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Journal articles on the topic 'Practical Skills teachers'
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1
Kucheriavyj, Alexandr. "THE REGULARITY OF THE FUTURE TEACHER`S PEDAGOGICAL MASTERSHIP DEVELOPMENT UNDER THE INFLUENCE OF PROFESSIONAL SELF-EDUCATION AND SELF-UPBRINGING." Aesthetics and Ethics of Pedagogical Action, no. 13 (March 9, 2016): 81–91. http://dx.doi.org/10.33989/2226-4051.2016.13.171544.
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The problems solved in the article are as follows: 1) the search process of methodological base of the future teachers' and practical teachers' pedagogical mastership development regularity is exposed; 2) the national and categorical system of framework of the pedagogical mastership theory, its generic and base components are outlined; 3) the integral aggregate of the regularities of the future teachers and practical teachers masterships development under the influence of professional self- education and self-upbringing is determined.Methodologically justified (on the philosophical, general scientific and specific scientific level methodology) are the basic laws of development of pedagogical skills of future teachers and teacher-practice: 1) methodology explanations of pedagogical skill of the individual self-creativity means naturally takes into account the heterogeneity of the various knowledge (ontological, professional pedagogical or historical ) on the theory of teacher skills, theory and technology of professional self- education and self-education; 2) the reasons for the development of pedagogical skills of future teachers practice logically formed in the process of emotional experience and understanding of their values and the content of its highest highest levels as a person; 3) development of pedagogical skills naturally determined on the basis of innovation orientation of the individual layers, her career and the needs of society in the renewal of teacher education and professional means of self-creativity creativity of students and teachers; 4) the content of pedagogical skills of future teachers and teacher- practice regularly due to its objectives in social and personality-developing aspects; 5) the quality of renovation "self-concept" of teaching personality development skills naturally depends on the state of reflection of professional development and improvement; 6) the subject of pedagogical skill activity increases regularly as a result of growth of the culture of his self-creativity.
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Ghanbari, Abolfazl, and Fatemeh Zare. "The Effectiveness of Mentoring in ELT Context." Studies in Educational Management 6 (August 2020): 32–48. http://dx.doi.org/10.32038/sem.2020.06.03.
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In their beginning stages of learning, the teachers require more practical ideas on how to choose and behave effectively to be a successful teacher. Accordingly, the purpose of this study was to investigate the effectiveness of mentoring as a tool for aiding teachers’ development and teacher’s portfolio assessment of the teaching skills of Iranian ELT teachers. Classroom observation via a checklist and an interview was used to examine the effectiveness of mentoring in the Iranian ELT context. The findings indicated the effectiveness of mentoring in teachers' teaching skills and some of its shortcomings.
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Da’as, Rima’a. "Teachers’ skill flexibility." International Journal of Educational Management 33, no. 2 (February 4, 2019): 287–99. http://dx.doi.org/10.1108/ijem-12-2017-0382.
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Purpose The purpose of this paper is to examine a model linking school principals’ strategic, interpersonal skills and teachers’ participation in decision making (PDM) to predict teachers’ skill flexibility (SF) during the implementation of educational reform. Design/methodology/approach From 113 randomly selected elementary schools in Israel that had undergone a reform called “New Horizon,” 1,482 teachers participated in the study. Data were analyzed through the multilevel structural equation modeling. Findings Results showed that only principals’ strategic skills lead to teachers’ PDM, which in turn predicts teachers’ SF. Furthermore, based on the upper echelon theory (Hambrick and Mason, 1984), principals’ strategic skills promoted teachers’ SF through teachers’ PDM. Research limitations/implications This research enables expanding the theoretical upper echelon model, both in the context of leaders’ skills and in their relation to change outcomes. Practical implications Using of strategic skills will help principals influence teachers to participate in decision making, adapt to the reform and promote their ability to use skills according to changing needs. Originality/value The results of this research emphasize the strategic role of school principals as the leaders of organizational change and promoters of its outcomes.
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Postoiuk, N. "PECULIARITIES OF PRACTICAL TRAINING OF BIOLOGY TEACHERS IN D. SERGIENKO'S PEDAGOGICAL HERITAGE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (9) (2019): 50–54. http://dx.doi.org/10.17721/2415-3699.2019.9.12.
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D. Sergienko's ideas concerning the practical training of biology teachers have been analyzed. The main objectives and requirements to the teacher of biology at school have been highlighted. The peculiarities of organization of observation, experiment, laboratory and practical works have been revealed. The conditions of formation of students' abilities and skills of research character, as well as factors, which promote the development of interest in research work, have been determined. This scientific research has revealed that D. Sergienko considered the practical training of biology teachers as a very important thing because effective teaching of biology could help to improve the state of agriculture in the country, also this educational subject cultivates love for nature, expands knowledge about plant and animal life, promotes the choice of profession in the agro-industrial sector. D. Sergienko was sure that the biology teachers have a huge responsibility, because they have to raise the awareness of children in creative work in rural society. This goal can be realized if you have such personal qualities as the teacher's love for this subject, pedagogical skills, the ability to supervise and teach the children, the ability to work with the public and, especially, with children's parents.
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Ghorbani, Somayyeh, Seyed Ebrahim Mirshah Jafari, and Fereydoon Sharifian. "Learning to Be: Teachers’ Competences and Practical Solutions: A Step Towards Sustainable Development." Journal of Teacher Education for Sustainability 20, no. 1 (June 1, 2018): 20–45. http://dx.doi.org/10.2478/jtes-2018-0002.
