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Academic literature on the topic 'Teacher educators Victoria Attitudes'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Teacher educators Victoria Attitudes"

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Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.

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Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.
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Bernard Chemwei. "Relationship between Teacher Educators’ Attitude towards Computers and their Level of ICT Integration in Instruction in Primary Teacher Training Colleges in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (July 30, 2019): 14–22. http://dx.doi.org/10.51317/ecjces.v1i1.96.

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This study examines the relationship between teacher educators’ attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers’s Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators’ attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire, interview schedule and observation. Descriptive statistics were used to analyse the data collected for means, frequencies, means, percentages and standard deviation. The Pearson Moment Correlation was used to determine the relationship between teacher educators’ attitude and their level of ICT integration. The study results indicated a low level of ICT integration in teaching in all teacher-training colleges. It was also noted that teacher educators had positive attitudes towards ICT integration. However, they did not seem to integrate the available ICTs in their classroom instruction. It was further established that there was a positive relationship between their attitude and their level of ICT integration in instruction. The Ministry of Education should organise in-service training for teacher educators in teacher education institutions on ICT integration in instruction. At the same time, there is a need to applaud and encourage by means of incentives teacher educators who exhibit positive attitudes so as improve their ICT integration in their teaching. Consideration should be given to older teacher educators’ who may be holding poor attitudes towards computers.
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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.

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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
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Ibrahim, Abdulsalami, and Elizabeth Shiring. "The Relationship between Educators’ Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM)." International Journal of Technology in Education 5, no. 4 (October 25, 2022): 535–51. http://dx.doi.org/10.46328/ijte.285.

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Over the years, developing countries have experienced tremendous growth in access to information and communication technology (ICT). This growth in access to ICT has brought about massive changes in many sectors within the society, including education. Researchers explored teacher educators' attitudes and use of instructional and web-based technologies in teacher preparation programs. Researchers used Technology Acceptance Model (TAM) in this study. Using a mixed-method design, researchers examined the relationships between educators' attitudes and the use of technology. Findings from descriptive statistics have shown that educators exhibited overall positive attitudes toward technology. Pearson's product-moment correlation coefficient revealed relationship exists between perceived ease of use and perceived usefulness. Both quantitative and qualitative findings in this study have implications for educators and administrators in Nigerian education, especially, teacher preparation programs.
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Vu, Tung Ngoc. "Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam." Australian Journal of Teacher Education 45, no. 7 (July 2020): 94–113. http://dx.doi.org/10.14221/ajte.2020v45n7.6.

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Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students’ learning needs and facilitate their professional development. This study occurred within the context of changing Vietnamese political, cultural, economic, and social ways of being. Eight Vietnamese teacher educators of different cultural backgrounds, and working across a variety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception of their teacher agency. The first stage involved training sessions that offered educators necessary knowledge and skills to exercise agency effectively. In the second stage, educators’ promotion of their agency in classrooms was analytically observed. Data collected included observation notes, reflective journals, and recordings from semi-structured interviews. Analysis of this data suggested that educators became more knowledgeable, intercultural, and inspirational agents in their classrooms after the educational intervention. Educators exhibited that the more positive attitudes, the more active participation. Conclusions discussed the benefits of fostering teacher agency and how this can be facilitated through professional development.
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Errington, Edward. "Role Playing and Environmental Issues." Australian Journal of Environmental Education 7 (January 1991): 1–15. http://dx.doi.org/10.1017/s0814062600001828.

