Relevant bibliographies by topics / Special educations teachers

Academic literature on the topic 'Special educations teachers'

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Published: 27 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "Special educations teachers"

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Augustinovič, Agata. "Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers." Pedagogika 136, no. 4 (December 20, 2019): 141–52. http://dx.doi.org/10.15823/p.2019.136.9.

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The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to effectively educate children with special educational needs in general education schools. In the survey participated 146 teachers of nature study, who have experience in working with students with special educational needs. The results of the study revealed that teachers rely on the provisions of the Teachers’ Ethics Code to encourage students to work independently and persistently. This is a very new insight, as the Teachers’ Ethics Code was approved only on 11 June 2018 by order No. V-561 of the Minister of Education and Science. From the teachers’ point of view, for students with special educational needs to increase learning motivation teachers use interesting innovation teaching methods, practical work, use of ICT, creation of educational environments, oral and written honors, gratitude. Also, they use fair evaluation, better marks for progress, even if it is small, adopted tasks, create the conditions for success, pursuit to raise interest, attention, encouragement, communication, cooperation.
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Azad, Kurdistan Muhammed, and Nabard Jabar Hassan. "Evaluating the performance of teachers of natural geography lessons in the high schools in the view of educational supervisors and school administrators." Journal of University of Raparin 10, no. 2 (June 29, 2023): 27–58. http://dx.doi.org/10.26750/vol(10).no(2).paper2.

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The aim of this study is to evaluate the performance of teachers of natural geography lessons in high schools in central Sulaymaniyah from the perspective of supervisors and managers for the year (2020-2021) based on the descriptive and analytical methods. The research community consists of all directors and education supervisors in both eastern and western educations، the study's sample of which is (47) participants. In order to collect data, the content of the closed survey form was 23 items in two scientific topics and 30 items in education, which totaled 53 items. After extracting the reliability of the scale by experts، its stability was also taken out based on the Pearson formula. Then، by applying survey upon the research sample and analyzing the collected data using tests such as (Two Way Annova without Replication، apporiate mean، weight percent) some important results were presented using the (SPSS). One of the most important results is that there is a difference between teachers' performance in terms of science and education in a way that the scientific aspects are weaker than the educational aspects، and there is no difference between supervisors and managers in their view of teachers' performance according to their level and years of experiencesgiving that the (P-value (5. 28) > 0. 05). Opening special courses، seminars and workshops are considered the best steps to eliminate teachers' scientific and educational weaknesses.
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Kwon, Kyung-sook, In-ae Hwang, and Seung-suk Lee. "A study on the Experience and Recognition of Early Childhood Teachers in the Graduate School of Education in Global Citizenship Education." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (April 30, 2024): 149–66. http://dx.doi.org/10.22251/jlcci.2024.24.8.149.

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Objectives This study is about how the recognition of early childhood teachers enrolled in the graduate schools of education has changed throughout global citizenship education(GCE) classes and to explore GCE experience in teacher community activities. Methods For this study, ‘A seminar to empowerment early childhood educations’ Global Citizenship Education’ had opened for 15 weeks in the first semester of 2022. This seminar was targeting 24 early childhood teachers who are studying S University graduate school of education, which is in the metropolitan area. All the data had been collected and analyzed by individual student reviews of a group interview, a field trip, a special lecture, and an open questionnaire made by previous students. Results The global citizenship education(GCE) class experience is divided into ‘Start to change from me first’, ‘Recognition of togetherness’, and ‘Reciting diversity and putting oneself in someone else’s shoes. The meaning of GCE has been defined in three sections through this study: essential training for growth and mutual responsibility; basic education, which needs to be taught since infancy; and education for making a better world. Conclusions The global citizenship education targeting early childhood teachers had the meaningful output of improving understanding of GCE and encouraging a global citizen mindset. Therefore, graduate school of education and higher education institutions need to organize a lecture to reinforce global citizenship education for current and future children’s educators. Additionally, there is a need for a support plan from various perspectives so that children’s educators can keep practicing GCE in the education field, such as training teachers and running a teacher community for GCE.
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Marzec, Danuta. "SUPPORT FOR THE PROCESS OF SOCIAL ADAPTATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 71. http://dx.doi.org/10.17770/sie2017vol3.2259.

