Journal articles: 'Secondary teacher training'

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Ronnie Ancona. "Latin Teacher Certification: Training Future Secondary School Teachers." Classical World 102, no. 3 (2009): 311–15. http://dx.doi.org/10.1353/clw.0.0094.

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Hargreaves, David H., and Rowie Shaw. "Teacher Training in Secondary Schools." British Journal of Educational Studies 41, no. 1 (March 1993): 85. http://dx.doi.org/10.2307/3122442.

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Oaks, Harold R. "Secondary Teacher Training: The Theatre Backwater?" Design For Arts in Education 91, no. 2 (December 1989): 23–26. http://dx.doi.org/10.1080/07320973.1989.9940417.

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Heafford, M. R. "Training the French Secondary School Teacher." Journal of Further and Higher Education 14, no. 2 (June 1990): 87–93. http://dx.doi.org/10.1080/0309877900140206.

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Nur, Shakila. "Secondary English Language Teacher Capacity: Insights From Bangladesh." International Journal of Education and Literacy Studies 6, no. 4 (October 31, 2018): 163. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.163.

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Like other developing, non-English speaking countries in Asia, Bangladesh has shown a phenomenal attention towards English education through the school curriculum. The attention is demonstrated by revisiting and revising pertinent curriculum, personnel, materials, methods, and assessment policies of English education. This paper, within an exploratory, qualitative case study paradigm offers a modest, interpretive inquiry into secondary English teacher capacity, in terms of their recruitment, training and class performance. The data were collected from semi-structured interviews with secondary English teachers, school principals and teacher trainers, and classroom observations of secondary English teachers. The findings identified a set of generic issues around secondary English teacher capacity. These included inadequate provision of teachers, stigmatised practice of teacher recruitment, limited attention to teacher training and their impacts on the overall quality of English education. Reflecting upon the findings, the paper concludes with a set of recommendations for secondary English personnel policy and practice, which could be a point of reference for Bangladesh and beyond.

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Eliud Kirigia; Pauline Ndoro; Vicky Khasandi, Francis Ndegwa;. "Sexuality Communication between Teachers and Adolescents in Nakuru County, Kenya." Editon Consortium Journal of Media and Communication Studies 2, no. 1 (December 31, 2020): 151–60. http://dx.doi.org/10.51317/ecjmcs.v2i1.195.

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This study investigated sexuality communication between teachers and adolescents in Nakuru County, Kenya. Thirty teachers were sampled from ten secondary schools in Nakuru East and Njoro sub-counties representing urban and rural teacher populations. These schools included six same-sex secondary (three only boys and three only girls) schools and four mixed-sex secondary schools. The schools' categories included two national schools, three extra-county schools, three county schools, and two sub-county schools. Three teachers were sampled from each school, including the guidance and counselling teacher who was purposively sampled. Two other teachers were randomly sampled, leading to thirty teachers. Data were collected using a self-administered questionnaire. The schools were categorized from letter A to J, and the teachers were coded as Teacher 1, Teacher 2, and Teacher 3. The results showed that teachers did offer some sexuality information, especially on HIV /AIDS and STIs, values and interpersonal skills, contraceptives, and unintended pregnancies, but were uncomfortable handling sexual variations and self-gratification topics. Time constraints due to high workload in teaching subjects, inadequate training, and societal taboos restricted sexuality communication. The findings show that efforts should be fostered to increase teacher training, especially in-service training in sexuality communication, to enhance teachers' capacity in delivering sexual health information to adolescents in secondary schools.

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Kamran Akhtar Siddiqui, Shahid Hussain Mughal, Imran Ali Soomro, and Masood Ahmed Dool. "Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions." IJORER : International Journal of Recent Educational Research 2, no. 2 (March 31, 2021): 215–23. http://dx.doi.org/10.46245/ijorer.v2i2.91.

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Education is a key component of progress in the present-day world. But this progress cannot be made without efforts of teachers. Therefore, teacher education, in particular teacher training becomes extremely important. In this regard, several trainings programs are initiated and executed across Pakistan but the desired outcomes have not been achieved so far. Hence, this study was conducted to explore the challenges in teacher training in Pakistan and the ways through which these issues can be resolved. The sources for the data of the study were the published studies in the field in the context of Pakistan, national education policy, and other relevant literature. Based on secondary data, the study concludes that the issues with teacher training in Pakistan are administrative as well as faculty related. The findings reveal that the challenges related to policy and planning, poor induction of teachers, lack of resources in teacher training institutions, demotivation among teachers, and unequal distribution of skilled and productive teachers, dual training system and infrequent trainings. These issues can be fixed by fostering encouraging environment, ensuring accountability and merit, providing necessary resources, systematizing professional training programs and their continuation. The findings of this study will, therefore, positively guide policymakers to develop the right and effective policy to improve the standard of teacher education in the country.

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Shrestha, Kedar N. "Teacher Development and Management at Secondary Education in Nepal." Journal of Education and Research 1 (April 16, 2013): 41–50. http://dx.doi.org/10.3126/jer.v1i0.7950.

