Relevant bibliographies by topics / Teacher educators Victoria Evaluation

Academic literature on the topic 'Teacher educators Victoria Evaluation'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Teacher educators Victoria Evaluation"

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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.
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Wallace, Jonathan D. "Teacher Evaluation: A Conversation among Educators." Phi Delta Kappan 94, no. 3 (November 2012): 44–46. http://dx.doi.org/10.1177/003172171209400310.

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McTaggart, R. "Pedagogical Principles for Aboriginal Teacher Education." Aboriginal Child at School 15, no. 4 (September 1987): 21–33. http://dx.doi.org/10.1017/s0310582200015029.

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Aboriginal teacher education is a distinctive educational activity. How distinctive Aboriginal teacher education needs to be and the forms it might take are a matter for action research (McTaggart and Garbutcheon-Singh, 1986) by Aboriginal teachers, their communities, and teacher educators working in Aboriginal schools, and from teacher education instititions. But there is experience available from which it is reasonable to propose some general principles which should guide immediate efforts in Aboriginal teacher education.The pedagogical principles outlined below come from an action research project in Aboriginal teacher education conducted in the Northern Territory over the last two years. The project is known as D-Bate, the Deakin-Batchelor Aboriginal Teacher Education Program, a joint project of Batchelor College in the Northern Territory and the School of Education of Deakin University in Geelong, Victoria.
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Mims, Aquilla, and Harold W. Heller. "Faculty Evaluation as Viewed by Special Education Teacher Educators." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 10, no. 1 (January 1987): 31–36. http://dx.doi.org/10.1177/088840648701000106.

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Braun, Alisha M. B., and Peter Youngs. "How middle school special and general educators make sense of and respond to changes in teacher evaluation policy." education policy analysis archives 28 (April 13, 2020): 59. http://dx.doi.org/10.14507/epaa.28.5013.

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In this multiple case study, we apply sensemaking theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walkthroughs, and student growth measures. Our findings reveal that special educators experience conflict between the policy’s main elements and their understandings of how to effectively teach students with disabilities. Furthermore, special and general educators held contrasting beliefs regarding the appropriateness of evaluation. Our findings illustrate the importance of acknowledging differences in special and general educators’ roles and responsibilities and encourage policymakers to reconsider uniform teacher evaluation policies.
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.

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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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Agustina, Fuji, Ahmad Suriansyah, and Asniwati. "Teacher Professionalism Development." Journal of K6 Education and Management 4, no. 2 (October 1, 2021): 207–16. http://dx.doi.org/10.11594/jk6em.04.02.09.

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The professionalism of educators is closely related to the quality of education, because the learning process as the core of education will depend on professional educators. The purpose of this study, researchers can determine the development of teacher professionalism from the aspects; 1) preparation; 2) implementation; 3) evaluation of the model for developing the professionalism of kindergarten teachers. This study uses a descriptive qualitative approach with the design of several sites with data collection through interviews, observation, and documentation. The stages include reduction, presentation, and conclusion drawing with research conducted at TK Aisyiyah 39 Al Ummah Banjarmasin and TK Aisyiyah 42 Banjarmasin. The results showed; 1) preparation consists of agenda from the Education Office, input from supervisors and cluster development planning; 2) the implementation of development consists of the implementation of development from the education office, at the school and cluster levels; 3) the development evaluation by the education office needs to be increased again on the development frequency agenda, the development material is directed at practical abilities, and the intensity of the PTK development material needs to be increased.
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Yadav, Rajesh Kumar. "A study on continuous and comprehensive evaluation of teacher educators." GYANODAYA - The Journal of Progressive Education 8, no. 1 (2015): 1. http://dx.doi.org/10.5958/2229-4422.2015.00001.8.

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Poorman, Susan G., and Melissa L. Mastorovich. "Teacher Stories of Blame When Assigning a Failing Grade." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 91–100. http://dx.doi.org/10.1515/ijnes-2013-0081.

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AbstractNurse educators are required to routinely evaluate students. While there is a plethora of information in the educational literature about how to write exams, develop rubrics, or evaluate clinical performance, there is a paucity of research related to teachers’ experiences of evaluation. Using a Heideggerian hermeneutical approach, this study sought to answer: (1) what are the experiences of nurse educators evaluating nursing students? and (2) what do these evaluative experiences mean to the nurse educator? Thirty nurse educators from 19 undergraduate programs were interviewed for this study. Implications for nurse educators are discussed.
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Myint Lay, Aye Aye. "Crucial issues in developing teacher educators' performance appraisal." Journal of Adult Learning, Knowledge and Innovation 5, no. 2 (July 6, 2022): 125–34. http://dx.doi.org/10.1556/2059.2022.00055.

