Relevant bibliographies by topics / Teacher education models

Academic literature on the topic 'Teacher education models'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Teacher education models"

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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (June 30, 2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.

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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.
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Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.

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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers’ effectiveness, especially when the stakes are high.
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Močinić, Snježana, and Elvi Piršl. "Initial Teacher Education: Appropriate Models for a Knowledge Society?" European Journal of Education 2, no. 1 (April 30, 2019): 6. http://dx.doi.org/10.26417/ejed-2019.v2i1-48.

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: Teacher education and professional development of teachers are a crucial issue for any country, since the quality of the teaching staff is one of the main factors influencing the level of students' academic achievements. The conditions in which teachers work today are drastically different from the ones of the early 20th century, whereas the structure and organization of initial teacher education has not changed significantly. Although the course content, the duration of study, and learning and teaching strategies have changed, the main teacher training models, regardless of the differences between them, still include course content related to individual professions, course content from pedagogy and psychology, didactic and methodology training, and in-service teacher training. This paper analyses initial teacher education models with regard to the presence of the said elements and the manner in which they are distributed in the structure and organization of the study programme. On the basis of a conducted analysis, the authors conclude that there is not a single initial teacher education model which proposes a paradigm shift that would yield more successful results in comparison with other models in the preparation of teachers for work in a postmodern era. To navigate the complex social requirements, the most suitable initial teacher education model is the one which integrates different types of knowledge and skills, and produces teachers who are capable of research and reflection – a model which would allow teachers to become critical intellectuals capable of acting autonomously and competently.
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Lasauskiene, Jolanta, and Yuqing Yang. "Educating music teachers in the new millennium: Current models and new developments." Contemporary Educational Researches Journal 8, no. 3 (August 24, 2018): 101–14. http://dx.doi.org/10.18844/cerj.v8i3.3009.

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The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. In various countries different traditions of educating teachers of music have been established following the traditions and needs of each country. The aim of this study is to present and generalise an overview of the most common models of music teacher education in Lithuania (with a focus on Lithuanian University of Educational Sciences) and other countries, so as to highlight the main features that might initiate discussion of critical issues in the context of music teacher education nationally and internationally. The article focuses on pedagogical study programmes of Music Education as well as on similarities and differences in their curricular. The research on models for teacher education in the best foreign higher education institutions creates conditions for adoption of the most successful international teacher education practices. Keywords: Initial music teacher education, teacher education curriculum, teacher education models, study programmes;
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Konstantopoulos, Spyros. "Teacher Effects, Value-Added Models, and Accountability." Teachers College Record: The Voice of Scholarship in Education 116, no. 1 (January 2014): 1–21. http://dx.doi.org/10.1177/016146811411600109.

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Background In the last decade, the effects of teachers on student performance (typically manifested as state-wide standardized tests) have been re-examined using statistical models that are known as value-added models. These statistical models aim to compute the unique contribution of the teachers in promoting student achievement gains from grade to grade, net of student background and prior ability. Value-added models are widely used nowadays and they are used by some states to rank teachers. These models are used to measure teacher performance or effectiveness (via student achievement gains), with the ultimate objective of rewarding or penalizing teachers. Such practices have resulted in a large amount of controversy in the education community about the role of value-added models in the process of making important decisions about teachers such as salary increases, promotion, or termination of employment. Purpose The purpose of this paper is to review the effects teachers have on student achievement, with an emphasis on value-added models. The paper also discusses whether value-added models are appropriately used as a sole indicator in evaluating teachers’ performance and making critical decisions about teachers’ futures in the profession. Research Design This is a narrative review of the literature on teacher effects that includes evidence about the stability of teacher effects using value-added models. Conclusions More comprehensive systems for teacher evaluation are needed. We need more research on value-added models and more work on evaluating value-added models. The strengths and weaknesses of these models should be clearly described. We also need much more empirical evidence with respect to the reliability and the stability of value-added measures across different states. The findings thus far do not seem robust and conclusive enough to warrant decisions about raises, tenure, or termination of employment. In other words, it is unclear that the value-added measures that inform the accountability system are adequate. It is not obvious that we are better equipped now to make such important decisions about teachers than we were 35 years ago. Good et al. have argued that we need well-thought-out and well-developed criteria that guide accountability decisions. Perhaps such criteria should be standardized across school districts and states. That would ensure that empirical evidence across different states is comparable and would help determine whether findings converge or diverge.
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Graham, Jim, and Ronald Barnett. "Models of Quality in Teacher Education." Oxford Review of Education 22, no. 2 (June 1996): 161–78. http://dx.doi.org/10.1080/0305498960220205.