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Though the concept of teacher development was institutionalized in 1971, the policy of the government on this issue has not remained consistent. When the government started its own institutions to provide in-service training to teachers, the universities started losing the government support to improve their professional programs. As a result, the pre-service training programs gradually converted into academic and less professional program. ! ere are issues emerging in the effectiveness of the training and the concerns how to better shape the teacher education in Nepal. ! is paper discusses the context and recommend measures that can bring the teacher education to the right track. DOI: http://dx.doi.org/10.3126/jer.v1i0.7950 Journal of Education and Research 2008, Vol. 1, No. 1, pp. 41-50

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Stump, Colleen S., Thomas C. Lovitt, Susan Fister, Karen Kemp, Rickey Moore, and Bruce Schroeder. "Vocabulary Intervention for Secondary-Level Youth." Learning Disability Quarterly 15, no. 3 (August 1992): 207–22. http://dx.doi.org/10.2307/1510244.

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A research-translation project introduced a precision-teaching vocabulary intervention to 36 general and special education teachers through two workshops over a two-year period. (The teachers, in turn, introduced the approach to 694 students, 125 of whom were youth with learning disabilities). The goals of the project were threefold: (a) to determine if, after attending one-day training sessions, teachers were able to implement the vocabulary approach with their students; (b) to evaluate the degree to which the intervention influenced student performance, especially that of pupils with learning disabilities; and (c) to gather teacher and student reactions to the approach. Project outcomes revealed that (a) all but one teacher who received training implemented the approach and collected student performance data; (b) the majority of students, whether general or special education youth attending mainstream or special education settings, demonstrated increased accuracy and fluency on timed vocabulary quizzes; and (c) both teachers and students found the approach worthwhile and enjoyable.

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Asadullah, Sheikh. "Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh." International Journal of Innovation and Economic Development 2, no. 5 (2015): 40–55. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.25.2005.

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In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.

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Pérez-Jorge, David, María del Carmen Rodríguez-Jiménez, Ana Isabel González Contreras, and Jorge Ruiz Ruiz. "TEACHERS’ BELIEFS ABOUT BULLYING, ANALYSIS TO REORIENT TEACHER TRAINING." Humanities & Social Sciences Reviews 8, no. 5 (October 6, 2020): 294–306. http://dx.doi.org/10.18510/hssr.2020.8527.

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Purpose of the study: The objective of this study is to describe the beliefs, and opinions of the teachers of the Primary Education, Secondary Education, and Baccalaureate stages, regarding the phenomenon of bullying. Methodology: A random sampling procedure was used for the selection of participants. There were 224 teachers from Primary Education (32%), Secondary Education (56%), and the Baccalaureate (12%) who participated in a voluntary. The ages of the teaching staff were between 25 and 63 years. The majorities were women (87.4%) and half of the teachers reported bullied students in their classrooms. Main Findings: The results show that teachers are able to identify the most common bullying situations and consider that the cause is fundamentally socio-cultural. The teachers expressed a need for training in the field and those strategies for conflict management focus on dialogue and group and individual mentoring, and consider that preventive actions based on value education are highly desirable. Applications of this study: It can serve as a reflection to think about all the bullying situations that happen in any context and not only schools. Novelty/Originality of this study: the novelty of the study is that it analyzes the teachers' beliefs about bullying in their centers, there are important errors about bullying that can influence detection and intervention in real situations of bullying.

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Maria, Kalathaki. "Teacher Training in Secondary Education of Greece- A General Approach." Journal of Education and Training 5, no. 2 (April 23, 2018): 22. http://dx.doi.org/10.5296/jet.v5i2.13048.

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Teacher Education and Training became more organized and targeted, treated by the Greek State, in the last half of the previous century. The Low 1566/1985 introduced firstly mandatory forms of training for teachers of Primary and Secondary Education which could carrying out by various organizations and Bodies, of many specialties and forms, in many places, with variety of content, methodologies and trainers. With this law, the Schools of Training for Primary and Secondary Teachers were initially established to offer yearly training to the teachers in scientific, didactic and pedagogical issues.In the last 25 years, the 16 Regional Training Centers had the duty to download and decentralize the educational policies to the regions of Greece, to the newly appointed and permanent teachers. According to the Presidential Decree 250/1992, the Ministry of National Education and Religious Affairs may assign to the Pedagogical Institute or to a research institution the evaluation of the training work of the Regional Training Centers, at national level. The results of surveys on the efficiency of the training programs and the satisfaction of the Trainers have not published and discussed thoroughly. In the last 5 years, since the Ministry of Education has applied only three short-term Seminars guided, centrally designed and directed, less than 1000 School Advisors have shouldered the full weight of the Primary and Secondary teachers’ training all over the Country, those the abolishment has been announced, without any evaluation report for their work.

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Jablan, Branka, Zorana Jolic-Marjanovic, and Aleksandra Grbovic. "Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools." Zbornik Instituta za pedagoska istrazivanja 43, no. 1 (2011): 122–38. http://dx.doi.org/10.2298/zipi1101122j.