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Abstract The purpose of the present study is to determine teachers’ professional competences in “learning to be” and provide practical solutions for its realization. The research employed a mixed-methods sequential explanatory design and was conducted through two qualitative and quantitative methods. The population of the qualitative research consisted of educational experts, among whom 20 participants were selected through the purposive sampling technique after conducting interviews and data saturation. The population of the quantitative research included high school teachers in districts 2 and 3 of Isfahan among whom 217 holding MA, MSc, and PhD. degrees were selected via purposive sampling technique. In the qualitative section, the data collection instrument was semi-structured interview, and in the quantitative section, a 14-subscale researcher-made Teacher Professional Competences Questionnaire. Findings of the qualitative section were categorized into teachers’ cognitive competences, educational and managerial skills, and scientific, attitudinal, skill, behavioral, and general competences. From teachers’ viewpoints, the most important competences in “learning to be” was their ability to develop self-esteem and self-confidence in students, ability to increase personal skills such as self-awareness and self-belief in students, and their ability to guide students to determine the valuable goals for their lives. There was a consensus among views of experts and teachers about professional competences. There were no differences in the teachers’ opinions regarding the demographic characteristics of professional competences. Practical solutions of this learning approach were categorized by educational experts into solutions related to teacher education strategies, educational-training modalities, and the involvement of effective factors.
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Tugelbayeva, Zhazira, Zhumabaуeva Aziya Eleupanovna, Gulsara Tokkulova, Makhinur Nizamova, and Yegenissova Almazhai Kulzhanovna. "Problems of preservice teachers on technological pedagogical knowledge skills." World Journal on Educational Technology: Current Issues 12, no. 4 (October 30, 2020): 361–72. http://dx.doi.org/10.18844/wjet.v12i4.5189.
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This study aimed to determine problems of preservice teachers on technological pedagogical knowledge skills. The socio-economic transformations taking place in the country indicate the presence of a society’s need for a person who has the ability to set goals and achieve them independently. In this regard, education is faced with the task of forming the personality of the future teacher as a subject capable of diagnosing the process and results of its activities. However, the educational technologies used at the university most often alienate students from educational activities, offering ready-made goals, ways to solve them, and thereby exclude them from the diagnostic process. A change in the modern educational situation actualizes the formation problem of technological pedagogical knowledge skills in a future teacher. The article deals with the development of a scientifically-based system for preparing students for diagnostic activity, which includes theoretical and practical training at the university. The practical significance of the research results lies in the possibility of using the developed methodological recommendations in the practice of training specialists in the field of primary education.
Keywords: Technological pedagogical knowledge, skills, knowledge assessment, preservice teachers, teacher education.
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Rahimi, Ali, Ahmad Madani, and Hamid Rahimi. "University teachers’ action research: An adventure into uncharted waters?" International Journal of Learning and Teaching 8, no. 4 (October 17, 2016): 262. http://dx.doi.org/10.18844/ijlt.v8i4.374.
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One of the main approaches of educational systems in enhancing the teaching quality has been increasing teachers’ action research skills. The objective of this study has been identification of university teachers’ action research skills in higher education in Iran. The population under study has been all teachers at University of Kashan, Iran (283) from which 189 teachers have been randomly selected. The instrument employed has been a self-made questionnaire which assessed teachers’ action research skills based upon four factors (diagnostic Skills, attitude towards action research, data collection skills, and practical action research abilities). The reliability of the questionnaire was assessed by Cronbach’s Alfa as 0.852 and this is indicative of the high reliability and internal consistency of the instrument. This study clearly showed that a large number of university teachers have no information about the role of action research in improving the quality of teaching and learning. Data analysis showed that even noticeable differences are not observed in the behavior of teachers familiar with action research and those who are unfamiliar with it. The most interesting finding of this study was the discovery that all university teachers were able to recognize the issues and topics related to their profession (topic recognition skill) and are deeply preoccupied with such issues (attitude towards action research), but they lacked the necessary skills to cope with these issues and make the relevant practical decisions (data collection skills and practical action research). To overcome this deficiency, the researchers suggest in-service educational programs organized by university authorities with the aim of turning teachers to researchers familiar with action research skills.Keywords: Action research, Teaching, Educational Supervision, Enhancement of Teaching Quality, University Teachers.
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Zdunik, Jan. "Literatura, terapia, pomoc... Kilka refleksji wokół psychologicznych kompetencji nauczycieli języka polskiego." Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 11, no. 315 (December 29, 2020): 204–16. http://dx.doi.org/10.24917/20820909.11.16.
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The article concerns the psychological skills of Polish language teachers. It indicates the need for teachers to develop psychological skills due to the specifics of the subject and frequent conversations on psychologically difficult topics. The analysis distinguishes three implications for school practice: the first relates to the new organization of the teaching process by enabling students to take individual conversations about the psychological consequences of the readings, the second discusses the personality traits of the teacher, helpful in psychological conversations, and the third proposes practical classes in psychological skills that could help shape soft skills of Polish language teachers.
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Harizaj, Marsela, and Veneranda Hajrulla. "Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities." European Scientific Journal, ESJ 13, no. 29 (October 31, 2017): 126. http://dx.doi.org/10.19044/esj.2017.v13n29p126.
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Developing student’s critical skills is one of the major concerns of foreign language teachers. Professional teachers and novice ones try to find ways to motivate their students. Developing communicative competence requires students to develop learning strategies and focus on language function and context. In every course assignments, learners understand and realize better that communication is not an easy thing. Developing accuracy and fluency in foreign language classes enhance students critical thinking too. However, What is critical thinking? What is the perception of learners about it? What communicative activities can foreign language teachers use in the classroom to enhance student’s critical thinking? These are some research questions that this paper brings in focus, from theory to practice. The study is based on observations in EFL classes. From observations, it was found that developing critical thinking skills help learners to enhance their communication, enlarge their vocabulary, and help them to learn how to use language for different purposes in a variety of contexts. Foreign language teachers can help learners develop critical thinking skills. In this paper, some suggestions for foreign language teachers to use practical activities to foster critical thinking will be presented. Thus, in English language learning and teaching contexts, critical thinking becomes more dynamic.
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Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (November 1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.
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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on research into the development of practical reasoning of teachers.
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Romar, Jan-Erik, and Alexandra Frisk. "The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education." Qualitative Research in Education 6, no. 1 (February 27, 2017): 86. http://dx.doi.org/10.17583/qre.2017.2222.
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The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.
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Assefie, Birhan. "Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus." SMART MOVES JOURNAL IJELLH 8, no. 10 (October 29, 2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.
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The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers
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Egenfeldt‐Nielsen, Simon. "Practical barriers in using educational computer games." On the Horizon 12, no. 1 (March 1, 2004): 18–21. http://dx.doi.org/10.1108/10748120410540454.