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I wish to make clear from the outset that I am not an environmental educator and therefore do not claim to be steeped in particular contemporary issues. I am aware of environmental concerns from a generalist viewpoint, one which I share with primary teachers expected to deliver environmental educational policy in practice. As an educator and researcher in the area of arts education, I frequently apply role playing methodologies to a range of curriculum areas focusing on human issues and would like to share some insights into its specific application to environmental education. I also wish to state that I have a particular interest in developing a socially critical approach to educational issues, so that the use of role play is coloured by this stance.I have examined a number of policy statements which attempt to influence the content and teaching approaches to environmental education in schools. The Victorian Ministry of Education (1990) Environmental Education makes reference to the importance of student/teacher attitudes, beliefs and dispositions in the social construction of environmental education. Role play deals ‘up front’ with the dispositions of all participants, and thus would seem an ideal vehicle for investigating the human aspects of learning for the environment. The Victorian document (1990: p. 11) further makes clear the approaches teachers should adopt when realising environmental education in practice. Approaches to environmental education should be ‘based on real problems’, ‘clarify values’, be ‘socially critical’ and ‘action oriented’, and also ‘involve students working together in groups’. I wish to demonstrate how this cluster of recommended approaches can be met through the use of role play.The paper has two intentions: The first is to discuss how role play can facilitate recommended environmental education in theory. The second is to show how these ideas may be practically realised during the investigation of a selected issue.
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Forkosh-Baruch, Alona, and Hagit Meishar Tal. "Proactive, Preventive or Indifference?" International Journal of Mobile and Blended Learning 8, no. 2 (April 2016): 72–84. http://dx.doi.org/10.4018/ijmbl.2016040106.

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Students enter classes with mobile devices and use them for learning; however, these are also distracting devices. Some teacher educators display positive attitudes; others display negative attitudes, depending on their perception of the advantages and disadvantages of mobile technology for learning. This paper represents findings of a study that examined teacher educators' attitudes towards the use of mobile technology in classes, and their reactions to its use. The study identified three types of reactions: proactive, preventive and indifference. Findings show that teacher educators perceive the benefits of using mobile technology in their classes as outweighing the disadvantages. However, the majority is indifferent, e.g. do not initiate new uses of mobile technologies in class, but do not prevent its usage. A correlation was identified between the lecturers' reactions to uses of mobile technology and the familiarity with its possibilities and potential in class.
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Santomier, James. "Physical Educators, Attitudes and the Mainstream: Suggestions for Teacher Trainers." Adapted Physical Activity Quarterly 2, no. 4 (October 1985): 328–37. http://dx.doi.org/10.1123/apaq.2.4.328.

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Establishing a psychosocial atmosphere that encourages the acceptance of individual differences is of primary importance to the success of mainstreaming. However, a positive psychosocial atmosphere does not occur incidentally. It demands (a) a desire to establish a positive environment; (b) knowledge concerning the importance of establishing such an environment; (c) skills and techniques required to establish such an environment; (d) deliberate planning on the part of the physical education teacher. Since teacher attitudes and opinions regarding mainstreamed handicapped children affect the psychosocial environment, this paper examines the potential effects of teachers’ negative attitudes and opinions and suggests strategies that teacher trainers may use to improve attitudes and opinions toward mainstreaming and toward handicapped children.
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Villa, Richard A., Jacqueline S. Thousand, Herman Meyers, and Ann Nevin. "Teacher and Administrator Perceptions of Heterogeneous Education." Exceptional Children 63, no. 1 (October 1996): 29–45. http://dx.doi.org/10.1177/001440299606300103.

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Perceptions of 680 licensed general and special education teachers and administrators related to the full inclusion of all students, including students with moderate and severe disabilities, were assessed using the Heterogeneous Education Teacher Survey and the Regular Education Initiative Teacher Survey-Revised. Respondents were from 32 school sites judged as providing heterogeneous educational opportunities for all children. Results favored the education of children with disabilities in general education through collaborative relationships among all educators—contradicting previous results suggesting that educators prefer pullout programs. For both general and special educators, administrative support and collaboration were powerful predictors of positive attitudes toward full inclusion.
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Figley, Grace E. "Determinants of Attitudes Toward Physical Education." Journal of Teaching in Physical Education 4, no. 4 (July 1985): 229–40. http://dx.doi.org/10.1123/jtpe.4.4.229.

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The development of positive attitudes toward physical education has been a longstanding and desirable goal of the program of physical education. The intent of this investigation was to identify those aspects of the program students reported as turning them on to or turning them off from physical education. The critical incident report was the tool used to gather information. The subjects (N = 100) classified the reported incidents as either positive or negative, and their comments were then categorized into five broad categories: (a) teacher, (b) curriculum, (c) atmosphere of the classroom, (d) peer behavior, and (e) perceptions of self. Further classification occurred within each category. The results indicated that the items most frequently mentioned in relation to both positive and negative attitudes related to the teacher and the curriculum. Some interesting patterns evolved both within and between the various categories. The most encouraging aspect of the investigation is that the great majority of causal determinants of negative attitudes are amenable to change. If physical educators value the goal of developing positive attitudes toward physical education, then information gathered in studies such as this should prove valuable to both current physical educators and those involved in teacher education programs.
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Dissertations / Theses on the topic "Teacher educators Victoria Attitudes"

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Cooper, Elizabeth N. "The beliefs of teacher educators." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31110.