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Kent, Ashley. "Forum: Emerging Models of Teacher Education." International Research in Geographical and Environmental Education 13, no. 2 (May 30, 2004): 151–52. http://dx.doi.org/10.1080/09669580408668506.

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Yusuf, Hamdallat Taiwo. "Teachers Evaluation of Concurrent and Consecutive Teacher Education Models in South-west, Nigeria." Indonesian Journal on Learning and Advanced Education (IJOLAE) 4, no. 2 (May 1, 2022): 107–17. http://dx.doi.org/10.23917/ijolae.v4i2.17599.

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The provision of quality teachers is central to a nation’s education system. This study evaluated two universities, based on teacher education curriculum models (concurrent and consecutive) using Stake’s Antece-dents-Transactions-Outcomes (ATO) evaluation model, on the subject content and education components. The study was a descriptive type using a survey method. The sample comprised 514 teachers from selected secondary schools (188 consecutive and 326 concurrent), Research instrument was the Teachers Questionnai-re on Evaluation of Models of Teacher Education Curricula (TQEMTEC). The results indicated that teachers rated the consecutive teacher education curriculum model to be better. On the improvements needed, teacher educators suggested the inclusion of special education and more subject contents area for students enrolled in the concurrent, and an increase in the number of years for the pedagogical and practical aspects of the consecutive models. Results of the hypotheses indicated a significant difference between the views of tea-chers exposed to the concurrent and those exposed to consecutive teacher education models on subject con-tent, (t =2.47; df=512; Sig= 0.014 p 0.05). Based on the findings, a recommendation was made that the two models of teacher education should be further strengthened through improved subject content, particu-larly for the concurrent teacher education program.
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Bartlett, Lora. "Specifying Hybrid Models of Teachers’ Work During COVID-19." Educational Researcher 51, no. 2 (January 6, 2022): 152–55. http://dx.doi.org/10.3102/0013189x211069399.

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The term “hybrid” emerged as a common descriptor of pandemic-modified schooling configurations. Yet this umbrella term insufficiently captures the variations among hybrid models, particularly as it pertains to the structure of teacher workdays and related workload demands. Drawing on qualitative research documenting K–12 U.S. teachers’ experience teaching during COVID-19, this brief introduces and explicates three terms specifying structural hybrid models—parallel, alternating, and blended—and their implications for teachers’ work. Differentiating among the models facilitates future analysis of the implications of hybrid schooling for teacher and student experience. Initial analysis indicates teachers experienced one model, blended hybrid, as more challenging than others. This teacher perception highlights the need to discern among the three hybrid models more closely when analyzing schools’ responses to the pandemic. Differentiating among hybrid models may prompt future analysis of hybrid schooling for teacher workload and student learning.
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Larsson, Johanna, John Airey, Anna T. Danielsson, and Eva Lundqvist. "A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators." Research in Science Education 50, no. 6 (November 14, 2018): 2559–85. http://dx.doi.org/10.1007/s11165-018-9793-9.

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AbstractThis article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics teacher education programme in the talk of teacher educators potentially support the identity construction of new teachers. Nine teacher educators from different sections of a physics teacher programme in Sweden were interviewed. The concept of discourse models was used to operationalise how the discourses of the teacher education programme potentially enable the performance of different physics teacher identities. The analysis resulted in the construction of four discourse models that could be seen to be both enabling and limiting the kinds of identity performances trainee physics teachers can enact. Knowledge of the models thus potentially empowers trainee physics teachers to understand the different goals of their educational programme and from there make informed choices about their own particular approach to becoming a professional physics teacher. We also suggest that for teacher educators, knowledge of the discourse models could facilitate making conscious, informed decisions about their own teaching practice.
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Dissertations / Theses on the topic "Teacher education models"

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Sauer, Eve R. "Teacher Preferences for Professional Development Delivery Models and Delivery Model Influence on Teacher Behavior in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/942.

