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Journal articles on the topic 'Teacher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 April 2023

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1

Liston, Daniel P. "Teachers’ Work and Teacher Education." Review of Education 12, no. 2 (March 1986): 93–98. http://dx.doi.org/10.1080/0098559860120203.

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2

Lacina, Jan, and Robin Griffith. "Valuing Teachers-and Teacher Education." Reading Teacher 72, no. 4 (December 26, 2018): 421–22. http://dx.doi.org/10.1002/trtr.1779.

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3

Kurth, Jennifer, and Jean Ann Foley. "Reframing Teacher Education: Preparing Teachers for Inclusive Education." Inclusion 2, no. 4 (December 1, 2014): 286–300. http://dx.doi.org/10.1352/2326-6988-2.4.286.

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Abstract Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.
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4

Bajaj, Preeti, Mrunal Suresh Patil, and Balaji Almale. "Microteaching in Medical Education." MVP Journal of Medical Sciences 1, no. 2 (July 1, 2014): 84. http://dx.doi.org/10.18311/mvpjms/2014/v1/i2/822.

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Medical teachers need training in pedagogic techniques in order to become better teachers. Despite the fact that our teaching techniques improve gradually over the years as we gain experience and also owing to continuous practice undertaken for different kinds of teaching learning situations; nevertheless educational technology has evolved ways and means for better development of teaching skills even at earlier stages by undertaking some methodical exercises, one of which is Microteaching. Microteaching, an innovative technique of teacher training, helps teachers to improve their teaching skills. It aims at development of competence in teaching skills through the practice of microteaching sessions1. In other words, it teaches teachers how to teach. This is especially important in cases of new faculty implying the budding teachers. Even an experienced teacher can benefit by this technique, particularly for learning some new skills1. The individual may be very sound in his/ her own subject but may not necessarily be a good teacher.
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5

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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6

Passow, A. Harry. "Recognizing Excellence in Education: Teachers and Teacher Education." Educational Forum 57, no. 3 (September 30, 1993): 284–93. http://dx.doi.org/10.1080/00131729309335428.

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7

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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8

Tabroni, Imam, Ade Heni Maryani, and Rini Purnama Sari. "Teacher Performance Improvement In Building Quality Education." Al-Abshar: Journal of Islamic Education Management 1, no. 1 (November 14, 2022): 1–16. http://dx.doi.org/10.58223/al-abshar.v1i1.6.

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Teachers play a very important role in carrying out their functions and duties as educators in realizing national education, because teachers are educators who will produce quality and quality students by providing knowledge to their students. To help the teacher's role in meeting these expectations, it is necessary to have efforts that can be taken to improve teacher performance in order to achieve quality education and produce quality students. Which educator or teacher will provide a direction in accordance with the guidelines which will produce results from the learning process that the nation and state can be proud of. This study aims to analyze improving the quality of education related to improving teacher performance. The quality of teachers can be improved through training programs and professional development as professional teachers
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9

Käck, Annika. "Swedish teacher education and migrant teachers." Intercultural Education 31, no. 2 (January 13, 2020): 260–64. http://dx.doi.org/10.1080/14675986.2019.1702329.

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10

Goff-Kfouri, Carol Ann. "Pre-service Teachers and Teacher Education." Procedia - Social and Behavioral Sciences 93 (October 2013): 1786–90. http://dx.doi.org/10.1016/j.sbspro.2013.10.117.

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11

Goodson, Ivor F. "Sponsoring the Teacher's Voice: teachers' lives and teacher development." Cambridge Journal of Education 21, no. 1 (January 1991): 35–45. http://dx.doi.org/10.1080/0305764910210104.

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12

Bhatt, Dr Manojkumar J. "Innovations in Teacher Education." International Journal of Scientific Research 2, no. 11 (June 1, 2012): 137–39. http://dx.doi.org/10.15373/22778179/nov2013/44.

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13

Tigner, Steven S. "Homer, Teacher of Teachers*." Journal of Education 175, no. 3 (October 1993): 43–64. http://dx.doi.org/10.1177/002205749317500304.