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Abstract Educational research studies show some significant contributions towards improving the quality and productivity of the education sector. With this paper, I would like to do the same by presenting the results of my pilot study on key elements of developing teacher educators' performance appraisal. This study explores a number of issues that can influence appraisal: purposes, setting standards, evaluation instruments, and implementation. The purpose of the study is to reveal what the influencing circumstances in developing teacher educators' performance appraisal are, and how teacher educators perceive the role of staff involvement in developing teacher educators' performance appraisal. In order to fulfil the above goals, semi-structured interviews were conducted with ten teacher educators, currently working at two Universities of Education in Myanmar. The interview results revealed that the acceptability of performance criteria is important and academic staff involvement in developing performance appraisal design should be encouraged. Effective leadership, trust, clear and equitable systems can lead to successful appraisal. Finally, the implications are discussed with a focus on designing teacher performance appraisal.
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Dissertations / Theses on the topic "Teacher educators Victoria Evaluation"

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Phillips, Joshua C. "Retaining Rural Educators| Characteristics of Teacher Retention Practices of Rural School Districts." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729528.

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The purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz’s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.

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Bakar, Sharifah Bee Aboo. "An evaluation of college-based staff development programmes for teacher educators in Malaysia." Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244899.

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Peterson, Amber Dahlen. "Expectations of Automaticity in Beginning Instrumental Music Educators." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333632062.

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Nielsen, Bryon. "An Investigation of Educators' Perceptions of the Influence of a Teacher Evaluation System on Student Learning." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7327.

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In this study, the researcher explored the views and opinions held by teachers and administrators toward a teacher evaluation system. The purpose was to learn how educators’ opinions and views might impact how school leaders administer the evaluation system and how teachers receive it. Knowledge gained from this study may provide understanding for district and school-level leaders as they develop training and implementation strategies. Teachers and administrators were interviewed, and district-provided documents were reviewed, to gather data that was analyzed using qualitative research methods. Based on the data analysis, recommendations are made regarding implementation strategies that may improve the evaluation process.
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Bernard, Cara Faith. "Ensemble educators, administrators, and evaluation| support, survival, and navigating change in a high-stakes environment." Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704455.

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This study examined the ways in which mid-career ensemble directors and administrators (some with musical and some without musical background) described the effect of implementing standardized teacher evaluations on their practices and perspectives. Participants described the application and critique of the evaluation tools, particularly the Danielson Framework for Teaching, on their process and pedagogy. There is little information on how in-service teachers—specifically ensemble directors—locate themselves in their practice and how they articulate their process and pedagogy. There is also little literature on mid-career teachers, both in identity formation and self-reflection. Mid-career ensemble educators who have an established professional identity may find imbalance in light of the new policies, and have to negotiate and manage the contemporary evaluation systems predominantly designed for English and Math. Further, if supervisors do not understand what learning and assessment processes look like in a middle or high school band, orchestra, or chorus setting, they might try to evaluate with criteria that apply to a social studies or chemistry class. Without critically reflecting on how these evaluations affect pedagogy and process, educators may fall into routines of trying to reach a particular benchmark, instead of imagining ways to engage with their students.

A phenomenological interview approach was used to solicit the participants’ voices and to allow their narratives to describe their lived experiences with teacher evaluation in ensembles. The participants’ personal and shared narratives help to better explain and navigate the changing waves of educational policy. Data collection involved interviews and document review of the contemporary evaluation systems, in particular, the Danielson Framework for Teaching. Data analysis uncovered themes of conflicting identities in the classroom, misaligned interpretations of student-centered learning, as well as discourses based on location and the privileges associated with place. Teachers negotiated their performer/conductor and educator selves; administrators negotiated their leader and educator selves.

This study found that the Danielson evaluative tool, when poorly implemented in an ensemble setting, is faulted and lacks content validity. Additionally, while ensembles function rather traditionally in public schools, embracing a more open rehearsal pedagogy with conductor as facilitator may help to assure more student-centered learning.

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Dutton, Shari R. "Change in Perceived Teacher Self-Efficacy of Agricultural Educators After a Greenhouse Management Workshop." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/21.