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As a contemporary educational tendency, inclusion captures a great deal of attention from researchers, and hence there are numerous studies dealing with various aspects of this process. This paper is aimed at studying whether experience in work with children with impaired vision and training for work with children with disabilities lead to differences in teacher evaluations of: (a) the problems the children with impaired vision are facing in regular school; (b) readiness of regular school for inclusive education of this group of children. The sample comprised 63 teachers in regular secondary schools: 54% have had previous experience in working with children with impaired vision, while 42.9% attended training for work with children with disabilities. The results of two-factor analysis (ANOVA) suggest that teacher experience and training have an independent effect on their evaluations. Compared to the teachers without experience in work with visually impaired children, the teachers who have had this experience evaluate considerably lower the problems of adaptation and students? fitting in school environment, complying with the demands of compulsory curriculum and the level of teacher education, while they evaluate much higher school readiness when it comes to the level of training of teaching staff. The teachers trained for work with children with disabilities evaluate lower than teachers without previous training the student problems in the accomplishment of the compulsory curriculum and much higher teacher training, adjustment of textbooks and teaching aids. The obtained findings indicate that teacher experience and training play a significant role in teacher readiness for inclusive education.

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Zhao, Xuan. "Innovation of teacher induction: Review on regional standardized training of beginning teachers in Shanghai." Journal of Education and Training 6, no. 1 (December 31, 2018): 55. http://dx.doi.org/10.5296/jet.v6i1.13981.

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Since 2012, Shanghai has promoted regional standardized training of beginning teachers (RSTBT) for 6 years. Regional Education Bureau (REB), Teachers Training Colleges (TTC), kindergartens, primary and secondary schools (K-12 schools) of all 18 Districts have taken part in this program. Y district lied in the northeast of Shanghai. Its regional education bureau and teacher′s training college promoted inductive training for new teachers, and finally accumulated rich experience in teacher induction.

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Buabeng-Andoh, Charles. "ICT usage in Ghanaian secondary schools: teachers’ perspectives." International Journal of Information and Learning Technology 32, no. 5 (November 2, 2015): 300–312. http://dx.doi.org/10.1108/ijilt-09-2015-0022.

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Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

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Hernandez, Shoshannah. "Exploring Secondary Teachers’ Willingness to Differentiate Instruction for ELLs." INTESOL Journal 18, no. 1 (July 6, 2021): 75–112. http://dx.doi.org/10.18060/25181.

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The growing English language learner (ELL) population is expanding in the United States from concentrated, urban areas to smaller, rural school districts in which mainstream content teachers provide most instruction for these students (DelliCarpini & Alonso, 2014). Most mainstream content teachers at the secondary level, however, have had little or no training in teaching ELLs and do not currently provide the differentiated instruction necessary for ELLs to be successful (Musanti & Pence, 2010; Rubinstein-Avila & Lee, 2014). Previous research has explored teacher attitudes toward ELLs in mainstream classes and the teacher beliefs related to teacher identity, teacher responsibility, and self-efficacy which all emerge as relevant to teaching ELLs. However, there is no prior research on the association these three factors potentially have with teachers’ willingness to differentiate their instruction for ELLs in mainstream classrooms. This study explored these three factors of identity, responsibility, and self-efficacy as well as EL training, their relationship to each other, and their potential correlation with a teacher’s willingness to differentiate (WTD) instruction for ELLs in a mainstream classroom. Results indicate that identity and responsibility correlate most with a willingness to differentiate, but self-efficacy, along with several other emergent factors, are also relevant.

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Ghosh, Tushar Kanti, and Dr U. K. Panda Dr. U.K. Panda. "A Comparative Study of Job Satisfaction Among Teacher Educators in Different Types of Secondary Teachers’ Training Institution in West Bengal." Indian Journal of Applied Research 4, no. 6 (October 1, 2011): 163–65. http://dx.doi.org/10.15373/2249555x/june2014/51.

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González-Vallinas, Paula, David Oterino, and José Luis San Fabián. "The Impact of Lifelong Learning Teacher Education in Secondary School Results." education policy analysis archives 14 (August 5, 2006): 19. http://dx.doi.org/10.14507/epaa.v14n19.2006.

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Studies dealing with factors which have an influence on students outcomes are reviewed, teacher variables and teacher training are among their most common findings to influence school achievement. This study analyses the variable in-service teacher training on students? academic achievement. The analysis levels are departments and schools, being department the level where the relation among variables is more significative. There are significative correlations between the in-service teacher training in their own subject and the subject pedagogy in 50% of the analysed departments. In-service teacher training is recommended to be organized, taking into account these differences (context, teacher variables, in- service teacher training variables) among departments, schools and districts to compensate the unequal school variables.

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Meng, Fanming. "Four Effective Actions of Teacher Participation in Training." International Journal of Learning and Development 10, no. 4 (December 31, 2020): 109. http://dx.doi.org/10.5296/ijld.v10i4.18191.