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14

Cruickshank *, Ken. "Towards diversity in teacher education: teacher preparation of immigrant teachers." European Journal of Teacher Education 27, no. 2 (June 2004): 125–38. http://dx.doi.org/10.1080/0261976042000223006.

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15

Kagoda, Alice Merab, and John Sentongo. "Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education." Universal Journal of Educational Research 3, no. 2 (February 2015): 148–53. http://dx.doi.org/10.13189/ujer.2015.030211.

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16

Miles, Rebecca, Linda Harrison, and Amy Cutter-Mackenzie. "Teacher Education: A Diluted Environmental Education Experience." Australian Journal of Environmental Education 22, no. 1 (2006): 49–59. http://dx.doi.org/10.1017/s0814062600001658.

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AbstractThis paper presents the findings of a small-scale research project about student teachers' perceptions and experiences of environmental education. The context of this study is a pre-service teacher education faculty in rural New South Wales, Australia. A combined methods approach was applied, with a survey designed from rich data elicited through focus group interviews. The focus of this paper is on the findings of the survey, revealing that prospective teachers' preparedness in environmental education is diluted by their teacher education experience and that such experiences are not providing a stimulus for novice teachers to practice environmental education.
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17

Yefimenko, Iryna V., Olena M. Yakymchuk, Nataliia Ye Kravtsova, Halyna I. Sotska, and Anatolii M. Korol. "Art education development in the context of global changes." Linguistics and Culture Review 5, S2 (August 1, 2021): 501–13. http://dx.doi.org/10.21744/lingcure.v5ns2.1386.

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New trends are emerging in the system of higher art education due to globalisation and integration, rapid development of technological innovations. The use of technological innovations causes emerging of new types of communication, collaboration and interaction between teachers and students. In the article, the concept of smart education and its principles and the competence of a future teacher and specifics of their professional training were described. Global educational trends were characterised. The perspectives of professional and pedagogical activity of art teacher were outlined. The importance of technological innovations in the process of innovative education was explained. The criteria for assessing the teacher's innovative competence were highlighted. It was established that the modern smart society requires a teacher who teaches art history while constantly developing his cognitive abilities, systematically renew his intellectual and creative potential. The peculiarities of teacher's innovative competence formation in the changing conditions of a modern “smart” society were investigated. It was concluded that digital competence is one of the new requirements for art critics training in the context of the development of the information-oriented society.
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18

Robinson, Maureen, and Wendy McMillan. "Who teaches the teachers? Identity, discourse and policy in teacher education." Teaching and Teacher Education 22, no. 3 (April 2006): 327–36. http://dx.doi.org/10.1016/j.tate.2005.11.003.

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19

Feng, Li, and Tim R. Sass. "Teacher Quality and Teacher Mobility." Education Finance and Policy 12, no. 3 (July 2017): 396–418. http://dx.doi.org/10.1162/edfp_a_00214.

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There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities in the distribution of teachers, depending on which teachers change schools or leave teaching and who replaces them. Using matched student–teacher panel data from the state of Florida, we examine teacher mobility across the distribution of effectiveness (as measured by teacher value added). We find that top-quartile and bottom-quartile teachers exit at a higher rate than do average-quality teachers. Additionally, as the share of peer teachers with more experience, advanced degrees, or professional certification increases, the likelihood of moving within-district decreases. We also find some evidence of assortative matching among teachers—more productive reading/language arts teachers are more likely to stay in teaching if they have more productive peer teachers.
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20

Reid, Jo-Anne, Ninetta Santoro, Laurie Crawford, and Lee Simpson. "Talking Teacher Education: Factors Impacting on Teacher Education for Indigenous People." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 42–54. http://dx.doi.org/10.1375/s1326011100000582.

