Academic literature on the topic 'Further teacher training'
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Journal articles on the topic "Further teacher training"
Hall, Michael. "Research Ethics: Deontological Perspectives." Shanlax International Journal of Arts, Science and Humanities 7, no. 3 (January 1, 2020): 1–6. http://dx.doi.org/10.34293/sijash.v7i3.1326.
Full textLove, Kristina. "Towards a further analysis of teacher talk." Australian Review of Applied Linguistics 14, no. 2 (January 1, 1991): 30–72. http://dx.doi.org/10.1075/aral.14.2.02lov.
Full textIslam, Md Tariqul. "Teacher Development Approaches and Strategies in BRAC Nobodhara School." International Journal of Learning and Development 6, no. 1 (January 26, 2016): 25. http://dx.doi.org/10.5296/ijld.v6i1.8846.
Full textLerman, Dorothea C., Allison Tetreault, Alyson Hovanetz, Margaret Strobel, and Joanie Garro. "FURTHER EVALUATION OF A BRIEF, INTENSIVE TEACHER-TRAINING MODEL." Journal of Applied Behavior Analysis 41, no. 2 (June 2008): 243–48. http://dx.doi.org/10.1901/jaba.2008.41-243.
Full textКашицына, Ю., Yu Kashicyna, Т. Гурулева, and T. Guruleva. "Training in the System of Further Vocational Teacher Education." Profession-Oriented School 7, no. 5 (November 14, 2019): 21–27. http://dx.doi.org/10.12737/article_5da029cbcb4da1.42703565.
Full textHofmeister, Christian, and Matthias Pilz. "Using E-Learning to Deliver In-Service Teacher Training in the Vocational Education Sector: Perception and Acceptance in Poland, Italy and Germany." Education Sciences 10, no. 7 (July 13, 2020): 182. http://dx.doi.org/10.3390/educsci10070182.
Full textHuang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Taiwan Defense Education Curriculum Teacher's Essential Ability and the Teachers Cultivate Research of the System." Applied Mechanics and Materials 121-126 (October 2011): 4806–10. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.4806.
Full textShechtman, Zipora. "GENERAL EDUCATION, PROFESSIONAL TRAINING, AND FURTHER EDUCATION IN TEACHER EDUCATION." Higher Education in Europe 13, no. 1-2 (January 1988): 131–36. http://dx.doi.org/10.1080/0379772880130118.
Full textLucas, Norman. "Teacher Training Agency: Is there anyone there from further education?" Journal of Further and Higher Education 20, no. 1 (March 1996): 67–73. http://dx.doi.org/10.1080/0309877960200108.
Full textAugskalne, Inese, and Beatrise Garjane. "FORMATION OF TEACHERS’ COMPETENCES IN FURTHER EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 15. http://dx.doi.org/10.17770/sie2019vol5.3885.
Full textDissertations / Theses on the topic "Further teacher training"
Hall, Michael D. "The new further education teacher as an agent of change: A case study of initial teacher training in further education." Thesis, Anglia Ruskin University, 2018. https://arro.anglia.ac.uk/id/eprint/703813/1/Hall_2018.pdf.
Full textHall, Michael D. "The new further education teacher as an agent of change : a case study of initial teacher training in further education." Thesis, Anglia Ruskin University, 2018. http://arro.anglia.ac.uk/703813/.
Full textHernon-Jarvis, Jane. "The role of emotions in initial teacher training in English further education." Thesis, University of Lincoln, 2017. http://eprints.lincoln.ac.uk/28655/.
Full textTurner, Stanley. "An interrelated approach to teaching mathematics in further education." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/10505.
Full textModiba, Matabe Rosa. "Experiences of Life Orientation teachers in teaching career guidance in rural high schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62890.
Full textDissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
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Hobley, Janet. "The lost disciplines : an examination of the changes to the knowledge content of Further Education Initial Teacher Training (FEITT) between McNair (1944) and FENTO (2007)." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019856/.
Full textKoopman, Oscar. "Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79884.