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The most recent tendencies in teaching children with developmental deficits advocate using inclusive educations which allow for an optimization of the process of social adaptation. Rehabilitation programs to support these children are an integral part of individual educational programs which are developed for each student and based on the positive diagnosis that accentuates child's strengths. The process of social adaptation of a child with disability starts in families and is continued in nursery schools and schools. Lessons at schools and extra-curricular classes open up opportunities for starting interpersonal contacts that play a fundamental role in the process of social adaptation. The particular importance can be from physical activity and various forms of physical recreation. The support for the development and process of social adaptation through various forms of physical activity results from the natural needs of a child. The questionnaire survey conducted among parents and teachers demonstrated that the respondents realize the importance of physical activity in the process of social development of children with developmental dysfunctions.
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Jesse Kimani. "Integrating Learner Disabilities in Inclusive Schools in Njoro Sub-County." Kabarak Journal of Research & Innovation 4, no. 1 (August 3, 2016): 30–38. http://dx.doi.org/10.58216/kjri.v4i1.27.

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The complexities and daily challenges experienced by learners with special needs in inclusive primary schools make them feel frustrated and unable to perform optimally in their studies. Sometimes they are unable to cope effectively with inclusive learning, and this makes them withdrawn. In order to avert such situations, counselling services are required in mainstream programmes to aid the learners develop academic, social and personal competencies that assist in their adjustment for life-long development.  The purpose of this study was to explore ways of integrating disabilities into the school for international, national and personal development among learners with disabilities in Njoro Sub-County. Data was collected using two questionnaires which were administered to 100 learners and 20 teachers. Interviews were conducted among 5 education officers in the sub-county. The data was analysed using the stastical package for social sciences (SPSS) to obtain descriptive statistics(percentages and frequencies).  The findings showed that learners with special in inclusive schools in Njoro sub county faced diverse psycho-social challenges including self-pity and self-devaluation among others. These challenges require well programmed guidance and counselling services. The findings of the study are expected to provide a basis upon which the ministry of Educations and the school administrators can operate to fully integrate learners with disabilities into all educational institutions for development. They can also help the ministry to formulate guidelines to address the challenges facing this special group of learners. The study recommended that the admission of learners into all schools should be so structured to include learners with disabilities irrespective of their gender and nature of impairment.Â
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Nougaret, André A., Thomas E. Scruggs, and Margo A. Mastropieri. "Does Teacher Education Produce Better Special Education Teachers?" Exceptional Children 71, no. 3 (April 2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.

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Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency provisional licensure. Differences between the two groups were substantial, with effect sizes exceeding 1.5 standard deviation units. In sharp contrast, the two teacher groups did not rate themselves significantly different in teaching competence.
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이미아. "Special education teacher leadership perceived by pre-service special education teachers." Journal of Special Children Education 11, no. 4 (December 2009): 121–39. http://dx.doi.org/10.21075/kacsn.2009.11.4.121.

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김한샘 and 김라경. "An Analysis of Contracted Special Education Teacher’s Image Perceived by Special Education Teachers." Journal of Inclusive Education 11, no. 2 (November 2016): 79–104. http://dx.doi.org/10.26592/ksie.2016.11.2.79.

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Whitaker, Susan D. "Needs of Beginning Special Education Teachers: Implications for Teacher Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 26, no. 2 (April 2003): 106–17. http://dx.doi.org/10.1177/088840640302600204.

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Yoon, Jin-Ju,, and Jong-Lyoul, Park. "Teacher Agency of Adapted Physical Education Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 847–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.847.