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Agricultural educators encounter unique teaching challenges as they teach applications of plant production in the greenhouse classroom. The teacher self-efficacy construct has been used broadly to link student learning outcomes to teachers' beliefs in their ability to attain certain instructional goals in the classroom. Few studies have used this construct to examine teacher-efficacy in the greenhouse classroom. This study uses the teacher self-efficacy construct within the agricultural educator domain. It seeks to measure change in agricultural educator self-efficacy beliefs using established self-efficacy scales to determine if a professional development experience in greenhouse operation and management effects educator beliefs in their ability to teach in the greenhouse classroom.
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Wilkins, Ilene E. "Effects of a bonus on quality improvement for pre-school classroom educators." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4562.

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Interest in teacher effectiveness and merit pay has continued to be a high priority for major stakeholders in the field of education as well as the public. The focus of this research was to test the hypothesis that the implementation of a classroom bonus plan would improve the observable attributes and behaviors of teaching that have been determined to be effective in improving student learning. Specifically, the study was conducted to measure intentional teacher-student interactions, classroom quality, environment and organization as well as emotional and instructional support in Pre-K classrooms as measured by Classroom Assessment Scoring System (CLASS). During a summer Voluntary PreK program, six eligible classroom teams (teacher and teacher assistant) were randomly divided into either a bonus or non-bonus group. A pre- and post-CLASS was completed on each classroom team of participants to evaluate the quality of their instruction. The CLASS score assesses team versus individual participation, resulting in a compiled score based on the performance of all classroom staff members, i.e., teacher and teacher assistant. There was no statistical significance of the CLASS post-assessment score between the bonus and non-bonus group. However, two of the four bonus group participant teams achieved the targeted scores needed to receive a bonus. None of the non-bonus group achieved the targeted score. Additionally, pre- and post-assessment data for the entire student population of the Agency Summer VPK program was examined. There was no significance in student post-assessment scores between the three groups (bonus, non-bonus, and non-participants).
ID: 029050491; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 136-155).
Ed.D.
Doctorate
Education
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Palumbo, Jill. "ASSESSING ARTS EDUCATORS: HOW THE PERFORMANCES OF PUBLIC AND PRIVATE HIGH SCHOOL ART TEACHERS ARE ASSESSED IN VIRGINIA." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3204.

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Teacher assessment is a hot topic in today’s high-stakes, test-driven, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades, are assessed in their classroom teaching practices in Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack the content knowledge in the arts, by methods that are subjective, and with criteria that is inflexible. This thesis addresses the need to develop open forums that include the educator’s voice in order to create better teacher assessments that focus on student learning achievement in authentic and holistic ways. By learning about and sharing resources regarding how teachers in non-tested subjects and grades are evaluated suggestions are made to organize resources that may help develop more authentic assessments for art teachers focusing on meaningful student learning and achievement.
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Linn, Brenda Marian. "In the wake of reading wars: cognitive psychologists' and teacher educators' familiarity with and evaluation of cognitive reading research." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114151.