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This paper outlines the barriers for using computer games in an educational setting by drawing on a study of a two‐month history course with the historical strategy game Europa Universalis II. The paper draws on the limited earlier literature on the subject to identify classic areas of difficulty. Some of these are time schedule, physical setting, class expectations, teacher background, genre knowledge, technical problems, experience with group work, teacher preparation, perception of games, class size, priority issue. It is concluded that these factors add up to a tremendous workload on teachers that wish to engage with educational computer games and demands that the teacher possesses a variety of skills.
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Et.al, Jayathilakan P. K. "Online Teaching and Practical Implications of Teacher Professional Development." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 3909–12. http://dx.doi.org/10.17762/turcomat.v12i3.1679.
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The teaching English website of the British Council identified six different levels of Teacher from “starters” to “experts” suggested that each requires a different kind of professional development. And “professional development” the key to meet today’s educational demands. As we know language is a social and cultural activity, Teachers must remain abreast of the exciting and promising development in the teaching strategies.
To live to the challenge of globalization which is in the line with the era of information economy. A quality human capital comes from a quality education process. We live in an age of information explosion; teachers need to continuously update ones knowledge and skills. The field of curriculum in general and second language education in particular have witnessed tremendous changes over the years. A quality human capital comes from a quality education process.
Hargreaves and Fullan (1992, P. IK), “the teacher is the ultimate key to educational change and school improvement”. Teachers do not simply implement the curriculam. They define and refine the curriculam they interpret and transform the curricular in a way that makes learning more manageable for the Learners.
The need for Teacher Professional Development is one’s evaluation of one’s own classroom performance and getting feedback and keep updating, the slow learners and learning disability. To increase knowledge of the teacher (a) referencing (b) research (c) optimum reading (d) awareness (e) elements. ‘Regarding Pedagogy (a) Inquiry learning (b) creative and
critical thinking (c) problem solving. Assessment, includes (a) CCA (b) assess of learning (c) assessment for learning (d) Feedback.
A teacher should learn in the day to day environment. Planning lessons and courses managing the lesson and using inclusive practices. Goal oriented mentors/Teachers continuously develop their expertness to implement innovative way of teaching strategies, in case of online teaching. Pedagogical style, class-room processes, and syllabus are fluctuating meritoriously pertaining to the changing need of learning and teaching community. As implementing various dimensions of teaching English effectively. Teaching English online has become more convenient to improve LSRW.
In the digital age valued teachers develop positive learning relationship with their students to establish and maintain an effective learning environment can be created through online method of handling English language teaching. Language teachers especially ,teachers handling English can use their own practice for developing their teaching in the ways of online mode. 3.2miIIion English language teachers in the world, aim to increase capability to improve language teaching with confidence and subject knowledge. ELT Teachers can bring in variety and enthusiasm among the students in language learning process and enhance the students English language skills successfully based online method.
The physical class-room learning process may not be satisfied with the current generations of younger learners. So internet and distance learning which is also known as online method plays a vital role in the world education system and becomes the professional growth of teachers based on their Intellectual, Experimental and Attitudinal aspects.
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Protsko, Yevheniya. "Requirements to the Professional Competence of English Language Teachers in Belgium." Comparative Professional Pedagogy 4, no. 3 (September 1, 2014): 77–82. http://dx.doi.org/10.2478/rpp-2014-0039.
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Abstract The concept of a teacher competence in the works of national and foreign scholars has been investigated in the article. The author describes the standards for English teachers in Belgium that is considered to be an inalienable element of the European education. The qualified training of the teachers is denoted as pedagogical, didactic and methodical knowledge mastering and obtaining research and practical skills. In Belgium vocational education in general and teacher training in particular are described as training of an educational specialist with vocational, organizational, communicative skills and high level of the competence.
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Tutbaeva, Zh, and G. Tokshylykova. "DEVELOPING CRITICAL THINKING SKILLS THROUGH PROFESSIONAL DEVELOPMENT." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 456–61. http://dx.doi.org/10.51889/2020-4.1728-7804.91.
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The paper is devoted to the role of critical thinking in teaching and focuses on asking the right questions to get the right answers. Critical thinking is being able to think logically and reasonably. It also provides novice teachers and students with practical example of a lesson plan for a reflective teacher. It helps to see the essential elements for a lesson plan, but most importantly it provides an example of a plan heading which is crucial before planning as it helps teachers think critically before they start the lesson. A critical thinker is analytical, reflective, fair-minded, positive, curious, perseverant and creative. The researchers suggest a lesson plan for PD workshop on the importance of critical thinking with detailed procedure.
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Phan, Tai Huu. "EXPERIENCES OF INTEGRATING PRESENTATION SKILLS AND TEAMWORK SKILLS IN TEACHING THE HO CHI MINH THOUGHT SUBJECT AT TRA VINH UNIVERSITY." Scientific Journal of Tra Vinh University 1, no. 2 (August 6, 2019): 194–202. http://dx.doi.org/10.35382/18594816.1.2.2019.171.
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Integrating presentation skills and teamwork skills into teaching The Ho Chi Minh Thought subject has brought about practical effects in teaching and learning of teachers and students at Tra Vinh University at present, such as: students are more actively in searching materials, confidently in showing their abilities in front of the crowd, in expressing assertiveness and flexibly in using each problem that the teacher has set, the class more dynamic and students’ psychology is very comfortable when the subject has applied soft skills integration method. Besides, the cooperation of both teachers and students, the duration of subjects are also issues that need to be considered when integrating this method. Therefore, the application of integrating soft skills into the teaching specialized knowledge is essential, where each teacher and student needs to demonstrate his or her role and bravery in order to fulfill the task.
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Cabanlit, Emmie. "Cooperating Teachers' Practices in Handling Pre-service Teachers in Elementary Schools of Davao City." Southeastern Philippines Journal of Research and Development 24, no. 1 (March 29, 2019): 17–34. http://dx.doi.org/10.53899/spjrd.v24i1.10.