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This was an exploratory, descriptive study, focussed on the concepts used by certain teacher educators to describe their work. Open-ended interviews were conducted with 25 teacher educators who worked with undergraduate student teachers in one Canadian university. Their descriptions of the knowledge and the practice which they believed important to the successful completion of their work were classified. Themes were identified and compared to themes derived from a review of literature about teacher education. Three broad categories of belief about the nature of, and the relationship between, the theory and the practice of teacher education were identified. Sub-categories of two of the three broad categories were also identified. The categories which emphasized the primacy of theory were called naive deduction, classical rationalism and technical rationalism. The categories which emphasized the primacy of practice were naive induction, personal practical knowledge and inquiry. The third category emphasized the necessary interaction of theory and practice. Two other broad categories of belief were identified. They described teacher educators who believed student teachers acquire knowledge and skill best If teacher educators teach theory directly (reductionlsm) and those who believed student teachers learned best when helped to interpret experience (wholism). These beliefs were interpreted as being sustaining beliefs, that is, beliefs which serve as general guides to teacher educators' work. Some of these sustaining beliefs reflect the school context of teacher education, others the university context. As a result, teacher educators face dilemmas of choice. It was concluded that this research provided some avenues for further investigation which may help teacher educators to understand more clearly the difficulties experienced when programs are developed or changed.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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Evans, Holmes Kimberly. "Educators' Attitudes Towards Implementation of Inclusive Education." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/613.

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The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations, and training these educators are working towards teaching students in an inclusive environment. This study adopted a descriptive survey design, where 59 educators completed the online survey regarding their attitudes towards implementation of inclusive education. The opinions regarding necessary accommodations for students with IEPs were extremely supportive; whereby 98% of educators feel that they are willing to make necessary accommodations for students. Overwhelmingly, the educators disagree that they are not provided with sufficient training opportunities in order to teach students with disabilities. The educators agree that they need more training in order to appropriately plan and advocate effectively for students. The major findings on research questions reveal that 53% of educators in this district strongly agree that they feel comfortable in working collaboratively with each other regarding students with IEPs. Also, 22% of educators strongly disagree that the regular education teachers should only be responsible for teaching students who are not identified as having special needs. In spite of the small sample which was a school district in Southern California that was used for this survey, the findings of the study were valuable for several reasons. First, the educators’ attitudes towards inclusive education were more positive than negative; and second, both special and general educators like to collaborate, display responsibility, and accommodate services to students with disabilities.
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Grynkewich, Magda Ann Urban 1952. "Elementary and secondary preservice educators' attitudes and knowledge about attention-deficit/hyperactivity disorder." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282128.

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General education teachers are largely responsible for the education of students with Attention-Deficit/Hyperactivity Disorder (ADHD). This is partially due to the educational movement toward inclusion for students with disabilities, and partially due to the ability of about 50% of students with ADHD to progress normally in school when given classroom accommodations and/or instructional modifications. General educators are teaching students with ADHD, yet limited information about teacher attitudes and knowledge about ADHD exists. This study is an initial exploratory investigation that examined the attitudes and knowledge about ADHD of preservice general education teachers at the elementary and secondary levels. Preservice elementary and secondary teachers completed an instrument designed to assess their attitudes and knowledge regarding ADHD. Two scales were created: one scale for items related to attitudes, and the second scale related to basic knowledge about ADHD. Research questions addressed preservice teachers' overall attitude and knowledge about ADHD, and whether grade level, gender, or perceived experience with ADHD influenced their attitude and/or knowledge about ADHD. Findings demonstrated that preservice teachers were in general agreement with positive attitude statements about ADHD. Differences in attitude ratings by grade level were significant, with elementary preservice teachers in stronger agreement with statements about ADHD than secondary preservice teachers. No significant differences in attitude were evident for gender. There was, however, a significant difference in attitude based on teachers' reported experience with ADHD. Teachers with basic or moderate/extensive experience had significantly more positive attitudes than teachers with no experience. Preservice teachers answered slightly more than half of the 11 knowledge items correctly. Elementary preservice teachers correctly answered more knowledge items about ADHD than secondary preservice teachers. No differences in knowledge were identified based on preservice teachers' gender or experience with ADHD. The findings are discussed in relation to other research on teacher attitudes and knowledge for ADHD. Implications for research and practice are discussed.
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Thompson, Laura C. "How Arkansas Band Educators Use Technology for Music Education and Their Attitudes towards This Technology." Thesis, Arkansas State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861515.