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Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development Determining teacher preferences is an important component in professional development planning and the driving inquiry for this research. The purpose of this exploratory case study was to determine teacher preferences in delivery models for professional development and whether delivery models influenced teacher behaviors in the classroom. The primary theory for this study was based on andragogy, and the research was conducted under the conceptual framework of constructivist principles. Data collection included interviews with 10 classroom teachers using open ended questions. Data analysis included the extraction of themes and subthemes emerging from the interviews. Findings indicated teachers' preference for hands on professional learning opportunities and technology use in delivery models. Teachers also expressed an interest in being given a choice in the delivery model of their professional learning opportunities. Implications for positive social change focus on professional development planners and facilitators, who are encouraged to seek preferences from teachers to best meet the needs and interests of educators in order to advance changes in teacher behavior and subsequent improvement to student achievement.
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Gattenhof, Sandra Jane. "'Artnerships : effective models of arts and education partnerships." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/35835/1/35835_Digitised%20Thesis.pdf.

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Since 1984 there has been ongoing debate in arts and educational circles about School Touring Programs which provide performing arts programs to school audiences in school venues. John Emery published in Lowdown one of the first articles to review and question the position of School Touring Programs in Australia. Emery spoke of "Queensland's get up and go" in relation to arts experiences provided to schools. It is true to say that Queensland Arts Council's School Touring Program is the largest coordinated youth performing art program of its kind in Australia. But a question remains; how does this monolithic structure position teachers? Are they encouraged to be baby-sitters, wardens, consumers or partners in the arts experience? As teachers in Queensland are required to meet syllabus outcomes they are a vital link in extending and deepening the live arts experience for students. Yet in the current climate Queensland teachers have little opportunity to become familiar with an art work, it's context or it's themes before it enters their schools. There is an urgent need for stronger dialogic mechanisms between arts providers and teachers. Using a constructivist paradigm this thesis will illuminate how arts providers and agencies, including Queensland Arts Council, in Australian states and territories can develop partnerships with schools to enhance outcomes for students and teachers in arts education. Drawing upon observations and understandings of the three arts education models in the United States of America - Wolf Trap Institute for Early Learning in the Arts, Virginia; Performing Arts Centers and This model encourages teachers to play a more proactive role in rich learning experience that is part of a live theatre experience. The model supports teacher and student engagement with live arts experiences and has the potential to work in Queensland, in Australia and beyond. This challenging and exciting opportunity for teachers and artists will seek to extend their thinking and develop aesthetic education opportunities and resources to support the first hand experience of art.
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Turpin, Carrie. "Preservice Teachers' Cultural Models of Academic Success." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134602496342.

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Gaulden, Charles H. "The master teacher approach." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Tompkins, Courtney Meredith. "Analysis of four student teacher supervision models in physical education at Virginia Tech." Master's thesis, Virginia Tech, 1995. http://hdl.handle.net/10919/40907.

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Back, Desiree M. A. R. "Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.

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With no apparent theoretical justification the Department of Education (DFE) Circular 9/92 has made mandatory, school-based Initial Teacher Training (ITT) whereby trainees are located in schools for the majority of their training. Schools and Higher Education Institutions (HEIs) have been encouraged by government to form complementary partnerships in which the school is the senior partner responsible for final assessment. Central to school-based partnership training is the role of the subject specific mentor who has, it is claimed in the literature on mentoring, a new and exacting task to perform as teacher educator rather than the purely supervisory role pre-1992. The tentative hypothesis is that there is a gap between the rhetoric of mentoring and the reality of mentoring in school-based partnership ITT post-1992. Three models representing `stages' of professional development: the apprenticeship model; the competency model and the `reflective practitioner' model of mentoring are considered from the perspective of both subject mentors and trainees. The data, gathered by participant observation, semi-structured interviews, questionnaires and recorded mentor-trainee feedback sessions, investigates to what extent there is in the training year slavish imitation reinforced by practical skills associated with apprenticeship, and/or professional development in trainee learning informed and extended by trainee access to teacher expertise. Changes in ITT appear largely administrative, mentors focusing on supervision of competent apprentices, passing on basic skills using a `top-down' model of knowledge transfer to passive novices. A model of mentoring is outlined whereby the professional tutor assumes a school leadership role, liaising with the HEI partner in joint planning of ITT, taking responsibility for trainee overview and professional development of Newly Qualified Teachers (NQTs). Two stages of Qualified Teacher Status (QTS) are described in a model of future teacher preparation whereby master classroom practitioners can be professionally identified and appropriately rewarded.
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Zuiker, Mark Arthur. "Four structural models of the effects of selected teacher background variables on mathematics attitude and achievement /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948807588404.

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Billings, Brian T. "Teacher Perceptions of the Ceiling Effect With Gifted Students and the Impact on Teacher Value-Added Scores and Teacher Evaluation." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1497888259588493.