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Cooperating teachers' (CT) capability to handle preservice teachers (PST) is viewed as a critical collaborating role in teacher education program. This study investigated cooperating teachers' practices in handling pre-service teachers, their bases for these practices, and implications for professional enhancement. Qualitative thematic-deductive analysis under the consensual qualitative research (CQR) was used in the study, using semi-structured interview as instrument for drawing out constructs and narratives from the purposive samples. Practices performed by the cooperating teachers, as shown by the results, were categorized as mentoring and supervisory. Practices such as soliciting feedback from daily experiences, providing simple or modest physical resources or accommodation, and demonstrating ways in building collegial skills fall under mentoring practices. Supervisory practices consisted of assessing the readiness of the PSTs to handle classroom responsibilities, checking and approving the lesson plan, conducting class observation, honing the PSTs' skills in holding co-curricular activities, conducting conferences to elicit agreement and feedback, and monitoring progress in teaching. These said practices were anchored on experiential insights, practical applications, colleague consultation, pre-service teachers' manual, and orientations from the sending school. Based on the findings, cooperating teachers are still wanting of competencies from in-service training to augment their personalized practical practices. This study recommends that an enhancement training program be provided to enrich practices in handling future PSTs who are soon graduates of the new teacher education curriculum.
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Du, Guo Li, and Xiao Xin Feng. "Investigation of Promoting Professional Practical Ability of Undergraduate Students in Materials Majors." Advanced Materials Research 442 (January 2012): 76–80. http://dx.doi.org/10.4028/www.scientific.net/amr.442.76.
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The structure of professional practical ability was analysed, and it was pointed out that the professional practical ability is composed of knowledge, skills and powers to use knowledge and to innovate in technology. The instructional strategies for promoting professional practical ability were investigated. Through organizing the knowledge structure rationally and letting students acquire knowledge by the way of "problem-solving" in classroom, teachers can make students gain the knowledge to be favorable to use. Through teaching students logical thinking method and scientific method, teachers can make students master the thinking methods that are favorable to use knowledge. And through strengthening practical instruction in laboratory and constructing practical platform of college-enterprise cooperation, teachers can make students acquire professional skill.
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Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.
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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.
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Penso, Dorothy E. "Book Review: Early Communication Skills: Practical Activities for Teachers and Therapists." British Journal of Occupational Therapy 55, no. 11 (November 1992): 435. http://dx.doi.org/10.1177/030802269205501113.
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Lebiedieva, O. "MEANS OF FORMING FUTURE TEACHERS’ REFLECTIVE SKILLS IN PRACTICAL GERMAN CLASSES." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 76 (2021): 106–11. http://dx.doi.org/10.32840/1992-5786.2021.76-2.18.
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Semenova, Alla V. "ПРОФЕСІЙНА ПІДГОТОВКА ІНТЕРАКТИВНОГО МІНІ-ЗАНЯТТЯ З ВИКОРИСТАННЯМ МУЛЬТИМЕДІЙНОЇ ПРЕЗЕНТАЦІЇ ДЛЯ ВИКЛАДАЧІВ — СЛУХАЧІВ СЕМІНАРУ «ПЕДАГОГІЧНА МАЙСТЕРНІСТЬ» НА ОСНОВІ ПРАКТИЧНИХ НАВИЧОК І ЦІННІСНОГО ДОСВІДУ." Information Technologies and Learning Tools 46, no. 2 (April 15, 2015): 139. http://dx.doi.org/10.33407/itlt.v46i2.1209.
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The article deals with the preparation of interactive mini-lessons using multimedia presentations for teachers – participants of the seminar based on practical skills and value experience, which is considered in the unity of intellectual and emotional-volitional personality characteristics. The article covers the theoretical, methodological and practical approaches to creating presentations using MS PowerPoint in preparing and conducting interactive lessons by teachers based on andragogy approach. The proposed approach takes into account the personal aspects of teachers - participants of the seminar, as well as presents an appropriate planning cycle. That helps turn into reality the idea of vocational training throughout life "teacher to teacher".
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Hastings, William R. "Sharing Teaching Ideas: Practical Practice." Mathematics Teacher 82, no. 9 (December 1989): 702–4. http://dx.doi.org/10.5951/mt.82.9.0702.
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Unimaginative and repetitive drills of elementary number facts can be boring to both students and teachers. Yet computational facility is very important and must be developed and strengthened. The following exercise helps students practice computational skills, discover patterns, and check their own answers.
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Tomperi, Päivi, and Maija Aksela. "In-Service Teacher Training Project On Inquiry-Based Practical Chemistry." Lumat: International Journal of Math, Science and Technology Education 2, no. 2 (October 30, 2014): 215–26. http://dx.doi.org/10.31129/lumat.v2i2.1075.
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The aim of study is to support meaningful practical chemistry learning and research-based teaching at the upper secondary level by designing a model for in-service teacher training. Teachers were introduced the SOLO (= Structure of the Observed Learning Outcome) taxonomy as a tool to estimate the quality of learning attainable for students when performing laboratory tasks according to written instructions that exist in the chemistry books. Research methods employed in this empirical case study were materials produced by teachers, questionnaire for the participants after training and interview of one teacher. The data is analyzed by methods of qualitative content analysis. The main results from the study give information about the implementation of the revised training model in which teachers worked collaboratively and that the SOLO tool succeeded in raising teachers’ awareness of how the written instructions can reflect the student performance in a laboratory. Teachers became familiar with classifying laboratory assignments to the various SOLO levels and understood how using only the verification type of tasks at school would not help students to develop their higher order cognitive skills (HOCS). Nevertheless, only one teacher out of three presented teacher-experimented material according to training goals. The most challenging phase of the voluntary training was the personal implementation of instructional material. Educational design research is a methodical study of designing, developing and evaluating educational programs, processes and results. We shall discuss the results obtained from the second design experiment and introduce the revised model for the in-service teacher training.
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Wibawanto, Hilmawan, Roemintoyo Roemintoyo, and Triana Rejekiningsih. "Indonesian Vocational High School Readiness Toward Society 5.0." Journal of Education Research and Evaluation 5, no. 1 (February 13, 2021): 24. http://dx.doi.org/10.23887/jere.v5i1.31567.