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This study examined the nature and breadth of the communication gap between psychology and education with respect to our understanding of reading. Fifteen cognitive psychologists and 17 teacher educators from major faculties of education answered open-ended questions about literacy and educational policy, then read ten hypothetical research scenarios based on seminal studies. For each, participants gave Likert-scale ratings of the probability and the potential scientific value of each outcome, and suggested theoretical or practical implications. Open-ended responses were analyzed for common themes and points of divergence with respect to ideology, epistemology, and social concerns. Prediction ratings and value ratings were compared by means of an overall MANOVA and one-way ANOVAs for individual scenarios. Theoretical and practical implications identified by the two groups were also compared. Responses to the open-ended questions revealed a near-consensus about the nature and value of literacy, and about the undesirability of government's mandating approaches to literacy instruction. The two groups agreed, as well, that the hypothetical research scenarios were potentially worthwhile. However, the groups differed in what they expected the research would find, predicting different, often opposite, outcomes for scenarios whose findings were inconsistent with a whole language/psycholinguistic view of reading. The two groups also suggested different implications for their predicted findings. Most teacher educators suggested that findings would distinguish between reading for meaning and decoding, while cognitive psychologists saw reading for meaning as dependent upon complete orthographic and phonological processing. Possible reasons for the communication gap between psychology and education are considered.
Cette étude explorait la nature et l'étendue de l'écart entre la perspective de la psychologie et celle de l'éducation en ce que concerne l'acte de lire. Quinze psychologues cognitivistes et 17 professeurs des sciences de l'éducation recrutés en Angleterre et en Amérique du Nord ont répondu à des questions ouvertes concernant la littéritie et l'alphabetisation et les politiques éducatives, avant de lire dix mises en situation de recherche tirées d'études germinales sur la lecture. Pour chacun de ces mises en situation, les participants ont indiqué selon une échelle Likert la probabilité et la portée scientifique d'un résultat donné; ils en ont également évoqué des interprétations théoriques ou pratiques. Les réponses aux questions ouvertes ont été analysées en fonction de thèmes récurrents et de points de divergence en ce qui concernait l'idéologie, l'épistémologie et des considérations sociales. Les cotes prédictives et les cotes de portée scientifique ont été comparées à l'aide d'analyses MANOVA et ANOVA à sens unique pour chaque mise en situation. Les interprétations théoriques et pratiques évoquées par les deux groupes ont également été comparées. Les réponses aux questions ouvertes ont démontré un consensus quasi-total quant à la nature et la valeur de la littéritié ainsi que l'opinion qu'il soit inopportun que le gouvernement dicte des approches à l'enseignement de la lecture. Les deux groupes se rejoignaient également sur l'intérêt des mises en situation de recherche; ils prédisaient néanmoins des résultats contraires l'un à l'autre lorsqu'il s'agissait de données qui ne s'enlignaient pas avec une interprétation psycholinguistique de l'acte de lire. Les deux groupes ont également évoqué des interprétations différentes des résultats prévus. La plupart des pédagogues prévoyaient la mise en évidence d'une différence entre la lecture donnant accès au sens d'un texte et le décodage; les psychologues cognitivistes interprétaient la lecture donnant accès au sens comme dépendante d'un traitement orthographique et phonologique complet. Des raisons possibles pour l'écart entre la perspective de la psychologie et celle de l'éducation sont proposées.
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Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.

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Books on the topic "Teacher educators Victoria Evaluation"

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Ingrid, Guerra-López, and Platt William A. 1940-, eds. Practical evaluation for educators: Finding what works and what doesn't. Thousand Oaks, Calif: Corwin Press, 2006.

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Observing, documenting, and assessing learning: The work sampling system handbook for teacher educators. Ann Arbor, Mich: Rebus Inc., 1997.

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Kaufman, Roger, Ingrid J. Guerra, and William A. Platt. Practical Evaluation for Educators: Finding What Works and What Doesn't. Corwin Press, 2005.

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Kaufman, Roger, Ingrid J. Guerra, and William A. Platt. Practical Evaluation for Educators: Finding What Works and What Doesn't. Corwin Press, 2005.

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Kaufman, Roger, William A. Platt, and Ingrid Guerra-López. Practical Evaluation for Educators: Finding What Works and What Doesn′t. Corwin Press, 2013.

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Capturing the Wisdom of Practice: Professional Portfolios for Educators. Association for Supervision & Curriculum Deve, 1999.

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Lavan, Daniel. Primary school teachers in an urban centre of Northern Ghana: Conceptions of practice, classroom actions, and prospects for change. 2005.

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Fah, Lay, Ng Khar Thoe, and Suma Parahakaran. Contributing Factors to TIMSS 2011 Eighth Graders’ Science Achievement: A Comparison between Malaysia and Singapore. UMS Press, 2020. http://dx.doi.org/10.51200/timsssumspress2020-978-967-2962-00-7.

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Trends in International Mathematics and Science Study (TIMSS) is one of the projects of the International Association for the Evaluation of Educational Achievement (IEA), located at Amsterdam, The Netherlands and Hamburg, Germany. IEA is an independent cooperative of national educational research institutions and governmental research agencies dedicated to improving education. TIMSS is conducted regularly for every four years to assess students’ achievement in science and mathematics at both the fourth and eighth grades. The project is dedicated to providing participating countries with information to improve teaching and learning in science and mathematics. This book is written especially for the interest of undergraduate students, postgraduate students, and educators of science education who wish to know more about the contributing factors to Grade 8 students’ science achievement in TIMSS. This book is also resourceful for individuals who are involved, directly or indirectly, in the administration and implementation of TIMSS at the national, state, district, and school levels. This book consists of seven chapters. The first chapter gives a brief introduction to TIMSS which includes the TIMSS curriculum model and TIMSS science assessment frameworks. The subsequent chapters compare the contribution of various factors, i.e., home environment support, school resources, school climate, teacher preparation, and classroom instructions on Malaysian and Singaporean Grade 8 students’ science achievement in TIMSS 2011. Last but not least, recommendations on ways to improve Malaysian Grade 8 students’ science achievement in the forthcoming TIMSS are suggested based on the experiences of the Singaporean education system.
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Book chapters on the topic "Teacher educators Victoria Evaluation"

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Bernard, Cara Faith, and Joseph Michael Abramo. "Postlude." In Teacher Evaluation in Music, 201–2. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190867096.003.0009.