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This study was conducted in order to understand the types of music technologies band educators in the state of Arkansas were using, their attitudes towards technology, and the implications training, during undergraduate and through professional development, had on the frequency of use. Arkansas Music Educators (n = 64) completed an online questionnaire containing demographic information, selection of music technologies, agreeability/disagreeability to statements about music technology, frequency of use, descriptions of technologies, and description of how they felt music technology should be used for the purpose of learning. Regarding training in undergraduate professional development for music technology use, there appeared to be no difference between the increase of music technology usage and the increase of more training. Results suggest that participants have an overall “good” attitude towards technology with the stipulation that it should be considered a tool, students and teachers receive appropriate training, and it should be used efficiently.

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Carlson, Jeanna M. "An investigation of post-secondary teacher educators' perceptions and attitudes regarding the implementation of death education." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003carlsonj.pdf.

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Farmer, Tadd Spencer. "Exploring Concerns of K-12 Online Educators." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6487.

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Although a relatively small number of K-12 students are currently enrolled in online classes, the dramatic growth in online enrollments in recent years suggests that online education will play a significant role in the future landscape of public education. While our understanding of online teaching and learning continues to grow, relatively little is known about the experiences of teachers as they engage in online teaching. In particular, very little is known about the concerns of teachers as they navigate their teaching roles and responsibilities in an online teaching environment. Using an interpretative phenomenological analysis approach, this qualitative study explored the concerns of seven online K-12 teachers through video interviews and bi-monthly journal entries. The findings in this study resulted in six themes with associated sub-themes. These themes suggest that online teachers are highly concerned about themselves, their roles, and their students, along with concerns found at the intersections of these areas. Additionally, this study reveals that the political, educational, and organizational contexts surrounding these online learning environments significantly influence the development and degree of teachers' concerns. The implications of this research encourages greater dialogue between teachers and online educational leaders to better understand teacher concerns and mitigate the negative impact of these concerns on online teachers.
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Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.

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This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education. Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement and difference on items both within and between groups. The study can assist the development of art teacher pre-service programmes that reflect the values of both theoreticians and practitioners of art education.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Simi, Janine. "Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands." The University of Waikato, 2008. http://hdl.handle.net/10289/2451.

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Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another. While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands. It has been suggested that the success of inclusive education depends very much on teachers and their attitudes. Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands. This study was based on an interpretive research paradigm. A qualitative research approach methodology was used. Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study. It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur. The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview. Interview questions were developed for both teacher educators and pre-service teachers. The focus group interview involved all participants. According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education. The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices. There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands. This situation had created a gap between inclusive education policy and practices in the country. Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education. This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE). That was the hallmark of this study. This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.
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Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.

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Books on the topic "Teacher educators Victoria Attitudes"

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The lives of teacher educators. New York: Teachers College Press, 1993.

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Anderson, Linda M. Prospective teachers' beliefs and teacher education pedagogy: Research based on a teacher educator's practical theory. East Lansing, Mich: National Center for Research on Teacher Learning, Michigan State University, 1995.

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Motivating students who don't care: Successful techniques for educators. Bloomington, IN: Solution Tree Press, 2000.

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Obiakor, Festus E. Voices of foreign-born African American teacher educators in the United States. New York: Nova Science Publishers, Inc., 2010.

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Association, National Science Teachers, ed. Lecture-free teaching: A learning partnership of science educators and their students. Arlington, VA: National Science Teachers Association, 2009.

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Yonemura, Margaret V. A teacher at work: Professional development and the early childhood educator. New York: Teachers College, Columbia University, 1986.