Full textBibliography
ENGLISH ABSTRACT: This study investigated a single research question, that is: How do teachers experience the implementation of the Further Education and Training (FET) National Curriculum Statement (NCS) for Physical Science? The focus of the study was on searching the inner consciousness of Physical Science teachers as they engaged with the teaching of the subject on a daily basis. It is in the inner consciousness where one finds the truth about people’s perceptions, beliefs, emotions, challenges and convictions about/towards phenomena that the study sought to determine. In so doing, this study searched for phenomenological truth about the daily realities Physical Science teachers are faced with, as they implement the NCS. Phenomenological truth is floatable, precarious in nature, and subject to an individual’s perception of truth. It is important to note that phenomenological truth makes no reference to absolute truth. At the time this study was conducted the NCS was the only policy document with legal status for schools in South Africa. As a result the NCS influences and directs the pedagogical practices of teachers. This is because the NCS has a specific expectation of Physical Science teachers with regards to their understanding of the content, the delivery of the content, the learning environment, and professionalism. Through searching the consciousness of teachers, they revealed how they experienced what they do in the Physical Science classroom. In other words, how they experience what, how, when and who they teach. Probing into the consciousness of teachers and how they experience the implementation of the NCS provides valuable insight into the quality of curriculum delivery. This study did not only focus on the implementation of the NCS, but also examined why it might be difficult for teachers to change their practices. Phenomenology is both a theory and a method. The study was guided by the ideas of Edmund Husserl - who is regarded by many phenomenologists as the father of phenomenology, Martin Heidegger, Maurice Merleau-Ponty, and many other phenomenologists. Husserl (cited in Derrida, 1967) believed that we should begin any explanation with experience, which is a scientific description that does not presuppose any significance of the existence of the metaphysical world. By delving into the complexities of experience one can locate the flowing life of an individual’s consciousness as it occurs. Husserl posited the belief returning to the things themselves (cited in, Derrida, 1967; Spanos, 1976; Groenewald, 2004) to describe the purity of experience as data. In this study I sampled three teachers and employed a phenomenological methodological framework to capture their lived experiences. I used one-on-one semi-structured face-to-face interviews to construct the data. In addition, field notes were used to turn the direct experiences and observations of the participants into vivid descriptions. In phenomenology researchers use field notes to make the voice of people heard in the text. I drew on Husserl, Heidegger and Merleau-Ponty’s philosophical pathways that a person must be understood from his position within a specific time and place to present the findings. The major finding in this study showed that the teachers’ consciousness, with respect to Physical Science teaching was negatively influenced by the legacy of apartheid-education. This negative consciousness through which they framed their thoughts and filtered their ideas became the collective mindset through which they personified their teaching. The study revealed that the delivery of the NCS (by the teachers) was mostly axiomatised by old habits and images in their thoughts engrained in their memory under apartheid education. The findings also showed that their (teachers’) consciousness with regards to the NCS unconsciously oscillated between the present and the past and that they continuously and unconsciously bring the past (old ideas and beliefs) into the present. The teachers constantly have to struggle against the phenomenological self or attitude and ceaselessly suppose and follow thoughts of pre-comprehension or preconception.
AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die volgende navorsingvraag te beantwoord: Hoe ervaar onderwysers die implementering van die Verdere Onderwys en Opleiding (VOO) Nasionale Kurrikulum Verklaring (NKV) vir Fisiese Wetenskap? Die hoofdoel was om meer insig te verkry oor wat binne onderwysers se psige plaasvind soos hulle op ‘n daaglikse basis hul uitleef in die Fisiese Wetenskapsklaskamer binne die raamwerk van die NKV. Dit is binne die psige waar hul persepsies, diepgewortelde waardes, emosies, en uitdagings rondom die NKV rus. Om hierdie rede is die studie geïntresseerd om die fenomenologiese waarheid van die alledaagse realiteite waarmee hulle aanhoudend gekonfronteer word, te myn. Fenominologiese waarheid is vloeibaar en verskil van persoon tot persoon en hou geen verwysing met absolute waarheid nie. Toe hierdie studie plaasgevind het, was die VOO NKV die enigste wettige beleidsdokument vir die deelnemers. Die onderwysers was dus verplig om die voorgeskrewe beginsels soos in die NKV saamgevat toe te pas in die voorbereiding en aanbieding van hul lesse. Die NKV beskryf in diepte die inhoud vir elke graad (10-12), hoe die inhoud aangebied moet word, die klaskamer atmosfeer, asook die professionalitiet van die opvoeders. Al die antwoorde soos saamgevat in laasgenoemde, lê bine die psige van die onderwysers. Die ondersoek van die psige van die onderwysers lei tot ‘n begrip van hoe, wat en waarom Fisiese Wetenskaps-onderswysers doen wat hulle doen. Alhoewel die fokus van hierdie studie op die implementering van die NKV is, dra dit ook by tot groeiende kennis aangaande hoekom onderwysers dit