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AbstractIn this paper we report the findings of research that has examined, from first-hand accounts, the career pathways of Indigenous Australians who have studied to become teachers. We focus on one key aspect of the larger study: the nature and experience of initial teacher education for Indigenous student teachers. Elsewhere we have reported on aspects of their subsequent working lives in teaching or related fields. We focus here on participants' talk about teacher education, particularly with reference to the factors that have impacted positively and negatively on their identity formation as “Indigenous” students and teachers. As a research collective that comprises Aboriginal and non-Aboriginal teacher educators, and in the context of increased emphasis on university access following the Federal Review of Higher Education, we argue that it is time for government, universities and schools to listen and learn from this talk. In particular, we highlight in our participants' accounts the persistence of three longstanding and interrelated factors that continue to impact on the success or inadequacy of teacher education for Aboriginal people i.e., the presence and nature of financial, emotional and academic support in university and school settings.
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21

Jennings, Todd. "Human Rights Education Standards for Teachers and Teacher Education." Teaching Education 17, no. 4 (December 2006): 287–98. http://dx.doi.org/10.1080/10476210601017378.

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22

KOVAL, L. V. "ЦІННІСНІ ОРІЄНТИРИ ПРОФЕСІЙНОЇ ОСВІТИ: МЕТОДИЧНИЙ АСПЕКТ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 239–46. http://dx.doi.org/10.31494/2412-9208-2021-1-2-239-246.

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The article highlights the values in the training of future primary school teachers, among which the priority is the formation of the spiritual sphere of applicants, the introduction of a humanistic paradigm of education, a motivated teacher with developed new pedagogical thinking, training of a teacher, ready to compete in today's labor market, able to work in the era of digital civilization. In addition, methodological aspects are singled out in this process, in particular co-teaching, which provides for: parallel teaching, in which tutors provide the same information, dividing applicants into two groups, which allows you to get more attention and the opportunity to ask more questions; distributed teaching, during which teachers distribute educational material and applicants, teaching their part first to one, and then to another group; alternative teaching, where one teacher teaches educational material for all students, and another – for those who need special attention; team teaching, based on which the training material is explained by both tutors, but in different ways. Such training should be considered effective ways to modernize vocational education. Key words: values оf vocational education, the globalization world, the era of digital civilization, a teacher motivated by change, teaching, a competent teacher.
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23

Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Taiwan Defense Education Curriculum Teacher's Essential Ability and the Teachers Cultivate Research of the System." Applied Mechanics and Materials 121-126 (October 2011): 4806–10. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.4806.

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Taiwan defense education teacher cultivates research of the system conception. Taiwan's Senior middle school or in university's school the military training and the national defense pass know the curriculum teacher are hold the post by the active duty officer, Master unit for Republic of China Ministry of Education. Recent years the domestic education environment tended to the serviceman to withdraw from the school edition curriculum, did not have the academic license serviceman status teacher, always shouldered the people to accuse it to not to have the card interferes the education according to the teacher and the serviceman, often directed the person question is the military officer is also teacher's this crowd of associations otherwise has the teacher specialized ability. The question lies in this group of military officer teacher not to have the further education to obtain the qualified teacher card, and before the present education system also does not have the defense education curriculum teacher duty, to train with the university which awards cultivates the unit. This research discussion's key is defense education teacher's essential ability and the teachers cultivates the system the relations. We watched proposed that more than school union-like teachers cultivate the organization plan the solution conception. Was the utilization already the qualified teacher, but not yet investigated teacher of the employment, gave the second specialty to give public notice of entrance examination receives training, opened the second specialty teachers to the common teacher to authenticate by the time supplements insufficiency of the teachers. The male even plan is gives comprehensive duty training to the military officer teacher to award the certificate of quality again
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24

Esteves, Maria Helena. "Initial Teacher Education in Europe: shaping teachers for the 21st century." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 5 (July 23, 2017): 01–08. http://dx.doi.org/10.18844/prosoc.v3i5.1998.

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25

Anggraeni, Novita. "Efforts to Improve Teacher Performance: A Theoretical Review." Eduvest - Journal Of Universal Studies 1, no. 7 (July 20, 2021): 596–602. http://dx.doi.org/10.36418/edv.v1i7.98.