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Yonemura, Margaret V. A teacher at work: Professional development and the early childhood educator. Troy, NY: Educator's International Press, 1997.

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Teacher educators' perspectives on development studies: A qualitative analysis of factors affecting implementation in the teacher preparation program. 1989.

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Kamau, Nellie M. W. Attitudes of primary teacher trainees toward sexuality education in Kenya. 1989.

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Dunleavy, Jodene Florence. Give us something good: Defining effectiveness in teacher education. 1996.

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Book chapters on the topic "Teacher educators Victoria Attitudes"

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Wolf, Christina, Patrick Kunz, and Nicolas Robin. "Research and Documentation of Outdoor-Based Teaching in Teacher Education—The EOT Project." In High-Quality Outdoor Learning, 257–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_14.

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AbstractThis chapter presents the five-year national research and development project ‘Enabling outdoor-based teaching’ (EOT), focusing on the actual integration and practice of outdoor teaching in teacher education in Switzerland. Teachers’ own outdoor learning experiences are an essential condition for practicing outdoor teaching, as professional life history is a major factor influencing teachers’ decisions on whether and how to implement outdoor sequences in their teaching. There is a current trend for professional development in outdoor education, yet the majority of teachers, experienced and novice, use it rarely. Positive effects of outdoor learning on children’s skill development are widely confirmed by research.While the number of case studies that describe and analyze aspects of outdoor teaching increases, the importance of it for Swiss teacher education is still unknown. Documenting the practice of outdoor teaching and investigating the attitudes of pre-service teachers and teacher educators towards outdoor teaching provide a basis for deeper knowledge on its essence, methods and practice. Furthermore, results from the project can be transferred directly into the practice of participating universities and lead to recommendations on the holistic integration of outdoor learning and teaching in teacher education.
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Djoub, Zineb. "Teachers' Attitudes Towards Technology Integration." In Fostering Reflective Teaching Practice in Pre-Service Education, 59–93. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2963-7.ch004.

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As education and teaching have become intrinsically entwined, teachers need to develop the necessary knowledge and skills to integrate effectively technology into their teaching. Teacher educators are thus required to infuse technology throughout their programs and support trainees connect between technology and pedagogy within a given context. Yet, the question that can be raised is: How can teacher education programs prepare young teacher entering the profession to teach with learning technology and digital content? To elaborate on this issue, a study was conducted on a sample of teachers, using a survey questionnaire distributed online. This study seeks to address what teachers must know, understand and be able to do with regard to instructional technology. The research findings are meant to inform both teacher educators and program designers about the kind of training required to assist teachers with technology integration. Based on the data obtained, a set of suggestions for teacher educators are recommended for pre-service teacher training contexts.
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Djoub, Zineb. "Teachers' Attitudes Towards Technology Integration." In TPACK, 32–67. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch003.

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As education and teaching have become intrinsically entwined, teachers need to develop the necessary knowledge and skills to integrate effectively technology into their teaching. Teacher educators are thus required to infuse technology throughout their programs and support trainees connect between technology and pedagogy within a given context. Yet, the question that can be raised is: How can teacher education programs prepare young teacher entering the profession to teach with learning technology and digital content? To elaborate on this issue, a study was conducted on a sample of teachers, using a survey questionnaire distributed online. This study seeks to address what teachers must know, understand and be able to do with regard to instructional technology. The research findings are meant to inform both teacher educators and program designers about the kind of training required to assist teachers with technology integration. Based on the data obtained, a set of suggestions for teacher educators are recommended for pre-service teacher training contexts.
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Funada, Natsuno. "Encouraging teacher educators to investigate teachers’ attitudes towards Global Englishes." In Language Teacher Education for Global Englishes, 67–72. Routledge, 2021. http://dx.doi.org/10.4324/9781003082712-12.

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Rodriguez de France, Maria del Carmen. "Drawing Possibility." In Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education, 301–15. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8725-6.ch015.

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This chapter describes the collaboration between the Department of Indigenous Education in the Faculty of Education at the University of Victoria in British Columbia, Canada and the extension program at the Art Gallery of Greater Victoria, illustrating the process of engaging pre-service teachers working in collaboration with Indigenous artists, staff from the Art Gallery, and learners in the schools where art-based workshops were facilitated. Further, it will describe how by being involved on this project, the student teachers were able to reflect on themselves as educators, and on the challenges and triumphs that entails doing decolonizing work and becoming allies, advocates or “Indigenists.”
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Van Ryneveld, Linda. "Introducing Educational Technology into the Higher Education Environment." In Teacher Education, 81–91. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch005.