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In a people-oriented education system in China, teachers need to be treated as complete human beings. This not only requires teachers to master the relevant educational technology, but also to update their own educational ideas. The teacher training has become an important way for teachers to adapt to the development of online education. As the main body of the training activities, primary and secondary school teachers should (1) act as learners, (2) be fully prepared for learning, (3) attach importance to professional writing and (4) build a learning community.

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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.

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MELARA GUTIÉRREZ, Francisco José, and Ignacio GONZALEZ LÓPEZ. "Teacher Training for Effective Teaching." Education in the Knowledge Society (EKS) 22 (March 12, 2021): e25290. http://dx.doi.org/10.14201/eks.25290.

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This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible evaluation.

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Mangal, Aarti. "A century of teacher education in India: 1883-1985." Espacio, Tiempo y Educación 7, no. 1 (January 4, 2020): 263–85. http://dx.doi.org/10.14516/ete.231.

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Teacher training in India has evolved from a circle system to normal schools and teacher training institutes/colleges. This progression was influenced by various events, debates and recommendations. With respect to the relevance of the teacher training institutions, ideas kept fluctuating, and several of the other adopted policy measures failed in the implementation phase. Initially, this led to the opening and closing of the normal schools, which later expanded into teacher training institutes/colleges. This paper attempts to present the historical developments in the field of teacher education around the axis of teacher training institutes, teachers’ qualifications, the teacher training course curriculum, and the status of teachers. For this paper, the government reports and reviews published in the periods both prior and subsequent to Independence have been studied using a historical method. It reveals that, in spite of 100 years of effort dedicated to improving teacher education, the availability of trained women teachers is far lower than the demand for them in schools. Unlike before, admission to any teacher training course for primary teachers requires at least 10 years of general education, and secondary school teachers need a degree. Though over these years the salaries of teachers have increased substantially, the deteriorating status of teachers and the teaching profession has been a source of constant concern for educationists and policymakers.

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Molnár, Béla. "Practical Education in Secondary Educational Institutions for Teachers’ Training." Practice and Theory in Systems of Education 11, no. 4 (November 1, 2016): 276–80. http://dx.doi.org/10.1515/ptse-2016-0027.

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AbstractBetween 1950 and 1959, teacher training in secondary schools meant an education to last for four years followed by a specified final exam and a practice period of one year. Trainee teachers were subsequently expected to take a qualifying exam. The objective of the investigation is to present and analyse the forms and the documents related to the regulation in practical training. In the course of the essay we will go into details concerning the difficulties and problems in organising practical training as well as the issue whether the vocational training allowed to contribute to develop trainee teachers’ expertise. The use of primary sources such as curricula and regulations were included during the investigation.

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Akongoh, Rudolf N. "Teacher-Based Assessment of Speaking in Cameroonian Secondary Schools: The Impact of Teacher Training." Journal of English Language Teaching and Applied Linguistics 3, no. 2 (February 27, 2021): 01–11. http://dx.doi.org/10.32996/jeltal.2021.3.2.1.

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Speaking is an important language skill that deserves a place both in English language teaching and English language assessment. However, the assessment of speaking in Cameroonian secondary schools is still neglected in many teacher-based English language tests. Often, attempts made to assess the skill are done either almost always indirectly or informally, leaving a wide gap between tenets professed in the Competency-Based Approach (CBA) to English language teaching and practice in the field. In 2012, the government of Cameroon officially introduced the CBA as the pedagogic paradigm for the teaching of English as a Second Language (ESL), and by extension, assessment in secondary schools. Eight years down the line, little seems to have changed concerning the way speaking has always been assessed, even though the CBA requires that learners practically demonstrate knowledge, skills and values in testing situations. This article set out to evaluate the contribution of teacher training to the assessment of speaking. Data was collected through qualitative and quantitative methods. A total of 259 questionnaires were administered to examiners of the June 2019 marking session of the Cameroon General Certificate of Education (CGCE) as well as members of the Cameroon English Language and Literature Teachers’ Association (CAMELTA). Also, four interviews were conducted with the maximum variation principle in mind. The findings revealed that teacher training, both pre-service and in-service, is a major factor responsible for the neglect of speaking in assessments. It was recommended that teacher-training institutions introduce or expand courses on testing to include direct assessment of speaking and that opportunities be created for in-service teachers to acquire certification on assessment within the framework of the CBA to English language teaching.

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Milovanova, L. A. "Axiological Aspects of Training a Foreign Language Teacher for Secondary Schools." Prepodavatel XXI vek, no. 4, 2019 (2019): 55–62. http://dx.doi.org/10.31862/2073-9613-2019-4-55-62.

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This article deals with the axiological aspects of training a foreign language teacher for secondary schools. The characteristic features of the profile and profile-oriented teaching students a foreign language are analyzed and the stages of teacher training for this educational process are determined. The author proposes a nomenclature of axiological strategies that contribute to the creation of sustainable motivations of students to master the moral value system. The necessity of creating a specially organized didactic instrument, which represents three types of personality-developing situations, is identified and justified. The idea is also justified that the leading component of the content of such a situation is an axiogenic situation, which counts for particular importance to settle the issue of the value and motivation aspects of training future foreign language teachers.