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Objectives This study explores how the teacher agency of adapted physical education teachers is expressed in their subject, and what contextual factors affect the teacher agency in various special education settings. Methods A qualitative case study method was used for six adapted physical education teachers working at special education sites in various regions. Educational data of research participants were collected through in-depth interviews. Data analysis was conducted inductively by harnessing Priestley et al.’s (2015) ecological perspective as a theoretical framework. Results Adapted physical education teachers proactively practiced physical education when they understood the context of the situation and formed their own firm belief, while endeavouring to teach their subject consistently in any environment. The manifestation of teacher agency was promoted when the belief and values of physical education formed from teachers’ previous life experience matched with any one of the cultural, structural, and social contexts. In addition, factors that facilitated the manifestation of teacher agency include the school culture that is permissive for major subjects, the support from fellow teachers and important people, and the proper physical environment for physical education classes. On the other hand, barriers to the manifestation of teacher agency were the discourse taking adapted physical education as an integrated subject and stressing individualised education for students subject to special education as opposed to school curriculum, on-site atmosphere that does not recognise adapted physical education, the absence of physical environment support, limited emphasis on their role as special teachers, and lack of reflection on their major subject. In addition, despite the agreement between the repetitive and evaluative dimensions, fear of the projective dimensions also acted as a barrier. Conclusions Based on the findings, this study suggested the possibility that adapted physical education teachers proactively manifest teacher agency, the need for incumbent teacher education for adapted physical education, and the atmosphere to recognise special education as a school curriculum and institutional measures to improve this.
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Dissertations / Theses on the topic "Special educations teachers"

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Avery, Royce Douglas. "Special education teachers' perceptions of a principal's leadership characteristics." Access restricted to users with UT Austin EID, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3110717.

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Vernold, Erica Lynn Malloy William W. "Special education teacher resiliency what keeps teachers in the field? /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1631.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.
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Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.

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Roach, Amanda Janelle. "Teacher burnout special education versus regular education /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.

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Wang, Hsin-Yi. "A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5795/.

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A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.
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Smith, Robert G. Grogan Margaret. "An evolving district level induction program for special education teachers." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6698.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Margaret Grogan. Vita. Includes bibliographical references.
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Absher, Grace Selarde. "Circumstances and Experiences of Regular and Special Education Teachers in Inclusion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7452.

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Implementation of federally mandated classroom inclusion of students with disabilities (SWDs) in the United States is inconsistent. Research has been limited on how teachers implement inclusion in classrooms, which has prevented systemwide improvements of inclusion practices. The purpose of this basic qualitative study was to describe the circumstances and experiences of regular and special education teachers in 3rd to 6th grade inclusion classes. The theory of organizational learning served as the conceptual framework for the study. Data were collected in interviews with 7 regular education teachers (RETs) and 5 special education teachers (SETs) from 3 public school districts in a south-central U.S. state. Data were analyzed using open coding to identify themes and patterns. Results indicated that SETs served SWDs from multiple classes and sometimes from multiple grades rather than following 1 student throughout the day. Further, RETs had students with and without disabilities from up to 7 different grade levels in their inclusion classrooms. Findings also revealed that none of the participants engaged in collaborative content planning. Almost all participants expressed the need for additional teachers to reduce the teacher-to-student ratio and for more training for RETs to support inclusion of SWDs in their classes. Findings may provide information to leaders at the building, district, regional, state, and legislative levels regarding how inclusion can be improved in classrooms, including how systemic change in public school systems may be implemented.
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Li, Yung-Chang. "A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720539.

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Chung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.
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Suelter, Barbara L. Halinski Ronald S. Thomas Clayton F. "Building administrator participation in special education a factor in special education teacher job satisfaction /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616850.

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Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 13, 2005. Dissertation Committee: Ronald S. Halinski, Clayton F. Thomas (co-chairs), Robert L. Arnold, Thomas E. Caldwell, Mary Ann Lynn. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.
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Books on the topic "Special educations teachers"

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Shaydenko, Nadezhda, and Svetlana Kipurova. Introduction to teaching activities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1055432.

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The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, teachers and teachers.
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Branch, Alberta Special Education. Teacher resources catalogue. Edmonton: Alberta Education, Special Education Branch, 1996.

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Carol, Ouvry, Special Educational Needs Policy Options Group., Economic and Social Research Council., Cadbury Trust, and National Association for Special Education Needs., eds. Teacher education for special educational needs: Special Educational Needs Policy OptionsGroup paper. Stafford: NASEN Enterprises, 1993.

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Educational Resources Information Center (U.S.), ed. Special education personnel attrition in Kansas. [Emporia, KS]: Teacher College, Emporia State University, 1994.

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Educational Resources Information Center (U.S.) and United States. Office of Educational Research and Improvement., eds. Secondary special education teacher. [Reston, VA: National Clearinghouse for Professions in Special Education, 1996.

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Ron, Colarusso, and O'Rourke Colleen M, eds. Special education for all teachers. 3rd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 2004.