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Vocational high school comprehensively relates technology studies, the development of acquisition of practical skills, attitudes, and life skills. In this context, teachers play important role in forming and producing competent graduates’ need toward Society 5.0. This study aims to analyze teachers’ perceptions about vocational high school readiness toward Society 5.0. This study used a descriptive quantitative with survey method. The respondents were vocational high school teachers that have been selected using a random sampling method. The result indicated teachers’ understanding of Society 5.0 is low. The school’s readiness to facilitate learning also quite low. The assessments still generalized requirements for student achievement. On the other hand, teachers still have the motivation to learn to use technology. The majority of teachers often attend training to improve instructional media skills. Based on these results, school preparation needs to be improved in terms of teacher competence and learning support facilities for Society 5.0.
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Shaukat, Robina, Muhammad Shahbaz Arif, and Hina Mangi. "Issues in Teaching English Speaking Skill in Second Language Acquisition (SLA) at Secondary Level." Indonesian Journal of Social and Environmental Issues (IJSEI) 1, no. 3 (December 5, 2020): 213–19. http://dx.doi.org/10.47540/ijsei.v1i3.91.
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This research has investigated the issues in teaching English-speaking skill as second language acquisition SLA especially in Punjab. It is observed that issues involved in teaching speaking skills by the concerned teachers were having traditional approach in teaching methodologies, their strict inflexible attitude and denying attending refresher courses and workshops in modern e-learning enhancement. It has been observed that the teachers occupying permanent seats are least bothered to cope with fresh, young, junior colleagues and institutional management authorities in practical application of modern latest teaching techniques to produce quality in teaching English as SLA in speaking skills. Qualitative and quantitative methods were applied to find out the objectives in teaching English as SLA in speaking skills. The niche, objective and aim of research is to find out practical issues in teaching English as SLA in applied speaking skill and how speaking’ skill could promote language fluency in effective manner in order to meet the requirements of present modern era. This paper declared that Latest, modern methodologies may be adopted by teachers to produce quality in learning English speaking as SLA in friendly and pleasant atmosphere in light.
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Bachtiar, Bachtiar. "The Characteristics of Effective Professional Development That Affect Teacher’s Self-Efficacy and Teaching Practice." EDUVELOP 3, no. 2 (March 21, 2020): 131–44. http://dx.doi.org/10.31605/eduvelop.v3i2.624.
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Many research suggests that effective professional development (PD) can help teachers increase their knowledge, skills and understanding about teaching. Research evidence also indicates that good quality PD enhances teacher sense of efficacy. This study aims to investigate the characteristics of good quality PD that affect teachers’ self-efficacy from the perspective of junior secondary English Language teachers in Indonesia. Data derived from the initial and follow-up questionnaires, TSG observations, and semi-structured interviews. The findings found that English language teachers perceived good quality PD are those activities that increase teachers’ knowledge and teaching skills, encourages collaboration, and is based on teachers’ classroom practical needs. The study suggests the need to involve teachers in the process of planning, designing, and implementing PD in order to maximize its benefits.
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Fadzil, H. M., and R. M. Saat. "Exploring Secondary School Biology Teachers’ Competency in Practical Work." Jurnal Pendidikan IPA Indonesia 9, no. 1 (March 31, 2020): 117–24. http://dx.doi.org/10.15294/jpii.v9i1.21477.
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A competent biology educator should be efficient in the design, organizing, and execution of practical work and the evaluation of practical skills. Nevertheless, according to past research, the participation of students in conducting experiments is inadequate, and the teachers are not guiding them effectively. One of the issues that could lead to this problem is the lack of efficiency of the teacher to carry out practical work. To gauge this problem, a qualitative study has been conducted. The study involves eight biology teachers from eight secondary schools in two states in Malaysia, namely Kuala Lumpur and Selangor. Data were collected through observation at biology laboratory, interviews with biology teachers, and analysis of related documents such as lesson plans. Collected data were analyzed using constant comparative data analysis methods to explain the core phenomenon of this study. Three (3) themes emerged in this study: (i) difficulty in designing and planning practical lessons effectively, (ii) insufficient preparation before conducting practical lessons and (iii) improper evaluation of students’ achievement in biology practical lessons. The results of this study offer information on the competence of biology teachers, which can be used to enhance the quality and standards of biology teaching and learning.
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Mislia, Mislia, Andi Alim, Ekafadly Usuf, Hasmin Tamsah, and Yusriadi Yusriadi. "The effect of training and education and teacher certification allowances on teachers." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1368–83. http://dx.doi.org/10.18844/cjes.v16i4.5986.
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Effectiveness training can encourage teacher performance and knowledge management, and soft-skill competence to strengthen the relationship—this study conducted with a quantitative approach. The analysis tool uses SEM-Amos version 23. The population in this study were 18240 teachers in South Sulawesi Province. The sample was determined by accidental technique, with a sampling target of at least 100 people who filled in early. Only 236 teachers filled out the questionnaire until the specified time limit, and it was declared complete. Effectiveness training proved to encourage teacher performance improvements during the COVID-19 pandemic. This empirical evidence answers the researcher's assumptions and, at the same time, adds to the limited reference to the relationship of the conceptual framework built in this study. This study shows that practical training can encourage internal organizational development, especially in improving employees' ability to share and problem-solve to enhance teachers' skills.
Keywords: Raining effectiveness, knowledge management, soft-skill competence, teacher, performance, Indonesia
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Habibah, Nur. "Training Senior High School English Teachers in Developing Listening Assessment." IJET (Indonesian Journal of English Teaching) 6, no. 2 (December 19, 2017): 156–66. http://dx.doi.org/10.15642/ijet2.2017.6.2.156-166.
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The ceaseless assessment ignorance, ineffective practices, even indisposition to assess listening skills among English teachers are prevalent due to the complexity of providing spoken texts, the impractical implementation, not to mention the little concern regarding teachers’ assessment development. One possible way to address the problem is to improve teachers’ knowledge and skills as well as encourage them to develop listening assessment through a more specific, practical and comprehensive assessment teacher training. The present study tries to train nine English fellow teachers of Senior High Schools of Amanatul Ummah in Mojokerto and Surabaya. The training focuses on the knowledge of basic concept of assessment, principles of designing a good assessment, basic types of listening assessment, tips in selecting authentic materials and the skills involving the trainee teachers’ practices in developing listening assessment. Data were collected through pre and post-tests, pre-lesson notes, worksheets, reflective journal entries, and pre and post-projects. The finding shed light on the teachers’ changes in knowledge, skills, and disposition to develop listening assessment during the process and afterwards.