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Pipkin, Diana Estela. "Teacher training does a epistemological question?" Perspectiva 35, no. 1 (March 31, 2017): 33–48. http://dx.doi.org/10.5007/2175-795x.2017v35n1p33.

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What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.

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Gautam, Ganga Ram. "Teacher Training in Nepal: Issues and Challenges." Tribhuvan University Journal 30, no. 2 (December 1, 2016): 43–56. http://dx.doi.org/10.3126/tuj.v30i2.25545.

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“No single element is more essential to students’ success than excellence in teaching. Fine buildings, equipment, and textbooks are important, but it is the skill and dedication of the teacher that creates a place of learning.” (Hickok, E. 1998). The quote highlights the role of teachers and it is generally accepted that teachers are the key actors who contribute to the making of people through education. Teachers are often considered as ‘good people’ and in the context of Nepal especially in the rural areas; it is the teacher who is often consulted for any important work in the community. “The teachers are in the business of making good people, or of enabling their students to become good people. They do this specifically by helping them to become smarter” (Tate, 2007: 1). Thus, preparation of teaching force is, therefore, a key concern of the government throughout the world. It is the teacher who lays the foundation of all the professionals when they attend the elementary and secondary school (Farris and Rieman, 2014). Nepal government too has invested a huge amount of resources in teacher training thinking that training would result effective pedagogic skills among teachers and they could then use those skills in their classrooms so that students will have better achievement. However, while reviewing the available literature on teacher training in Nepal, it shows that very little has been achieved in this area in the last few decades. This article is an attempt to review the impact of teacher training in Nepal and identify the major issues in them so as to find out the ways of improving the teacher training in Nepal.

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Boudah, Daniel J., Jean B. Schumacher, and Donald D. Deshler. "Collaborative Instruction: Is it an Effective Option for Inclusion in Secondary Classrooms?" Learning Disability Quarterly 20, no. 4 (November 1997): 293–316. http://dx.doi.org/10.2307/1511227.

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Through the use of a four-part experimental design, this study examined the effects of a collaborative instructional model in inclusive secondary classes in which students with mild disabilities and low-achieving students were enrolled. Measures included the instructional actions of teachers, teacher satisfaction with the instructional model, student engagement, student use of four strategic skills, and student performance on content tests. After receiving training in the model, teachers' mediation of student learning and their involvement in instructional roles increased over baseline levels. Teachers were satisfied with the model as well. Mixed results on the student measures suggest that prevailing assumptions about the effectiveness of collaborative instruction in inclusive secondary classes need to be reexamined. Study findings have implications for educational policy, teacher training, and classroom practice.

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De Martín, Elena. "The teacher training focused in institutions of secondary education." Educar 36 (May 14, 2013): 97. http://dx.doi.org/10.5565/rev/educar.198.

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Saunders, Sam, Kate Pettinger, and Peter Tomlinson. "Prospective Mentors’ Views on Partnership in Secondary Teacher Training." British Educational Research Journal 21, no. 2 (April 1995): 199–218. http://dx.doi.org/10.1080/0141192950210206.

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Nursyuhada Binti Mohamad Yusoff, Vivien How, Ezza Sabrina Binti Azmi, and Khairuddin Bin Othman. "THE EDUCATOR’S PERSPECTIVE: KNOWLEDGE, ATTITUDE AND PRACTICES ON OCCUPATIONAL SAFETY AND HEALTH AT SCHOOL AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS." Malaysian Journal of Public Health Medicine 19, no. 1 (January 1, 2019): 184–90. http://dx.doi.org/10.37268/mjphm/vol.19/no.1/art.52.

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Introduction: School can be considered as a relatively moderate risk working environment due to the various hazards assembled in the school. Nevertheless, Occupational Safety and Health (OSH) training is yet to formally inclusive into teachers’ training module, and the current one-off or ad-hoc OSH training mainly targeted among school students. The different OSH awareness exists among teacher and student have hinder the provision of sustainable and effective safety and health training program at school levels. Objective: To assess the knowledge, attitude and practice among primary and secondary school teachers towards OSH at the school environment. Method: A cross-sectional survey carried out at three (3) primary schools and three (3) secondary schools after stratified random sampling. School teachers from these schools were randomly selected among those who had at least one year work experience as permanent teacher at the current school through the fishbowl technique. A structured questionnaire was used and total 136 teachers were assessed on their knowledge, attitude and practices on OSH at schools. Result: Study found that primary and secondary school teachers have different knowledge, attitude and practices of OSH at school levels. Overall, the knowledge level of secondary school teacher (62.1% of high to medium knowledge levels) are higher than the primary school teachers (41.1% of high to medium knowledge levels); at the same time, 93.1% of secondary school teachers show positive attitude while 88.5% of primary school teachers show positive attitude on safety and health atschools. In general, OSH practice level among the primary (88.5%) and secondary school teachers (86.2%) are atrelatively good levels. Besides, there is positive association with knowledge and attitude on OSH behavior among primary school teachers. Apart of this, there is positive but relatively weak association with knowledge and practices and knowledge and attitudes among primary and secondary school teachers. Conclusion: Considering the background differences between primary and secondary school teachers, a sustainable OSH learning mechanism should be planned and designed together with OSH practitioners and Ministry of Education to achieve a sustainable safety and healthy sound school environment for teacher to work and for students to learn.