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This article describes about improving teacher performance from the point of view of teacher performance. The writing of this article uses descriptive analytical methods by reviewing the literature on teacher performance theory. Based on this study four conclusions were found: (a) Teachers are one component of education that play an important role in the success of education, teachers are expected to be able to play the role of ideal teachers. (b) Improving teacher performance is one way to improve the quality of education. (c) Teacher performance is the teacher's perception of teacher's work performance related to the quality of work, responsibility, honesty, cooperation and work results. (d) Several factors that influence teacher performance include: (1) the principal's leadership role, (2) personal relationships between peers, (3) teacher-controlled competencies, (4) good training and development of Teacher Resources (HR). Teachers have an important role as a determinant of the success of a quality learning process. Therefore, efforts are needed to improve teacher performance to know their roles and functions so that educational goals can be achieved.
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26

McGregor, Gordon, Tom Russell, and Fred Korthagen. "Teachers Who Teach Teachers: Reflections on Teacher Education." British Journal of Educational Studies 44, no. 3 (September 1996): 341. http://dx.doi.org/10.2307/3122468.

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27

McNay, Margaret, Tom Russell, and Fred Korthagen. "Teachers Who Teach Teachers: Reflections on Teacher Education." Canadian Journal of Education / Revue canadienne de l'éducation 21, no. 3 (1996): 358. http://dx.doi.org/10.2307/1495044.

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28

Praptiningsih, P. "PENGEMBANGAN PROFESI GURU SEBAGAI PENINGKATAN KINERJA GURU." Mamba'ul 'Ulum 16, no. 1 (April 20, 2020): 31–39. http://dx.doi.org/10.54090/mu.3.

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This article examines teachers and professional development in the world of education. The teacher is someone who plays an important role in the achievement of educational goals. To achieve this goal, professional teachers are very much needed, therefore the teacher's profession in each teacher must be developed. Professional teacher coach and development including the development of pedagogical competencies, personality competencies, social and professional competencies. Professional teacher development can be carried out at Teacher Professional Education Institutions because of that, becomes an institution that is specifically tasked with conducting teacher professional education and has the authority to become a teacher certification institution, despite teacher education programs and competency areas being taught the teacher is the responsibility of the Non-Teaching Study Program in the PT-LPTK (Teacher Training Institute).
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29

Gomes de Gouvea, Luanna, Valeria Campos dos Santos, and Agnaldo Arroio. "VISUALIZATION AND TEACHER EDUCATION: SOME TRENDS IN CHEMICAL EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (March 25, 2013): 17–26. http://dx.doi.org/10.48127/gu-nse/13.10.17.

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The current scenario of teaching chemistry has introduced the visual tools as a way to solve the cognitive demand of students and teachers. These tools contribute to facilitate the teaching of various chemistry topics, making visible the microscopic interactions. Despite the wide variety and functionality of the visual tools, teachers have been faced with the un-known, since they are not prepared to use these tools in the classroom. Motivated by this fact, research on pre-service and in-service teacher educational programs has shown paths and initiatives aiming to assist and prepare the teacher to use the visual tools. This study presents a reflexive approach of some researches about the use of visualizations and teacher training programs (in-service and pre-service). Based on the trends presents in selected pa-pers, it was concluded that researchers raised the ideas of teachers about the uses of these tools. This can base initiatives to work with these conceptions, solving doubts, questions and fears of using the computer. The teachers show interest in use these tools in their classes showing the importance and the current necessity of courses that enable the teacher to use visualization tools. Although there are some proposals for teacher training programs, there is much more to study and research in this area. Key words: chemical education, teacher education, visualization.
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30

Ebere, Wagbara S., and Obilor Esezi Isaac. "Fostering Teacher’s Education Competencies for Global Competitiveness: A Motivational Approach." Journal of Advances in Education and Philosophy 7, no. 1 (January 31, 2023): 34–40. http://dx.doi.org/10.36348/jaep.2023.v07i01.005.