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Over the past decade or two advancements in educational technology have taken place so swiftly that it threatens to revolutionize the education system. This phenomena seem to drive higher education institutions to respond with costly roll out plans that bring state of the art computing hard- and software, together with other highly specialized educational technologies, to their campuses. The dilemma is that these investments in educational technology are often made in isolation, without consideration for imperative aspects such as professional development. To progress, educators need to acquire the skills, knowledge and attitudes necessary to make optimal use of the technology. This can be achieved, among other, by means of well-structured professional development programmes. In this chapter the author explores the role of educational technology in higher education and establishes the need for capacity building by means of carefully designed professional development programmes. It furthermore suggests an alternative professional development framework.
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Forkosh-Baruch, Alona, and Hagit Meishar-Tal. "Proactive, Preventive or Indifference?" In Mobile Devices in Education, 298–311. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch018.

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Students enter classes with mobile devices and use them for learning; however, these are also distracting devices. Some teacher educators display positive attitudes; others display negative attitudes, depending on their perception of the advantages and disadvantages of mobile technology for learning. This paper represents findings of a study that examined teacher educators' attitudes towards the use of mobile technology in classes, and their reactions to its use. The study identified three types of reactions: proactive, preventive and indifference. Findings show that teacher educators perceive the benefits of using mobile technology in their classes as outweighing the disadvantages. However, the majority is indifferent, e.g. do not initiate new uses of mobile technologies in class, but do not prevent its usage. A correlation was identified between the lecturers' reactions to uses of mobile technology and the familiarity with its possibilities and potential in class.
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Adela, Bradea, and Blandul Valentin. "Teacher Attitudes Towards the School Integration of Students With Special Educational Needs." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 138–52. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch008.

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In recent decades, the issue of integrating students with SEN in mainstream education has been the focus of both educationalists and teachers from Romania. In this respect, integrated education means the form of schooling in which students with SEN are taught in mainstream education, while inclusive education assumes that schools adjust themselves to the psycho-individual particularities of each student, whether or not they have certain disabilities. Unfortunately, teachers and other educational agents are not always prepared to accept and meet the needs of a student with disabilities. Thus, the aim of this research was to identify the attitude of teachers towards the integration of students with SEN in the mainstream education of Bihor county, Romania. The results show that both society and a large part of the school staff ignore the issue of people with disabilities, preferring a superficial involvement, which restricts itself mainly to the administrative aspect instead of developing quality interpersonal relationships between non-disabled students and those with SEN.
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Lim, Levan, and Thana Thaver. "Disability Awareness in Teacher Education in Singapore." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 1077–90. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch058.

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As the sole teacher education body in Singapore, the National Institute of Education (NIE), plays a pivotal role in equipping Singaporean teachers with the knowledge and skills to work with and support students with disabilities for both mainstream and special schools through its teacher education programs. In addition to the learning of strategies and skills to work with students with disabilities, it is also imperative for teacher education to promote positive attitudinal change among teachers towards persons with disabilities. This chapter describes the disability-awareness approach adopted by the NIE for its preservice teachers and the rationale behind adopting such an approach to foster inclusive attitudes that is grounded within relevant literature and situates disability within Singapore's socio-historical context.
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Thorvaldsen, Steinar, and Siri Sollied Madsen. "Decoding the Digital Gap in Teacher Education: Three Perspectives across the Globe." In Teacher Education in the 21st Century - Emerging Skills for a Changing World. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96206.

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Educational use of technology is regularly assessed, and results often show a gap between educational policies and what is actually practiced. This chapter will help clarify how teacher educators experience the changing educational contexts due to the digital revolution, how their meaning-making shifts, and how outside forces influence those processes. The results are based on comparative international studies. Central for this study is practitioners’ professional digital competence, their attitudes towards digital technology and the use of digital technology in education. We found that the influence and contribution of digital practice is carried out quite differently across the globe. Our research questions were: How do practitioners experience teaching in a rapidly changing context? How do attitudes change due to top-down governing of education? and What motivates teacher educators to implement digital technology?
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Conference papers on the topic "Teacher educators Victoria Attitudes"

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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.
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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.