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Martin, Doris Marie. "Preschool teacher-child relationships : an exploratory study of attachment models over time /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135321/.

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Lewis, Gregory Paul. "Repeated Reading: Testing Alternative Models for Efficient Implementation." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1171.

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Repeated reading has been used for over 30 years. In the publication of the National Reading Panel Report, repeated reading was listed as an effective strategy for developing fluency. Yet, repeated reading’s efficacy has been recently questioned. Understanding the “how-to” of efficiently using evidence-based practices would allow teachers to deliver successful, time-sensitive instruction and intervention to students. This study was based on two research questions. First was a gain score (increase between a student’s first read and their final repeated reading), a better model and therefore a better criterion than the currently popular criterion of reaching a set words-read-correctly-perminute (WRCM) hot read, such as Samuels’ criterion of 95 WRCM. The study’s second question was exploring which demographic variables, such as age, ethnicity, gender, current reading ability, and socioeconomic status (SES), played a significant role in predicting the effectiveness of using weekly repeated reading scores as a predictor of benchmark reading measures at midyear and end-of-year outcome measures. The study used a unique theoretical multilevel path model to explore repeated reading. A complex model was developed to study (a) the growth of a student’s ability to read words with speed and accuracy and (b) how student demographic features affect growth rates. It was found that a hot read advancement criterion provided a better model fit than the hypothesized advancement criterion of a student’s increase or gain between cold and hot reads. Student growth during repeated reading was found to be constant once a minimum WRCM criterion was reached. While repeated reading was shown to be a strategy that worked equally well for all students, the strategy was shown to be highlyeffective for English-language learners and showed promise in helping to closing the achievement gap. Limitations were discussed and recommendations provided.
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Books on the topic "Teacher education models"

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Nguyen, Hoa Thi Mai. Models of Mentoring in Language Teacher Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44151-1.

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León, Anne Grosso de. Higher education's challenge: New teacher education models for a new century. New York City, NY: Carnegie Corporation of New York, 2001.

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León, Anne Grosso de. Higher education's challenge: New teacher education models for a new century. New York City, NY: Carnegie Corporation of New York, 2001.

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León, Anne Grosso de. Higher education's challenge: New teacher education models for a new century. New York City, NY: Carnegie Corporation of New York, 2001.

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Gabe, Jonathan. Ideologies and models of 'race'-education: The case of initial teacher education. Birmingham: University of Birmingham, 1989.

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Australian Teacher Education Association. Conference. Models of teacher education: Papers presented at the Nineteenth Annual Conference of the Australian Teacher Education Association. Edited by Moon Bob 1945-, Charles C. M, and James Cook University of North Queensland. Q. 4188, Australia: Dept. of Social and Cultural Studies in Education, James Cook University, 1990.

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Kennedy, Kathryn, and Lucy Santos Green. Collaborative models for librarian and teacher partnerships. Hershey, PA: Information Science Reference, 2014.

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Magolda, Marcia B. Baxter. Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, Va: Stylus Pub., 2004.

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Scardamalia, Marlene. Ethical models for exploitation of teacher-and-learner produced material: Final report. [Toronto: Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto], 2001.

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Jones, Paula. Putting it into practice: Developing student critical thinking skills in teacher education : the models, methods, experience and results. Charlotte, NC: INFORMATION AGE Pub., INC., 2011.

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Book chapters on the topic "Teacher education models"

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Gutierrez, Amanda. "Exploring the Becoming of Pre-service Teachers in Paired Placement Models." In Teacher Education, 139–55. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_9.

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Sailors, Misty. "Re-Imagining Teacher Education." In Theoretical Models and Processes of Literacy, 430–48. Seventh Edition. | New York : Routledge, 2019. | "Sixth edition published by the International Reading Association, Inc. 2013"—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315110592-26.

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Arnold, Ben. "Network models in teacher education." In Teacher Education Through Uncertainty and Crisis, 42–61. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003170716-3.

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Kaur, Berinderjeet, Lu Pien Cheng, Lai Fong Wong, and Cynthia Seto. "Models of Teacher Professional Development." In Mathematics Education in Singapore, 429–49. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3573-0_18.

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Kuntze, Sebastian. "Models of Preservice Mathematics Teacher Education." In Encyclopedia of Mathematics Education, 457–60. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_116.

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Kuntze, Sebastian. "Models of Preservice Mathematics Teacher Education." In Encyclopedia of Mathematics Education, 632–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_116.

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Boyd, Wendy. "Optimal Models for Early Childhood Teacher Programs." In SpringerBriefs in Education, 59–77. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5837-5_4.