moeilik vind om hulle praktyke te verander wanneer dit kom by die hernuwing van ‘n kurrikulum. Fenomenologie is beide ‘n navorsingsmetode en ‘n teorie. Die literatuuroorsig van hierdie studie is geinspireer deur die idees van Edmund Husserl, wat bestempel word as die vader van fenomenolgie, asook Martin Heidegger, Maurice Merleau-Ponty, en veskeie ander fenomenoloë. Derrida (1967) is oortuig daarvan dat enige verduideliking akkuraat beskryf kan word indien geleefde ervaring in ag geneem word. Geleefde ervaring spreek direk tot die onderliggende psige van ‘n individu, en deur die psige te ondersoek, is dit moontlik om ‘n individu se oortuigings ten opsigte van sy/haar geloof, persepsies en uitdagings, asook hoe die individu reageer op hierdie aspekte te verstaan. Husserl gebruik die uitdrukking ‘returning to the things themselves’ wanneer hy verwys na die belangrikheid en oorspronlikheid van ervaring (vermeld in, Derrida, 1967; Spanos, 1976; Groenewald, 2004). Om hierdie rede is ‘n fenomenologiese metode gevolg om die lewenservaringe van drie swart onderwysers vas te vang. Hierdie fenomenologiese vertolkende ondersoek word deur veelvoudigemetodes van inligtingsinsameling gekenmerk. Inligting in hierdie studie oor die deelnemers se ervaringe is vekry deur middel van individuele onderhoude, en die ontleding van die inhoud daarvan. Addisionele inligting is verkry deur veldnotas. Die doelwit van die veldnotas was om die deelnemers se direkte ervaringe en waarnemings in besonderhede te beskryf. Die ontledingsbenadering van elke deelnemer is gedoen binne die raamwerk van Husserl, Heidegger en Merleau-Ponty wat gegrond is op teorieë wat die belangrikheid van plek en tyd uitbeeld. Die resultate van hierdie studie het getoon dat die onderliggende psige van elke deelnemer deur die nalatenskap van apartheid negatief beïnvloed is. Hierdie negatiewe denkpatrone waardeur die onderwysers se idees formuleer vorm die kollektiewe ingesteldheid waardeur hulle hul onderrigswêreld skep. Verder het die studie onthul dat hul aanbieding van die NKV meestal gedryf word deur ou gewoontes wat binne hul denke gekristalliseer het. Hulle vind dit dus moeilik om deur hierdie ou gewoontes te breek. Hul denke wissel gedurig tussen die verlede en die hede en roep die verlede voortdurend binne die hede. Alhoewel die bevindinge van hierdie studie gekoppel is aan plek en tyd is daar ‘n konstante struweling tussen die fenomenologiese self en hul ou gesette denke.
Strydom, Verena Zita. "The support needs of life orientation teachers in the Further Education and Training Band." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6837.
Full textENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.
Barnard, Jane. "Factors affecting the use of computer assisted learning by further education biology teachers." Thesis, n.p, 1999. http://ethos.bl.uk/.
Full textVan, Staden Shauwn Quinton. "Teaching strategies utilized by non-special education teachers in inclusive further education and training classrooms." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1921.
Full textThe Policy Document, Education White Paper 6 (Department of Education, 2001) states that all learners irrespective of their barriers to learning and development, have a right to be educated in ordinary schools, together with their peers. The inclusion of learners who are deaf/hearing impaired in mainstream Further Education and Training (FET) classrooms means that these learners are no longer being taught by special educators who are trained to cater for their special needs. In this study the learners are taught in regular classrooms by non-special education subject teachers who have had no formal training in how to teach learners with special needs specifically learners who are deaf/hearing impaired. A qualitative exploratory design with multiple methods for data collection (questionnaires, informal discussions, nonparticipant classroom observations and video footage) was employed in this study. A non-random purposive sampling which consisted of three non-special education subject teachers who teach two learners who are deaf/hearing impaired in the Further Education and Training phase at two mainstream educational institutions participated in the research. The aim of this study was to explore the kind of strategies these teachers use when they mediate learning in classrooms where there are deaf/hearing impaired learners. The study has indicated that while the educators might express a lack of confidence in their abilities, they do cater for the needs of deaf/hearing impaired learners who experience barriers to learning albeit in different ways.
Books on the topic "Further teacher training"
Ltd, York Consulting. Evaluation of further education initial teacher training bursary initiative. Nottingham: DfES, 2004.
Find full textOfsted. Framework for the inspection of initial teacher training of further education teachers. London: Ofsted, 2004.
Find full text1944-, Walker Stephen, ed. Teaching, training and learning: A practical guide. Sunderland: Business Education, 1992.
Find full textParsons, John Keith. Pickup in initial further education teacher training: A case study of the management of curriculum development. Wolverhampton: Wolverhampton Polytechnic, 1992.
Find full textCranton, Patricia. Becoming an authentic teacher in higher education. Malabar, Fla: Krieger Pub. Co., 2001.
Find full textFoden, Frank. Part-time teachers in further education: A study of the origins, background and development of training programmes, withspecial reference to the evolution of the teacher training programmes of the City and Guilds of London Institute, the Royal Society of Arts and the Regional Advisory Councils for Further Education. Leeds: Study of Continuing Education Unit, School of Education, University of Leeds, 1993.