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Educational output is measured by the competence of teacher, and for any teacher to be competitive enough to withstand the global capability, he or she required acquisition of some level of competence skill, thus fostering teacher’s competencies for global competitiveness is a necessary issue in teacher education. Two areas of teacher's competence (teacher’s pedagogical and intercultural competence) for global competitiveness was discussed. It was pointed out that in order to enhance teachers' capacity to instruct, the subject of teacher teacher’s pedagogical and intercultural competence becomes one that calls for critical consideration. To fosters teachers’ competence motivation is essential for teachers to maintain their zeal and enthusiasm and have a greater global impact.
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31

Hepsiba, Netala, Burugapudi EG, and Y. F. W. Prasada Rao. "Teacher Education." International Research Journal of Engineering, IT & Scientific Research 3, no. 5 (September 6, 2017): 12. http://dx.doi.org/10.21744/irjeis.v3i6.529.

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The young today are facing a world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social and cultural. To be able to prepare our young people face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also have to change. In the past, teachers used to be a major source of knowledge, the leader and educator of their students school life. The changes that took place in education have initiated to change the role of teachers. In this article we will examine how the role of teachers in the present society has to change.
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32

Apfelstadt, Hilary. "Teacher Education." Journal of Music Teacher Education 6, no. 1 (September 1996): 4–5. http://dx.doi.org/10.1177/105708379600600102.

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33

Katz, Daniel. "Teacher Education." Teachers College Record 106, no. 2 (February 2004): 393–96. http://dx.doi.org/10.1111/j.1467-9620.2004.00342.x.

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34

Snow-Gerono, Jennifer. "Teacher Education." Teachers College Record 106, no. 8 (August 2004): 1654–57. http://dx.doi.org/10.1111/j.1467-9620.2004.00397.x.

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35

Smith, Sean. "Teacher Education." Journal of Special Education Technology 15, no. 1 (December 1999): 59–62. http://dx.doi.org/10.1177/016264340001500106.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 15, no. 2 (March 2000): 49–51. http://dx.doi.org/10.1177/016264340001500206.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 15, no. 3 (June 2000): 39–40. http://dx.doi.org/10.1177/016264340001500305.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 15, no. 4 (September 2000): 40–43. http://dx.doi.org/10.1177/016264340001500405.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 16, no. 1 (December 2000): 43–45. http://dx.doi.org/10.1177/016264340101600105.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 16, no. 2 (March 2001): 55–59. http://dx.doi.org/10.1177/016264340101600205.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 16, no. 3 (June 2001): 47–50. http://dx.doi.org/10.1177/016264340101600305.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 16, no. 4 (September 2001): 55–56. http://dx.doi.org/10.1177/016264340101600408.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 1 (December 2001): 47–48. http://dx.doi.org/10.1177/016264340201700105.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 2 (March 2002): 49–52. http://dx.doi.org/10.1177/016264340201700205.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 3 (June 2002): 51–55. http://dx.doi.org/10.1177/016264340201700305.

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In this issue, Dr. Monica Brown, a colleague here at the University of Kansas, offers perspectives related to multicultural education and technology. While specific needs exist within multicultural education, readers should see that there are direct correlation between the needs of multicultural education and technology and special education and technology. We would argue that as we strive to address training needs of future as well as current special and general education teachers towards technology, special education and multicultural perspectives should be considered as part of this process and be pertinent to the overall success.
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Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 4 (September 2002): 45–48. http://dx.doi.org/10.1177/016264340201700405.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 18, no. 1 (December 2002): 44–49. http://dx.doi.org/10.1177/016264340301800105.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 18, no. 2 (March 2003): 51–57. http://dx.doi.org/10.1177/016264340301800205.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 18, no. 3 (June 2003): 62–64. http://dx.doi.org/10.1177/016264340301800305.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 19, no. 3 (June 2004): 50–54. http://dx.doi.org/10.1177/016264340401900306.

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