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Nutti, Ylva Jannok. "Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Education." In Springer Polar Sciences, 43–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_4.

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AbstractSámi teacher education programs are core programs at the Sámi University of Applied Sciences, and have been since the establishment of the institution. Sámi teacher education programmes involve flexible teaching methods including online teaching, teaching at gatherings and through practicum periods at early childhood centres and primary schools. The aim of this chapter is to discuss Sámi teacher education as Indigenous higher education, in order to explore the cornerstones of Sámi teacher education. The method used in the present study combines content analyses and a narrative approach. Content analysis is a research tool used to analyse the official documents for teacher education programmes and programme syllabi at Sámi University of Applied Sciences. The narrative approach was selected in order to use personal experiences from Sámi teacher education. As an analytical tool the model of Madden’s (2015) pedagogical pathways in Indigenous teacher education were used. The pathways are learning from traditional Indigenous modes of teaching, pedagogy for decolonizing, Indigenous and antiracist education, and Indigenous and placed-based education. Traditions, traditional knowledge and traditional models of teaching, together with language, are central in Sámi teacher education. Sámi teacher education could also be viewed in connection to placed-based education. Decolonizing is part of the educators’ work to transform and implement traditional knowledge and culture-based teaching perspectives, and in educators’ work to deconstruct culture, history and Indigenous identity. The term “colonial” is not used explicitly. However even if the term is not present, colonialism is indirectly visible. The antiracist education is less visible. All the pathways are visible in Sámi teacher education, but to visualise in Sámi teacher education the cornerstones, the metaphor of the lávvu and three caggi, or poles, is used and the caggit are, in the Sámi language, árbediehtu, and girjás searvelatnja.
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Zimmermann, Erika. "The Structure and Development of Science Teachers’ Pedagogical Models: Implications for Teacher Education." In Developing Models in Science Education, 325–41. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0876-1_17.

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Yang, Xiaowei, and Ting Yang. "Transformation of Models in Teacher Education in China, From Training to Learning." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_254-1.

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Conference papers on the topic "Teacher education models"

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"NEW TRAINING MODELS FOR TEACHER EDUCATION." In Psiworld 2016. Romanian Journal of Experimental Applied Psychology, 2017. http://dx.doi.org/10.15303/rjeap.2017.si1.a35.

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Sabirova, Elvira Gilfanovna. "Models Of Educational Routes In Elementary School For Migrants’ Children." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.82.

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Nugumanova, Lyudmila, and Galiya Shaykhutdinova. "Models of the Contemporary Mentor in Supplementary Vocational Education." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0461.

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Yordanova, Lina, Dimitrina Branekova, and Gabriela Kiryakova. "Integration of Alternative Education Models in University E-Learning." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0754.

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Stefanov, K., R. Nikolov, P. Boytchev, E. Stefanova, A. Georgiev, I. Koychev, N. Nikolova, and A. Grigorov. "Emerging models and e-infrastructures for teacher education." In 2011 International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2011. http://dx.doi.org/10.1109/ithet.2011.6018688.

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Sukartiningsih, Wahyu. "Integrative and Collaborative Education Models in Primary School Teacher Education Department." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.147.

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Yadav, Aman, Cornelia Connolly, Marc Berges, Christos Chytas, Crystal Franklin, Raquel Hijón-Neira, Anne Leftwich, Lauren Marguliex, Victoria Macann, and Jayce R. Warner. "Models for Computer Science Teacher Preparation." In ITiCSE 2022: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3502717.3532166.

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Kamalova, Lera A. "Diversification Of Models Of Migrant Children's Education In Modern School." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.53.

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Crawford, Richard H., Kristin L. Wood, and Marilyn L. Fowler. "Elementary Education and Engineering Design: Concrete Experiences in Mathematics and Science." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0187.

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Abstract The education community has focused attention recently on a number of initiatives to evolve, and perhaps revolutionize, approaches for teaching science, mathematics, and engineering. In this paper, we present a new engineering and design technology program, initiated in 1992 and referred to as DTEACh, that focuses on the elementary grades. Two components comprise this new program: (1) open-ended design and exploration lessons that use hands-on models to teach integrated mathematics and science principles, and (2) a two-part teacher preparation program to provide teachers with the necessary engineering, mathematics, and science fundamentals for DTEACh. In this paper, we focus on a description of the teacher preparation program, including discussions of a novel teaching model, the subject matter for engineering and design fundamentals, and evaluation of the program. Results of the evaluation that teachers are more confident and equipped to facilitate the instruction of mathematics, science, and engineering principles.
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Yan, Pei, Wang Manman, Zhao Yating, and Yihang Du. "Models and Measures of Arts Teacher Competency under COVID-19 Normalization." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002424.