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Choudhury, Mehnaz Tazeen. "An Exploration of Classroom Practices in Secondary Schools." Shanlax International Journal of English 7, no. 4 (August 31, 2019): 1–10. http://dx.doi.org/10.34293/english.v7i4.621.

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This study was undertaken in the secondary schools of Dhaka, Bangladesh. Students from Bengali medium schools of Bangladesh do not achieve even a minimal amount of proficiency in English even after completing high school. Moreover, they are seen to remain teacher dependent even at tertiary level. Learner autonomy is seen as a crucial need of the time in the context of Bangladesh. Either classroom practices or teacher beliefs, or both are responsible for this state of affairs. Therefore, it became imperative to research to find out the classroom practices of English language teachers and see whether they were autonomy supportive. This was exploratory qualitative research, and the participants were class VII English language teachers from five government and non-government Bengali medium schools. Classroom observations and semi-structured interviews were used to collect the data. Findings of this study have implications for teacher training programs and how they need to be redesigned to bring about a change in teacher beliefs and approaches.

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Kavak, Nusret, Havva Yamak, Sedef Canbazoglu Bilici, Esra Bozkurt, Ozlem Darici, and Yildirim Ozkaya. "The Evaluation of Primary and Secondary Teachers’ Opinions about In-Service Teacher Training*." Procedia - Social and Behavioral Sciences 46 (2012): 3507–11. http://dx.doi.org/10.1016/j.sbspro.2012.06.094.

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Kang, Woonsun. "Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers." Sustainability 11, no. 9 (May 1, 2019): 2532. http://dx.doi.org/10.3390/su11092532.

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The objective of this study was to identify whether there are any homogeneous subclasses of teachers exhibiting different profiles of barriers to implementing ESD among Korean secondary teachers, and to examine whether teachers’ experiences of taking an ESD course in their pre-service teacher education and in their in-service training on ESD are predictive of membership in subclasses of perceived barriers to implementing ESD. Korean secondary teachers from various subjects were selected as a sample. I carried out latent class analysis (LCA) on barrier variables and assessed the association of both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD with membership in the latent subclasses using multi-nominal logistic regression. These analyses were performed using PROC LCA. Research results are as follows: Firstly, four latent classes were identified: the few barrier, the individual barrier, the combination of individual and class-driven structural barrier, and the combination of individual and structural barrier. Secondly, both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD were significant predictors of latent class membership. The current study could potentially assist both pre-service teacher educational institutions and in-service teacher training organizations with strategies designed to improve ESD competency among teachers.

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Nazile Abdullazadeh and Khoshbakht Aliyeva. "MODERN TEACHER PREPARATION: REALITIES AND PROBLEMS." International Academy Journal Web of Scholar, no. 5(35) (May 31, 2019): 22–25. http://dx.doi.org/10.31435/rsglobal_wos/31052019/6501.

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As one of the priorities of the state educational policy teacher training was equally worried all of − theorists and practitioners. Systems of primary, secondary, secondary vocational, higher education have two main bases − organizing on teachers and educators interests. Deficiencies in one of the parties ultimately show themselves on the others activity.

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Smolyaninova, O. G., and V. V. Korshunova. "Activity Approach and Practice-oriented Primary Teacher Training, Experience of the Siberian Federal University." Psychological-Educational Studies 7, no. 4 (2015): 149–62. http://dx.doi.org/10.17759/psyedu.2015070414.

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Current issue was done under the Federal Target Education Development Program from 2011 to 2015, with the aim of networking development in vocational secondary education for teacher training based on new modules of applied bachelor programs focused on strengthening the practical orientation of future teacher training. This is considered as a basis of improvement of the federal higher educational standards, the development of new basic exemplary educational programs and finding new ways of educational outcomes assess according to the teacher professional standard. The authors believe that the successful activity in this area will improve the quality of primary school teachers training and will reduce the shortage of personnel in primary education and in secondary vocational education in Russia and Krasnoyarsk Territory in particular.

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Gorostiaga, Jorge M., Clementina Acedo, and Susana E. Xifra. "Secondary Education in Argentina during the 1990s." education policy analysis archives 11 (May 29, 2003): 17. http://dx.doi.org/10.14507/epaa.v11n17.2003.

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The reform of secondary education has been a fundamental part of national educational policy in Argentina since the beginning of the 1990s. Along with the decentralization of responsibilities to provinces and a new structure of primary and secondary education, changes have affected the areas of curriculum design, teaching methods, teacher training, school management, and information and evaluation systems. This study describes the main policies on secondary education implemented during the last decade, including their objectives and rationales. Focusing on how the reform can be seen to relate to issues of access, quality and equity, the study presents an analysis of its implementation, and discusses some of its effects. We argue that political, economic and technical factors as well as the strategies chosen by the national government resulted in a limited implementation, and we highlight the need for considering more focused reform strategies, alternative models of teacher training, and a more active involvement of teachers.