Find full textMentoring teachers in post-compulsory education: A guide to effective practice. 2nd ed. Abingdon, Oxon: Routledge, 2012.
Find full textCunningham, Bryan. Mentoring teachers in post-compulsory education: A guide to effective practice. 2nd ed. Abingdon, Oxon: Routledge, 2012.
Find full textThe changing landscape of the academic profession: The culture of faculty at for-profit colleges and universities. New York: Routledge, 2006.
Find full textGreat Britain. Scottish Office. Review Committee forthe Initial Training of Further Education College Lecturers. Initial training of further education college lecturers: Report of the Review Committee for the Initial Training of Further Education College Lecturers. Edinburgh: Scottish Office Education Dept, 1993.
Find full textBook chapters on the topic "Further teacher training"
Loo, Sai. "Training of FE teachers with occupational/vocational experiences." In Vocationalism in Further and Higher Education, 78–90. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315670331-7.
Full textChitez, Mădălina, Roxana Rogobete, and Alexandru Foitoş. "Digital Humanities as an Incentive for Digitalisation Strategies in Eastern European HEIs: A Case Study of Romania." In European Higher Education Area: Challenges for a New Decade, 545–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_34.
Full text"Standards, training and qualifications." In Teacher Professionalism in Further and Higher Education, 33–52. Routledge, 2007. http://dx.doi.org/10.4324/9780203397299-8.
Full textHernández, Patricia Gómez, Carlos Monge López, and Alba García Barrera. "Challenges about MOOCs in Teacher Training." In Professional Development and Workplace Learning, 1268–88. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch069.
Full textViswanathan, Revathi. "Effectiveness of Teacher Training in Using Latest Technologies." In Advanced Methodologies and Technologies in Modern Education Delivery, 893–907. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch069.
Full textViswanathan, Revathi. "Effectiveness of Teacher Training in Using Latest Technologies." In Encyclopedia of Information Science and Technology, Fourth Edition, 7635–46. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch664.
Full text"Conclusion." In Reforming Teacher Education for Online Pedagogy Development, 274–96. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5055-8.ch012.
Full textvon Hohenberg, Sara Clemm, and Maggie Broderick. "The Role of Teacher Dispositions in a Global Teaching Context." In Interdisciplinary Approaches Toward Enhancing Teacher Education, 221–40. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch012.
Full textSaglam, Asli Lidice Gokturk. "Information Superhighway and Continuous Professional Development for the Networked Teachers." In Facilitating In-Service Teacher Training for Professional Development, 260–75. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch015.
Full textWeidinger, Wiltrud, and Rolf Gollob. "School-Based In-Service Teacher Training and Peer-to-Peer Learning as an Element of Professionalization." In Global Perspectives on Teacher Performance Improvement, 123–48. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9278-6.ch008.
Full textConference papers on the topic "Further teacher training"
Goryunova, Liliya V. "Further Teacher Training As A National System Component Of Professional Teacher Development." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.5.
Full textMagro de Santana Braga, Carolina, and 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.
Full textGillespie, R. Brent, M. Sile O’Modhrain, Philip Tang, David Zaretzky, and Cuong Pham. "The Virtual Teacher." In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0250.
Full textPredanocyová, Ľubica, Gabriela Jonášková, and Melánia Feszterová. "APPLICATION OF TEACHER COMPETENCES IN EDUCATIONAL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/01.
Full textDubakov, Artyom, Julia Olar, and Tatyana Khilchenko. "DISTANCE FURTHER TRAINING COURSE OPPORTUNITIES IN THE DEVELOPMENT OF METHODOLOGICAL COMPETENCE OF A FOREIGN LANGUAGE TEACHER." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0144.
Full textO'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.
Full textCrespo, Begoña, and Angela Llanos Tojeiro. "EMI Teacher Training at the University of A Coruña." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8117.
Full textRodionova, Irina, Olga Titova, Nickolay Kalinin, Ekaterina Konisterova, and Irina Golovina. "PROFESSIONAL DEVELOPMENT OF A NOVICE TEACHER IN DISTANT EDUCATIONAL ENVIRONMENT VIA A PERSONALLY-ORIENTED FURTHER PROFESSIONAL TRAINING PROGRAM." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0706.
Full text"Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4289.
Full textLukács, Bence, and Sandra Hofhues. "OERlabs: Strategies for University-wide OER Advancement." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9316.
Full textReports on the topic "Further teacher training"
DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Full textPanchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3750.
Full textNewman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.
Full textRashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.
Full textBilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa, and Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3889.
Full textVoloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.
Full textShyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3897.
Full textTokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.
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