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Bekturov, T., and S. Chelpakova. "The Role and Place of Pedagogical Techniques in Improving the Professional Skills of Teachers." Bulletin of Science and Practice 7, no. 2 (February 15, 2021): 324–29. http://dx.doi.org/10.33619/2414-2948/63/38.
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Under the context of growing demand for teachers’ professional training, the issues of the formation and improvement of their pedagogical mastery become of current interest. A teacher who wants to develop his/her pedagogical skills shall constantly learn to apply pedagogical methods in his/her work. After all, the professional competence of a teacher directly depends on the possession of professional technique. The purpose of this work is to clarify the concept of “pedagogical technique” and determine its place and role in improvement of teacher’s professional mastery. In this regard, methods of analysis, synthesis, comparison, generalization, and clarification were used. The narrative of the importance of clarifying the definition of the term is presented for defense and the version proposed is as follows: “Pedagogical technique is an important component within the structure of pedagogical skills, their forms, practical manifestation, through which a high level of pedagogical professionalism can be formed and developed”. The knowledge of structure of pedagogical methods and formation of appropriate behavioral skills increase the teacher’s professionalism. Therefore, in teacher’s activities, pedagogical technique steps forward as a system of social and pedagogical support of the educational process, which performs a number of functions in teaching and educational work.
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Kot, T. A., I. V. Zotova, and E. G. Bogoslova. "Methodical system of future primary school teachers’ research skills development." SHS Web of Conferences 87 (2020): 00099. http://dx.doi.org/10.1051/shsconf/20208700099.
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The article deals with the problem of future primary school teachers’ research skills development. The relevance of the studied problem is justified by the need to form the research skills of future primary school teachers, which is one of the requirements of their professional training in higher education formulated in the Federal state educational standard (FSES) and the Professional standard of the teacher-teacher of primary school education. The aim of the article was to develop a methodical system of future primary school teachers’ research skills development in higher education, as well as process description of its experimental implementation in the educational process of the University. The research methodology includes such methods as pedagogical experiment, diagnostics, approbation, analysis, generalization. In the course of the research the following theoretical results were achieved: the purpose, objectives, components of the methodological system of development, the qualitative result of its implementation, indicated technological support of the process of future educators’ research skills development. The results of the study allowed justifying the effectiveness of the developed system of future primary school teachers’ research skills development, its theoretical and practical value. The developed methodical system, due to the validity of its effectiveness, can be used in the practice of pedagogical universities in the process of future teachers’ readiness to carry out research activities.
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A. Ajanigo, Joy, and Sunday Aboritoli. "A STUDY OF THE ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS SCIENCE PROCESS SKILLS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 372–77. http://dx.doi.org/10.21474/ijar01/12847.
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Science process skill (SPS)is an essential skillrequired in studying science and achieving the reform in Science, Technology, Engineering, and Mathematics (STEM) education in Nigeria. Science process skills areinseparable from scientific processes, such as observing, experimenting, and analyzing events. The current studys primary purpose is to assess the attitude of senior secondary school students towards science process skills. Also, to determine the teachers pedagogical competence (TCP) inattitude towards science process skills. One hundred and sixteen senior secondary school students drawn from public and private secondary schools in Kogi State participated in the study. The participants completed self-report measures on attitude towards science process skills and perceived teachers pedagogical competence. The findings revealed that 65.5% of the respondents expressed a negative attitude towards science process skills. Also, it was found that teachers pedagogical competence influenced attitude towards science process skills. The findings and practical implications of the study are discussed.
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Matsenjwa, Lindiwe Rose, and S’lungile Kindness Thwala. "PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 74–87. http://dx.doi.org/10.33225/pec/13.55.74.
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The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners’ progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers. Key words: assessment, knowledge, measurement, primary teachers, Swaziland.
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Ghafarpour, Hajar. "Classroom Conversation Analysis and Critical Reflective Practice: Self-evaluation of Teacher Talk Framework in Focus." RELC Journal 48, no. 2 (April 20, 2016): 210–25. http://dx.doi.org/10.1177/0033688216631173.
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The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the Self-Evaluation of Teacher Talk framework (SETT) proposed by Walsh (2006) will be discussed in detail and its contribution to critical reflective practice will be probed. The extracts are taken from 12 hours of tape recording of a university General English course and supported by a teacher’s diary for analysis. The results demonstrate that although the SETT framework is representative and useful, setting and institutional requirements should not be ignored. This article has implications not only for developing critical reflective practice for in-service teachers but also for teacher training.
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Byndas, Olena. "Professional Training of Foreign Languages Teachers in Austria." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 76–83. http://dx.doi.org/10.2478/rpp-2014-0023.
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Abstract The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English) have been analyzed. The importance of pre-vocational work carried out to validate students’ choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations
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Malanova, O. A., A. V. Gazaryan, N. S. Morozova, A. A. Mamedov, Yu A. Kozlitina, and A. V. Lapshova. "Assessment of the teachers’ level of knowledge about the principles of first aid for acute dental trauma." Voprosy praktičeskoj pediatrii 15, no. 4 (2020): 81–85. http://dx.doi.org/10.20953/1817-7646-2020-4-81-85.
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Objective. To evaluate the level of knowledge about dental trauma injury and first aid skills among teachers of educational institutions by means of a survey in Moscow, Russia. Materials and methods. A questionnaire, consisting of 4 parts and including 20 questions. Several questions have multiple answers. The survey accepted 56 people from 4 educational institutions. Results. The study indicated the knowledge level of teachers to be quite low. Early help reduces the risk of complications. Conclusions. It is necessary to educate teachers on the theoretical and practical skills for this group of pathologies, to conduct further clinical research. Key words: dental trauma injury, teacher, first aid
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Ata Sawalha, Awnieh. "Training Needs for Teachers of Children with Autism in Jordan, From Their Perspectives (A Descriptive Study)." Journal of Social Sciences Research, no. 62 (February 15, 2020): 200–208. http://dx.doi.org/10.32861/jssr.62.200.208.
