice, education still relies on honorary teachers because of the shortage of professional educators. In terms of qualifications and competence, only a small proportion of honorary teachers have an undergraduate education and are certified. There are still many teacher qualifications that have not been mapped, especially auxiliary teachers who have not been registered in the basic education data. This paper examines the scheme of Government Employees with Work Agreements (PPPK) in meeting the shortage of educators in schools. The open selection of PPPK for honorary teachers and graduates of Teacher Professional Education (PPG) can be a solution for improving the governance of educators. This step is expected to overcome the problem of the shortage of competent educators and teachers can concentrate fully on carrying out their educational tasks without worrying about their welfare. Synergy between ministries/institutions and all related parties, including Commission X of the DPR RI through the functions of legislation, budgeting, and supervision is needed so that the PPPK selection produces quality teachers.

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Sarini Dewi, Ni Komang. "EFL Pre-Service Teachers’ Perception of Their Readiness in Teaching Online during Covid-19 Pandemic." Art of Teaching English as a Foreign Language 2, no. 2 (November 30, 2021): 163–68. http://dx.doi.org/10.36663/tatefl.v2i2.172.

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As teacher candidate, students majoring in English Education is required to take a teaching practice in real classroom setting. However, due to Covid-19 pandemic, the scheme of teaching practice is changed to online setting. The current study investigated pre-service teachers’ perception of their readiness in teaching English online. This study was a qualitative study followed by five English teacher candidate. The data were collected using interview guide and were analyzed using thematic analysis. It was found that the pre-service teachers were already familiar with the use technology for teaching such as google classroom, Schoology, and Zoom. They mentioned that in terms of pedagogy, they are still uncertain about their readiness because of their lack experience. The study highlighted that the role of supervision in really importance in enhancing pre-service teachers’ competencies.

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