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Viv, Hinchcliffe, and Sandow Sarah, eds. What teachers do: Developments in special education. London: Paul Chapman Pub., 1995.

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Mike, Hinson, and National Association for Remedial Education (Great Britain), eds. Teachers and special educational needs. Burnt Mill, Harlow, Essex: Published by Longman Group UK in association with NARE, 1987.

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Dwyfor, Davies John, and Garner Philip 1947-, eds. At the crossroads: Special educational needs and teacher education. London: David Fulton Publishers, 1997.

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B, Pollingue Alice, ed. The exceptional teacher's handbook: The first-year special education teacher's guide to success. 3rd ed. Thousand Oaks, Calif: Corwin Press, 2009.

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Book chapters on the topic "Special educations teachers"

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Uphold, Nicole M. "Special Education Teacher." In Collaboration, 55–69. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233688-9.

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Jackson, Claire, Umesh Sharma, and Delphine Odier-Guedj. "Secondary teachers' perspectives on their work with teacher assistants." In Teaching Assistants, Inclusion and Special Educational Needs, 158–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-13.

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Mastropieri, Margo A., Thomas E. Scruggs, and Clara Hauth. "Special Education Teacher Preparation." In Handbook of Special Education, 40–52. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-5.

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Jones, Nathan, and Allison Gilmour. "Special Education Teacher Evaluation." In Handbook of Leadership and Administration for Special Education, 458–77. Second edition. | New York : Routledge, 2018. | “First edition published by Routledge 2012”–T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315226378-27.

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Ware, Linda. "Special Education Teacher Preparation." In Knowledge, Pedagogy, and Postmulticulturalism, 153–76. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137275905_8.

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Griffin, Cynthia C., M. Leko Melinda, Tracy G. Ulrich, and Angela M. V. Peterson. "Special Education Teacher Preparation." In Handbook of Research on Special Education Teacher Preparation, 440–68. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003297093-26.

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Bruce-Golding, Judith. "Special Education and Inclusion." In Encyclopedia of Teacher Education, 1653–58. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_455.

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Billingsley, Bonnie, Elizabeth Bettini, David DeMatthews, and Emily M. Burns. "Special Education Teachers' Social Contexts." In Handbook of Research on Special Education Teacher Preparation, 275–95. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003297093-18.

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Povey, Robert, and Peter Abbotts. "Training For Special Needs." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol227:158—Vol227:178. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-150.

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Wilmshurst, Linda, and Alan W. Brue. "Teachers and Parents." In The Complete Guide to Special Education, 3–10. Third edition. | New York, NY: Routledge, [2018] |: Routledge, 2018. http://dx.doi.org/10.4324/9781315111568-2.

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Conference papers on the topic "Special educations teachers"

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Ashimkhanova, Gulbanu S., and Akbota N. Autaeva. "About the professional competence of special education teachers." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-370-376.

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In this article, the authors consider the main conditions and ways to improve the quality of professional competence of teachers of special education. The main conditions for successful professional competence are the improvement of psychological and pedagogical and special knowledge about the competent interaction of a teacher and a child with special educational needs, the organization of the educational process aimed at developing the professional competence of teachers in teaching and raising children with special educational needs.
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Melnikova, Inna I., Svetlana S. Elifantieva, and Svetlana N. Feklistova. "Training of primary school teachers for inclusive schools in the framework of the direction «Special (defectological) education»." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-404-410.

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The article presents the results of a comparative analysis of the readiness of future primary school teachers (graduates of the Faculty of Education) and teachers-defectologists (graduates of the Faculty of Defectology) to implement inclusive primary education. Both groups of students showed low overall readiness, but the reasons for it are different. Taking into account the identified problems and missing competencies, a variant of the educational program aimed at training a teacher who is able to implement all modern Federal State Educational Standards is proposed
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Kampmane, Kristine, Andrejs Geske, and Antra Ozola. "Teachers’ Professional Self-Efficacy for Collaboration: A Comparison Between European Countries." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.10.