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The present study aimed to identify the training needs of teachers of children with autism spectrum disorder (ASD) and the identification of their relationship to some variables. The study sample consisted of (42) teachers, of both sexes, of children with autism spectrum disorder chosen deliberately from (5) private centers and institutions that provide educational services for those children in Amman, Jordan. The researcher used an instrument of (48) items distributed over two sub-domains: Theoretical training needs and practical skills training needs, after obtaining good validity and reliability of the scale. The results of the study indicated that the training needs importance to the respondents was of moderate level in each of the domains: Theoretical and practical skills needs. There were no statistically significant differences in teachers’ assessment of their needs that could be attributed to the variables of gender and teaching experience of the teacher. The study recommends a continuous assessment of the needs of teachers of children with autism spectrum disorder, and focuses on the preparation of specialized training programs for teachers to satisfy these needs.
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Khan, Najmonnisa, Lubna Oad, and Rabia Aslam. "ENTREPRENEURSHIP SKILLS AMONG YOUNG LEARNER THROUGH PLAY STRATEGY: A QUALITATIVE STUDY." Humanities & Social Sciences Reviews 9, no. 2 (March 18, 2021): 64–74. http://dx.doi.org/10.18510/hssr.2021.927.
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Purpose: Entrepreneurship is a creative skill, offers theoretical and practical information to support individuals’ economic growth in society. The research examines teachers’ expectations and awareness of developing entrepreneurship skills among young learners and defines the connection between play strategy and entrepreneurial skills in early childhood education (ECE).
Methodology: The researcher employed a qualitative research approach. The population of the study comprised of ECE teachers. A purposive sampling technique was used, and twelve ECE teachers were interviewed from six different ECE Centers District East and Central, Karachi. Thematic analysis was used to analyze the data.
Results: Findings showed that teachers have very limited knowledge or don’t have an understanding of entrepreneurship. According to them, this skill is related to business, and it can be done only through heavy investment. According to teachers’ opinions, it isn’t easy to teach students about entrepreneurship skills in early childhood education. However, they also stated that students are trained in preschools through multiple exercises. The play method is one of the many strategies that improve social behaviors; collaboration, exploration, projects, problem-solving, decision-making, and innovation. Students develop positive social habits through entrepreneurship skills (ES). The research reveals the essential relationship between play strategy and entrepreneurship skills. The study advises that schools equip potential entrepreneurs with early childhood education and play strategy that teachers be qualified to build Entrepreneurship skills among children.
Applications of the study: The findings of the study promote and activate the curriculum makers, textbook developers, and policymakers to develop entrepreneurship modules that help teachers to enhance their pedagogical skills to promote entrepreneurship skills among young learners through play strategies.
The Novelty of the Study: This study checked the concepts of entrepreneurship education through play strategies at the ECE level. Besides this, teachers’ perceptions and understandings about entrepreneurship skills at the ECE level were also explored.
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Galiakberova, Alfinur, Irina Zakharova, Elmira Galyamova, and Oleg Chervov. "Practical use of the digital pedagogical activity simulator: efficiency, innovation, and experience." E3S Web of Conferences 284 (2021): 09020. http://dx.doi.org/10.1051/e3sconf/202128409020.
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The article presents the experience of developing and using the digital simulators in teaching and learning at a pedagogical university. Testing the innovative technologies in the course of teachers’ training enables to conclude that this tool is effective when acquiring the professional competencies. The simulators, including the virtual ones, ensure modeling the pedagogical activity in terms of the principles of the activity approach. The analytical part of the article includes the content of the assessment criteria when planning and giving the classes on a digital simulator. The criteria for assessing the operations of a university student on the simulator are consistent with the requirements for the learning outcomes of schoolchildren. The results obtained confirm the relation between the labor operations performed by future teachers and the requirements established by the Federal State Educational Standards for universal learning skills (cognitive, communicative, and regulatory). The content of these requirements involves skills at searching for the study material and assuming the position of an active subject. The requirements content is consistent with the criteria for assessing the operations of the future teacher. The results of testing the simulator enable to analyze the advantages and disadvantages of using a digital simulator in teachers’ training. Its use may involve making some changes in Teaching Methodology at a pedagogical university.
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Dоmina, Viktoriia, Ludmyla Tsybulko, and Svitlana Aleksandrova. "The Problems оf Formation оf Language Competence in Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 15–23. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-15-23.
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The article is devoted to the problem of the formation of language competence, which is considered as an integrated property of a person possessing a complex of professionally meaningful for the teacher qualities. The concept of language competence of the teacher is determined. The questions of level of scientific-theoretical and practical training of employees of higher educational institutions and effective interaction with students in the process of pedagogical cooperation are revealed on the basis of introduction of European experience for achievement of high results. The proposed research substantiates the stages of professional development of the teacher, which is the basis for successful adaptation to the world educational and informational processes. Also, during the scientific work, the criteria for the teacher's professionalism were determined: profound professional knowledge and theoretical skills, a set of practical skills and abilities, skillfully applied in practice. The structural components of the teacher's language competence and the conditions aimed at increasing his language competence are highlighted.
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Voloshina, Olga. "FOREIGN LANGUAGE COMPETENCE OF TEACHERS." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1 (October 21, 2020): 71–78. http://dx.doi.org/10.36690/2733-2039-2020-1-71.
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This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.
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Bijsterbosch, Erik, Tine Béneker, Wilmad Kuiper, and Joop van der Schee. "Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands." Curriculum and Teaching 35, no. 1 (April 1, 2020): 63–84. http://dx.doi.org/10.7459/ct/35.1.05.
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Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.
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Dumeier, Henriette K., Martina P. Neininger, Almuth Kaune, Pia M. Schumacher, Andreas Merkenschlager, Wieland Kiess, Matthias K. Bernhard, Thilo Bertsche, and Astrid Bertsche. "Seizure management by preschool teachers: A training concept focussing on practical skills." Seizure 50 (August 2017): 38–42. http://dx.doi.org/10.1016/j.seizure.2017.06.001.