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Arts teacher competency refer to the collection of professional skills and personality traits that contribute to excellent working performance in accordance to occupation requirements. The education has a huge changed from traditional face-to-face classroom to online environment when the epidemic normalization of COVID-19, and the change has a profound impact on teaching method and puts forward higher requirements for arts teacher's competency. In this paper, we adopt analytic hierarchy process (AHP) to establish an evaluation model for arts teacher competency. The model contained ethic, teaching skills, IT application and non-technical skills (NTS), which provided a theoretical basis for arts teacher selection and continuing education.
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Reports on the topic "Teacher education models"

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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, May 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.
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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Tetiana V. Kostiuk, Khrystyna V. Buzhdyhan, Victor M. Lutsyshyn, Ivanna O. Hladkoskok, Arnold E. Kiv, and Mariya P. Shyshkina. Augmented reality while studying radiochemistry for the upcoming chemistry teachers. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4627.

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The objective of the research is developing a mobile application (on Android) designed to visualize the basic definitions of the discipline “Radiochemistry and radioecology” in 3D. Studying the education material of this discipline (phenomena of radionuclide, radioisotope, the nucleus, the fundamental particle etc and their specifics) requires a more sophisticated explanation from the teacher and dynamic dimensional image from the student. Decent detailed visualization of the study material makes this process easier. So applying the augmented reality is rational for the purpose of visualizing the study material, applying it allows demonstrate 3D-models of the nucleus, the fundamental particles, the nature of radioactive decay, nuclear fission, the specifics of managing the nuclear weapon and the NPS. Involving this instrument of the up-to-date information and communication technologies while studying the new material gives the opportunity to develop and boost the spatial imagination of the students, “to see” the invisible and to understand the received material in a better way, which improves its better memorizing. As far as the augmented reality is one of the most recent new-age education trends, all the teachers are required to have the ability to use it. In this reason the upcoming teachers, the students of the “General Education (Chemistry)” specialty, must be trained with this technology. Within the study process the students have the opportunity to review the positive moments of applying AR from a student’s stand of point and to understand, how to apply similar education tools in the future pedagogic work.
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PALIY, T., and A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.

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This article raises the urgent problem of modern higher linguistic education connected with the pedagogical activities of the teaching staff of language departments. The aim of the research is to design and test the axiological model of the professional personality of a philologist teacher. The study is based on sociological and culturological approaches, traditions of linguistic education in Russia, which are significant for the formation of the personality of a future teacher, translator, interpreter, etc., understanding of the peculiarities of the pedagogical activity of linguists. Discussion, psychological and mathematical-statistical methods were used in the course of the following research. The results of the study have demonstrated some certain unique features of the Russian axiological space. The priorities of students in the process of assessing teachers of philologists and their professional activities are also established. The results obtained can serve as a basis for the design and testing of original trainings, refresher courses, taking into account the received request from the objects of the educational process.
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Datta, Sandip, and Geeta Gandhi Kingdon. The Myth and Reality of Teacher Shortage in India: An Investigation Using 2019-20 Data. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/072.

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This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that teacher vacancies cannot be equated with teacher shortages: while the number of teacher vacancies (in teacher-deficit schools) is 766,487, the number of teacher surpluses (in surplus-teacher schools) is 520,141, giving a net deficit of only 246,346 teachers in the country. Secondly, removing estimated fake student numbers from enrolment data greatly reduces the required number of teachers and raises the number of surplus teachers, converting the net deficit of 246,346 teachers into an estimated net surplus of 98,371 teachers. Thirdly, if we both remove estimated fake enrolment and also make a hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 63 students, and rendered many schools ‘tiny’), the estimated net teacher surplus rises to 239,800 teachers. Fourthly, we show that if government does fresh recruitment to fill the supposed approximately one-million vacancies as promised in National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 25.1 would fall to 19.9, at a permanently increased fiscal cost of nearly Rupees 637 billion (USD 8.7 billion) per year in 2019-20 prices, which is higher than the individual GDPs of 50 countries that year. The paper highlights the major efficiencies that can result from evidence-based policy on minimum viable school-size, teacher allocation norms, permissible maximum pupil teacher ratios, and teacher deployment.
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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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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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