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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.
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Mihajlović, Aleksandra, Nenad Vulović, and Milan Milikić. "PRIMENA JAPANSKE STUDIJE ČASA U PRIPREMI BUDUĆIH VASPITAČA ZA IZVOĐENjE USMERENIH AKTIVNOSTI U OBLASTI RAZVOJA MATEMATIČKIH POJMOVA." In Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.292m.

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The presented study aimed to investigate the attitudes of preservice kindergarten teachers about the effects of two models of Mathematics Teaching Practicum teaching practice (Lesson Study model and traditional model of teaching practice) on the development of their professional competences to teach mathematics concepts. The quasi-experimental design with two parallel groups was used. The sample of research consisted of 49 students which were divided into control (27) and experimental group (22). The experimental group worked according to the experimental program which included the application of the Lesson Study design of teaching practice, while the control group worked in the traditional way. The results indicate that, although the students of the experimental group expressed more positive attitudes towards the usefulness of the applied model of teaching practice for the development of their profession- al competences, there was no statistically significant difference in attitudes between the two groups. As the most useful segment of the experimental program, students singled out the possibility of carrying out directed activities in a simu- lated environment and, after the evaluation, carrying out the same activity in a real environment in the kindergarten. Although the findings of the study cannot be generalized due to the small sample size, we believe that the results of this research have significance for both researchers and educators involved in teacher education preparation programmes.
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Reports on the topic "Teacher educators Victoria Attitudes"

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Reducing HIV infection among youth: What can schools do? Key baseline findings from Mexico, South Africa, and Thailand. Population Council, 2001. http://dx.doi.org/10.31899/hiv2001.1004.

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Although many program planners see schools as a convenient location for HIV-prevention programs, there is controversy about whether school programs can ever be strong enough to go beyond improving knowledge and attitudes to increasing the adoption of safe sexual behaviors. Evaluations of school programs in Mexico, South Africa, and Thailand focus on this question: Can school HIV programs change behavior? In each country, local organizations have worked with educators on teacher training and course design to ensure high-quality school interventions. Researchers surveyed students’ knowledge, attitudes, norms, and reported behavior before the intervention, immediately after the intervention, and again several months later to measure retention of program effects. In all three sites comparable control groups are compared to the intervention group. The mean age and age ranges for the three study groups are: 16 years and 13–23 for the Mexican study group; 15 years and 8 months and ages 12–21 for the South African study group; and 20 years and ages 17–31 for the Thai study group. This report is a summary of key baseline findings from these studies.
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Programming for HIV prevention in Mexican schools. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1003.

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As national education programs incorporate HIV prevention into school curriculums, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students and improve their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Mexican Institute of Family and Population Research (IMIFAP), the Mexican Ministry of Public Education (SEP), and the Horizons Program examined the effects of a school-based HIV-prevention program on Mexican secondary-school students. All public schools in Mexico must implement sexuality education and teacher-training programs, although the content is left to each state’s discretion. Students must pass this class just as they would other courses in the curriculum. With approval from SEP, a leading Mexican NGO (IMIFAP) experienced in designing sex education courses developed the curriculum and the teacher-training program used in this study. The 30-session student curriculum, described in this brief, focuses on a broad range of topics that aim to equip students with information and skills to prevent HIV infection.
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Programming for HIV prevention in South African schools. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1011.

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As national education programs incorporate HIV prevention into school curricula, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students as well as their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Medical Research Council of South Africa and the Horizons Program studied the Life Skills Grade 9 Curriculum, a school-based HIV/AIDS initiative, as it was introduced in the Pietermaritzburg region of KwaZulu Natal Province in 2001. The 16-hour Grade 9 Curriculum is taught at least once a week over two school terms as part of the Life Orientation subject. The national and provincial South African departments of education, health, and social welfare collaborated on the curriculum design, teacher training, and course introduction. Horizons assessed the life skills program in KwaZulu Natal using both a population-based survey and an evaluation of the course curriculum. This brief focuses on the impact of the curriculum that was being introduced to ninth-grade students.
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