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Shkerina, L. V. "PROFESSIONAL DEFICITS AMONG MATHEMATICS TEACHERS AND THEIR CAUSES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 56, no. 2 (June 30, 2021): 82–92. http://dx.doi.org/10.25146/1995-0861-2021-56-2-274.

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Statement of the problem. The reform of Russian education, which is in demand by the rapid technical development of all branches of production, is associated with the search for opportunities for appropriate changes in its content and methodological aspects. The general education school requires more and more from a teacher, thus creating a certain tension in terms of the growth of professional deficits among teachers. The purpose of the article is to determine the main approaches to identifying professional deficiencies among mathematics teachers, their structure and causes. Methodology (materials and methods). The research methodology consisted of a competence-based approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as a basis for diagnosing professional deficiencies of a mathematics teacher; Federal State Educational Standard of Higher Education in the direction of training “Pedagogical education”, professional standard “Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education)”; module “Discipline training. Mathematics”, the requirements of the Federal State Educational Standard for the mathematical training of secondary school students. Research results. The composition of professional deficits among mathematics teachers was revealed and substantiated: discipline-wise, methodological and general pedagogical competencies. The main causes for the emergence of professional deficits among mathematics teachers are formulated: shortcomings of professional training at the university; inconsistency of terms in the requirements for professional competence in the Federal State Educational Standards and the Professional Teacher Standard; overestimated requirements of the employer in terms of the workload; insufficient dissemination of experience obtained from individual advanced training of a mathematics teacher. Conclusion. The approach proposed in the article to structuring the professional deficits among mathematics teachers and describing the complex of causes for their occurrence can be extended to the study of professional teacher deficits in other subject areas.

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Mkandawire, Matthews Tiwaone, Zubing Luo, and Felix Kondwani Maulidi. "Does the University-Industry Link Affect Solving Challenges of the Job Market? Lessons From Teacher Education and the Ministry of Education in Malawi." Journal of Medical Education and Curricular Development 5 (January 1, 2018): 238212051773877. http://dx.doi.org/10.1177/2382120517738776.

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About half of the secondary school teachers in Malawi are professionally unqualified. Furthermore, the net enrolment of eligible pupils in secondary schools is at 36% per year. Hence, this study sought to establish factors affecting access to quality and relevant secondary education in Malawi with reference to coordination, collaboration, and feedback between secondary school teacher education institutions and the Ministry of Education. Officials from the Ministry of Education and secondary school teacher training colleges participated in the study. Findings suggest that there is weak collaboration, coordination, and feedback between teacher training institutions and the Ministry of Education which is affecting the quality and relevance of education in Malawi. The study has also established that the weak linkage has resulted into perceived mismatches between expectations of the ministry and those of the education institutions about the problem in question. Theoretical and practical implications of this study are discussed in this article.

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Ponomareva, Nadiia. "THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER." Educational Discourse: collection of scientific papers, no. 25(7-8) (September 21, 2020): 57–72. http://dx.doi.org/10.33930/ed.2019.5007.25(7-8)-5.

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As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.

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R., RAMESH. "MEDIA UTILISATION AMONG SECONDARY TRAINEE TEACHERS IN THEIR TEACHING-LEARNING ACTIVITIES." International Journal of Research -GRANTHAALAYAH 9, no. 2 (March 5, 2021): 275–80. http://dx.doi.org/10.29121/granthaalayah.v9.i2.2021.3629.

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This study explored the views of teacher trainees on various components of their training about the use of new technology to teach their subject. There is a significant change in our daily life with the advancement of information and communication technologies. Integrating ICTs into teaching and learning offers significant potentials for higher education institutions and opens new challenges for educators, through their capacity to facilitate new kind of education in the digital environment. Particularly, the use of technology in teacher education opens new opportunities for teachers and students. The success of ICT in teacher education depends on teacher educators, trainee teachers and authorities in the institutions. The present study investigated the media utilisation among secondary trainee teachers in their teaching-learning activities. The investigator adopted the survey method and used random sampling technique for the selection of sample. A structured questionnaire was distributed to the selected 500 teacher-trainees and data collected were analyzed using t-test. The findings concluded that the selected personal variables like sex, locality of the students, type of institutions and locality of the institutions have influenced media utilisation among secondary trainee teachers in their teaching-learning activities.

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FA, Ehiaghe. "TEACHERS PERCEPTION OF PUNISHMENT AS CONTROL METHODS FOR SECONDARY SCHOOL STUDENT IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE." JOURNAL OF SOCIAL SCIENCE RESEARCH 3, no. 2 (March 28, 2014): 270–73. http://dx.doi.org/10.24297/jssr.v3i2.3110.