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Drapkina, O. M., S. Yu Astanina, E. A. Derinova, N. A. Mikhailova, L. Yu Volkova, and R. N. Shepel. "Practical skills formation in task development in the line of teachers’ education." Profilakticheskaya meditsina 24, no. 6 (2021): 90. http://dx.doi.org/10.17116/profmed20212406190.
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Shi, Jing. "A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 168. http://dx.doi.org/10.17507/tpls.1002.04.
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Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice teachers. The micro-teaching program aims at equipping novice teachers with relevant teaching skills and behaviors through practice of teaching under controlled conditions. The purpose of this paper is to trace the developmental trajectories of the novice teachers participating in this program and examine the effect of formal assessment on the development of novice teachers. This study reveals that the program can help teachers share teaching strategies and solve practical problems in teaching, thus novice teachers acquire teaching skills and gain confidence in teaching. It is recommended the faculty should incorporate the program not only in pre-training service for novice teachers but also in service for teachers to improve their teaching routine.
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Gadušová, Zdenka, and L’ubica Predanocyová. "Competence of planning educational process in pre-service teacher training." Nauki o Wychowaniu. Studia Interdyscyplinarne 6, no. 1 (June 30, 2018): 161–79. http://dx.doi.org/10.18778/2450-4491.06.13.
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Currently, the Slovak system of education requires an increase in its quality, which is influenced by quality of teacher training. Pre-service education of teachers must respond to current requirements concerning their professional competences. Management and planning of education are one of the fundamental teaching skills for teacher’s successful integration in school. The issue is a part of a research project Assessmentof Teacher’s Competences (APVV-14-0446). Planning is an initial activity and a part of the management of educational work. It is a complicated process that a teacher implements at several levels. The paper focuses on the analysis of the nature and components of the competence to plan the teaching process. It presents the results of empirical research carried out with students at the master’s level of their studies at the Faculty of Arts, Constantine the Philosopher University in Nitra. The need for high-quality pre-service education of teachers requires strengthening their educational needs at the cognitive level. The theoretical aspect and knowledge of the nature and importance of the analyzed competence requires a direct link with practical training of students. The formation and development of future teacher’s professionalism assumes development of their teaching skills which are supported by various modules of teaching experience during their University studies. In the context of developing the competence to plan the teaching process, the ability to create a model lesson is considered to be the basic teaching skill based on the ability of the relevant choice of subject matter, teaching and learning activities to ensure achievement of the set goals by students.
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Karnain, Dikxy Zul, Indah Widiastuti, and Suharno Suharno. "Incorporating Employer’s Requirement in Curriculum Design to Improve the Graduate’s Technical Competence using Quality Function Deployment." International Journal of Pedagogy and Teacher Education 2 (November 7, 2018): 11. http://dx.doi.org/10.20961/ijpte.v2i0.25112.
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The graduates of vocational pre-service teacher education are expected to possess appropriate pedagogical, theoretical and practical skills. As part of the academic curriculum, all students should do two kind of apprenticeship programs: an industrial training and a teaching practicum at school. These programs providing students with the exposure to a real working environment in the industry and vocational schools. Thorough this program, the industry and the school could assess the student teachers’ competences in their subject-related skills. Therefore, this study aims to identify feedback from the employers during the apprenticeship in order to determine their expectations toward the practical skills of vocational student teachers using Quality Function Deployment (QFD) approach. The employer’ feedbacks are then translated into technical requirements which specifying the actions required in teaching and learning process. The QFD help the education institution to identify the gaps in the curriculum based on the requirements from the school and industry.
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Kyule, Miriam N., Jacob J. J. O. Konyango, and Agnes O. Nkurumwa. "TEACHERS IN THE IMPLEMENTATION OF PRACTICAL AGRICULTURE CURRICULUM IN KENYA’S ARID AND SEMI ARID SECONDARY SCHOOLS." Problems of Education in the 21st Century 76, no. 4 (August 15, 2018): 533–43. http://dx.doi.org/10.33225/pec/18.76.533.
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One of the major challenges of the 21st century is the increasing level of academic qualifications at the expense of relevance in education. School agriculture is one of the subjects which require teachers who as the principal implementers of the curriculum must be able to interpret agriculture curriculum objectives to meet societal needs. However, implementation of agriculture curriculum in Arid and Semi Arid Land (ASAL) secondary schools has fallen short of its expectations as it has not significantly influenced agricultural activities both in school and surrounding communities. Thus, the benefit of implementing agriculture curriculum in ASALs is yet to be fully achieved. The research sought to document the teacher factors influencing implementation of secondary school agriculture curriculum in ASAL schools in Kenya. The research focused on teacher training, teacher technical knowledge and skills about Dry Land Agriculture [DLA] practices and training and support. The research was carried out in ASAL counties of Baringo, Makueni and Narok. Survey research design was used. The researcher developed a semi-structured questionnaire to obtain data on the teacher factors from 88 agriculture teachers. The research results showed that most teachers were trained and professionally qualified thus expected to translate the curriculum objectives to learning activities relevant to ASALS. However, agriculture teachers were found to be deficient in terms of technical knowhow on DLA practices among them, insitu water harvesting and use of sunken beds. Agriculture teachers received insufficient support towards professional development. The support did not aim at DLA knowledge and skill enhancement towards agriculture curriculum implementation. Agriculture teachers’ inadequacy on DLA practices’ technical knowhow and lack of support towards professional development was impacting negatively on agriculture curriculum implementation in ASAL schools. The Government has a responsibility of ensuring that all ASAL schools are staffed with qualified teacher. Secondary school administrations in ASALs need to support teachers on continuous trainings that are relevant to agriculture curriculum implementation. Agriculture training program developers need to focus more on the acquisition of technical know on all DLA practices. Addressing the training inadequacies among agriculture teachers in ASAL schools will lead to a competent staff who can translate curriculum objectives into learning experiences that promote DLA in ASALs. This translation will in turn influence agricultural activities both in school and in the society for improved agricultural production. Keywords: agriculture teachers, curriculum implementation, arid and semi arid lands, dry land agriculture.