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Since the understanding of non-cognitive skills and their importance have grown, it becomes more and more significant to measure their impact on different areas of professional life. It has been researched that not only individual teacher’s professional self-efficacy, but also collective self-efficacy has a significant impact on both the teachers’ self-efficacy and students’ achievement. The purpose of this study is to select a set of factors that correlate with teachers’ professional self-efficacy and to analyse if teachers’ professional self-efficacy has an impact on teachers’ cooperation with colleagues and students. Latvian, Lithuanian, Estonian, Danish, Norwegian, Swedish, and Finnish data from the OECD TALIS 2018 teacher questionnaires were used. o analyse which factors correlate with teachers’ professional self-efficacy, the authors of this article selected such variables as the type of school, the type of urbanization, the number of special education students in the class, full time or partial time employment, professional development courses and the professional development at university level. The authors found that there were no significant correlations between the type of school, the type of urbanization, and the number of special education students in the classroom, but there was a significant correlation between professional development courses and the professional development during the university study period. The teachers who worked full time job were more self-efficient than others. To study the impact of self-efficacy on collaboration, the authors of this article selected variables that represented teacher – student collaboration and teacher – teacher collaboration. The professional self-efficacy scale was partitioned into four efficacy levels and each level was analysed with answers from each variable. The group comparison and the linear regression analysis showed that teachers with higher self-efficacy levels cooperated more and better with students and colleagues. Thus, this research adds supplementary evidence to studies showing the importance of professional self-efficacy development.
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Shmeleva, Olga A., and Svetlana A. Shabalina. "Determination of the readiness of teachers to work with children with disabilities as a condition for inclusive practice." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-323-332.

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The article examines the problem of the readiness of teachers to implement inclusive education of children with disabilities in the conditions of combined groups of a preschool educational organization of general developmental type. The parameters of the professional and psychological readiness of a teacher to include a pupil with special educational needs in the educational process are presented, as well as the analysis and interpretation of the results of the study.
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Predanocyová, Lubica, and Gabriela Jonášková. "COMPETENCE TO DESIGN AND PLAN EDUCATION AND ITS APPLICATION IN SCHOOL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/03.

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"Planning is an essential part of the preparation and implementation of the teaching process. Designing and planning education is an important part of the complex professional competencies of teachers, which were the subject of several years of research carried out at the University of Constantine the Philosopher in Nitra. Scientific research of Slovak experts focused on the issue of the professional competencies of teachers. The starting point was to determine the current state of professional skills of teachers in the Slovak Republic, then a complex of necessary competencies was identified. The relevance of the teacher's competency complex was confirmed by their practical implementation, which was assessed by competent evaluators. The paper presents the professional competence to plan and design, which we understand as a basic pillar of quality and effective education. A modern school requires the personal and social development of the student, good study results, but also in a complex of student values, which can be ensured by a methodologically and professionally thought-out organization of the teaching process. One of the results of the APVV research project, Evaluation of Teacher Competencies, was the creation of tools and criteria for evaluating and self-evaluating the quality of a teacher's professional competencies in educational practice. Part of the paper is to present the practical implementation of a special methodology aimed at evaluating the competence to design and plan teaching, in the form of a case study model."
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Henrique, Carlos Gabriel, Moisés Muatena Drought, and Inácia Diogo do Espírito Santo. "Implementation of an ongoing teacher training program by the educational psychologist to ensure the inclusion of students with Special Educational Needs in primary schools - Caála." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-172.

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The present final project of the commune course has the general objective of implementing a continuous training program for teachers that allows the inclusion of students with Special Educational Needs in Primary Schools nº 11 - Cangola and Primary School nº 1 Augusto Ngangula in the municipality from Caála; Having as a problematic situation the lack of a continuous training program for teachers by the educational psychologist makes it difficult to ensure the inclusion of students with Special Educational Needs in the schools in question. As for the type of approach, the quantitative-qualitative approach was chosen, with the type of investigation being descriptive. Regarding the methodology in this investigation, theoretical methods were used at a theoretical level, such as: bibliographic analysis and analysis - synthesis; and empirical level methods such as: observation and questionnaire survey. Depending on the methods applied, the results of the investigation showed that the continuous training of teachers by the educational psychologist in Primary Schools in the municipality of Caála was characterized as weak, since most teachers never participated in any continuous training. on educational inclusion, special education for students with Special Educational Needs. The reasons for not carrying out ongoing teacher training from an inclusive perspective at the school in question were: lack of a school program on ongoing training, lack of an educational psychologist at the school to guarantee this training, lack of financial resources and others. The proposal for the ongoing training program prepared allows teachers to be trained or enhanced with scientific knowledge through the educational psychologist to ensure the inclusion of students with Special Educational Needs in Primary Schools in the municipality of Caála.
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Barcus, Courtney. "Teacher Leadership: Perceptions and Experiences of Special Education Teachers." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1892498.