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This study examines teachers perception of punishment as control methods for secondary school students in Oredo Local Government Area of Edo State the rate of indiscipline amongst students in our secondary schools has assumed an alarming magnitude which has occasioned or elicited various control methods as perceived by teachers. The research design adopted was descriptive. The finding of the study revealed that, there is no significant difference between the professional training of a teacher in the perception on the enforcement of punishment by the teacher due to sex. Data was analyzed using descriptive, frequency count and t-test of mean difference statistics with SPSS. The study recommends that opportunities should be made available for both serving teachers and principals to attend in service training programmes, seminars and workshops on the control of students behaviour and punishment. At every level in the course of training a teacher should have some aspects of the legal implication of teachers actions and behaviour should be taught in order to minimize the rate of litigation by parents and students against school authorities.

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Peltzer, Karl, and Supa Promtussananon. "HIV/AIDS EDUCATION IN SOUTH AFRICA: TEACHER KNOWLEDGE ABOUT HIV/AIDS: TEACHER ATTITUDE ABOUT AND CONTROL OF HIV/AIDS EDUCATION." Social Behavior and Personality: an international journal 31, no. 4 (January 1, 2003): 349–56. http://dx.doi.org/10.2224/sbp.2003.31.4.349.

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The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AIDS, but lack some material and community support. Teacher in-service training was found to have a significant impact on perceived behavioral control of HIV/AIDS education and HIV/AIDS knowledge.

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Komba, Sotco Claudius, and Sarah Vincent Chiwamba. "An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture." Journal of Education and Learning 5, no. 2 (March 16, 2016): 100. http://dx.doi.org/10.5539/jel.v5n2p100.

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<p>It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.</p>

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Stobaugh, Rebecca, and Kimberlee Everson. "Student Teacher Engagement in Co-Teaching Strategies." Educational Renaissance 8, no. 1 (February 27, 2020): 30–47. http://dx.doi.org/10.33499/edren.v8i1.137.

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Recently there has been increasing emphasis on co-teaching experiences for teacher candidates. Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers' co-teaching experiences. The following study utilized survey data to ascertain if student teachers' use of different co-teaching strategies changed over the course of their student teaching semester, as well as, compared student teacher use of co-teaching strategies in elementary, middle, and secondary program areas. Pilot Study Survey data revealed that approximately one-fourth of the student teacher's time is spent teaching alone. However, the Student Teacher Survey data indicated that the Team Teaching co-teaching strategy increased more than any other co-teaching strategy in all program areas. The study concludes that as teacher education programs seek to maximize the benefits of the co-teaching model, student teachers and cooperating teachers need additional training in ways to utilize all the co-teaching strategies to maximize student learning.

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Mathenjwa, Mpendulo, and Marietta P. Dlamini. "Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in Eswatini." International Educational Research 3, no. 2 (June 9, 2020): p21. http://dx.doi.org/10.30560/ier.v3n2p21.

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Over the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self-Efficacy Scale (TSES) with a .92 reliability coefficient. The data were analysed using descriptive and inferential statistics. Beginning agriculture teachers were moderately efficacious in classroom management, instructional strategies and student engagement. Gender, subject specialization and affiliation to professional development bodies accounted for significant differences in teacher efficacy on selected agriculture teaching tasks. Beginning agriculture teachers are capable of getting the desired learning outcomes from senior secondary school agriculture students as indicated by the moderate level of teacher efficacy. Pre-service teacher training programmes should strengthen curriculum content on ways of engaging students.

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Bozkurt, Esra, Nusret Kavak, Havva Yamak, Sedef Canbazoğlu Bilici, Ozlem Darici, and Yildirim Ozkaya. "Secondary School Teachers’ Opinions About In-Service Teacher Training: A Focus Group Interview Study*." Procedia - Social and Behavioral Sciences 46 (2012): 3502–6. http://dx.doi.org/10.1016/j.sbspro.2012.06.093.

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Li, Bo. "Research of Teacher Education Technology Capacity and Training Modes." Applied Mechanics and Materials 635-637 (September 2014): 2063–66. http://dx.doi.org/10.4028/www.scientific.net/amm.635-637.2063.

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This article first defines the meaning of educational technology and the ability of educational technology is divided into five levels, and the hierarchical structure of a rational argument; then to primary and secondary schools in the region for the sample of students and teachers conducted a survey to find out the ability of educational technology in the school and their teachers feedback on the training focuses on the training mode, this proposed training program for school teachers. Discussion on the training mode, the paper proposes a "complex method" training mode from the macro, in the form of centralized training and school-based training combined with training and noted that currently favored by teachers is still focused on face-linear form of training, but with the development of technological capabilities to improve teacher education and online education, the paper forecasts the network remote training will become a mainstream mode of training.

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Calero Llinares, María, Olga Mayoral García-Berlanga, Àngels Ull Solís, and Amparo Vilches Peña. "Education for sustainability in Secondary teacher training of experimental science." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 37, no. 1 (January 12, 2019): 157. http://dx.doi.org/10.5565/rev/ensciencias.2605.

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Demiray, Ugur, Marina Stock Mcisaac, and Gürbüz Yangin. "Distance Education for Primary and Secondary Teacher Training in Turkey." European Journal of Teacher Education 17, no. 3 (January 1994): 231–39. http://dx.doi.org/10.1080/0261976940170308.

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Journal articles on the topic 'Secondary teacher training'

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