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Barcus, Courtney. "Teacher Leadership: Perceptions and Experiences of Special Education Teachers." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892498.

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Popescu, Delia-Mioara, Anca-Elena Aviana (Bojan), and Liviu Halip. "The Importance of Information Technology in the Activity and Professional Development of Teachers." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/17.

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The use of information technology in the activity and professional development by the teachers represents an extinguished necessity of the current stage. The new technologies come to the aid of the teacher, in the exercise of his profession. Using them makes the teacher's work more efficient, it helps him save time and space in making the necessary documents for carrying out, in good conditions, the activity. The development of information technologies has boosted the professional training of teachers for the use of TIC tools. Traditional teaching methods are not replaced by technology, but this can improve both the course material and the relationship between students and the teacher. Educational institutions must take advantage of the opportunities offered by technology and create programs, special software to offer the student an interactive, rich and varied learning experience. Technology is everywhere around us, and this must determine us, those responsible for the educational act in schools, to change the way students assimilate information during class hours.
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Neagu, Simona nicoleta. "THE MOTIVATIONAL FACTORS INVOLVED IN CHOOSING THE UNIVERSITY TEACHING CAREER." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-126.

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The teachers training (including those who teach at tertiary level) occupy a "special" position among the activities carried out within universities. Nowadays, higher education of teachers is widespread, which was not the case twenty or thirty years ago. The university teachers training has progressed with the professionalization of the teaching career. Both aimed to increase the quality of education, not only due to the university teachers training, but also due to the change in the general approach to education. We mention that all teachers should have a higher professional qualification, which would give them recognition of the important role they have in society. Also, the recent reform of the teacher training system in Romania brings major changes in this regarding the didactic master's degree. By excellence, the teaching profession assumes the permanent formation and development of the teacher so that she / he can offer to the one it teaches a comprehensive perspective on the field she/ he teach. The teacher from any specialization thus engages in a training process that will develop his career periodically until the end of it. During the teaching career one of the most important aspects is maintaining the motivation for professional development within the teaching career. This paper aims to investigate the motivational factors involved in choosing a teaching career and to examine the availability of professional development in order to choose a teaching career by students at the University POLITEHNICA of Bucharest. The overall development of the personality of a well-motivated student with inclinations for the teaching profession will lead to efficient teaching, given that future teachers will work in an environment with increasingly high socio-professional requirements and needs.
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Reports on the topic "Special educations teachers"

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Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, March 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical support and access to subject-area preparation are strong predictors of overall feelings of preparedness. Graduates of new preservice residencies and student teaching programs report feeling better prepared than those entering as interns or on emergency-style permits. However, access to higher-rated programs offering more clinical support varies, with half of Black and Native American candidates, as well as most special education candidates, entering without access to student teaching.
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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1498.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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DeMoss, Karen, and Brigid Brennan. Paid Teacher Residencies: An Equity Lever for Transforming Washington State’s Education System. Prepared To Teach, January 2024. http://dx.doi.org/10.61625/uiys6712.

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This report offers a new analysis of how Washington State—and other states too—can focus funding on developing a targeted plan to address special education needs. In the wake of the COVID-19 pandemic, special education placements have been increasing, which will exacerbate shortages and may reflect an increase in inappropriate special education referrals. We outline a plan for a three-year roll-out of well-designed special education residencies that would both better address learning intervention needs and eliminate special education shortages in the highest-need geographies.
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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, January 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and without an education degree are equally effective. We also found that teachers content-related and pedagogical knowledge do not seem to mediate the relationship between having an education degree and student learning. Finally, we observe no heterogeneous effects across different student demographic and socioeconomic characteristics. Examining these claims empirically is crucial for ensuring that greater flexibility in teacher re- cruitment does not have negative effects on the quality of the education workforce.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Schulte, Rebecca. Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1028.

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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.
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