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This postlude orients readers toward the larger aim of teacher evaluation most useful to music teachers: the improvement of teacher practice. Rather than providing a high score, teacher evaluation might be used as a process to reflect on music teaching with the aim of improving teaching practice. The postlude reminds the reader of some mindsets described throughout the book that will help music teachers focus on this important aim of positively using teacher evaluation as a process to “support and develop” rather than as a tool to “sort and measure” music educators. These mindsets can help music teachers reflect on their teaching and participate in teacher evaluation for professional growth, yielding a constructive experience.
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Bernard, Cara Faith, and Joseph Michael Abramo. "Talking to Evaluators." In Teacher Evaluation in Music, 175–200. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190867096.003.0008.

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This chapter provides strategies for music educators to foster effective dialogue with evaluators and administrators in the teacher evaluation process. First, it describes the key components of teacher evaluation discussions, including the feedback, the rules and procedures required of teacher evaluation systems, and the evaluator’s and music teacher’s expectations and pressures. Second, the chapter provides advice for preparing for meetings, including the types of questions to anticipate and how to tailor answers to those questions depending on different evaluators. Next, it provides a framework for listening to and responding to feedback effectively and constructively during meetings. The chapter concludes with a description of the steps music teachers can take after meetings to spark professional growth and maintain communication with evaluators. These include immediately implementing feedback, reporting the results, and continuing dialogue to further professional growth.
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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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Eck, Christopher J., and J. Shane Robinson. "Assessing Teacher Effectiveness in Agricultural Education." In Preparing Agriculture and Agriscience Educators for the Classroom, 250–67. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3420-8.ch013.

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Effective teaching is a multidimensional concept that is often considered to be elusive. Those who are deemed effective teachers reflect frequently and often on their practice, continuously develop their human capital through professional development and conversations with others, and regularly solicit feedback and advice on their teaching from experienced and trusted mentors. When considering the development, support, and evaluation of school-based agricultural education (SBAE) teachers, it is essential to consider the sources of feedback along with formative and summative assessments to further develop career-specific human capital to prepare for and sustain a career as an effective SBAE teacher. Therefore, this chapter will identify sources of feedback, describe methods of effective teaching evaluation, and explore opportunities to use evaluations and feedback for continual improvement for pre-service and in-service SBAE teachers.
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Doss, Will, and John Rayfield. "Conducting Programmatic Research in Agriculture Teacher Education." In Preparing Agriculture and Agriscience Educators for the Classroom, 304–21. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3420-8.ch016.

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This chapter focuses on programmatic research in agriculture teacher education programs. Included in this chapter are the definition of research, why agriculture teacher education programs should conduct research, approaches to programmatic research, and practical applications for using research in teacher educations programs. The authors break down various methodologies for conducting programmatic research and offer many practical examples of how these can be easily implemented into any agriculture teacher education program. This chapter walks the reader through developing researchable questions, using the scientific method, choosing appropriate research design and methodology, and simple steps to disseminate and communicate research findings. The chapter also touches on the relationship between research and evaluation and how evaluation is used to assess programmatic effectiveness.
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Seifert, Tami. "Customized Consultation to Enhance Teacher Educators' Techno-Pedagogical Skills." In Handbook of Research on Faculty Development for Digital Teaching and Learning, 99–118. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8476-6.ch006.

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Educational technology is an indispensable element of higher education teaching. Teacher educators need knowledge and skills to design and successfully implement technology-enhanced learning. However, research reveals that professional development programs have only a low impact on teacher educators' teaching practice. An evaluation framework evaluating professional development training programs was implemented. The model evaluates training impact over four levels: participant's satisfaction, learning, and application of what was learned and connection of the training results to organizational outcomes. Consultation meetings varying in length, offered by the ICT unit, assisted teacher educators to integrate technology according to their content, style, and needs. They could also participate in courses designed and implemented by colleagues, group meetings, workshops, and online synchronous and asynchronous consultation meetings. The college's educational vision and integration of the PD program into the teacher educator's teaching practice were important factors for success.
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Zygouris-Coe, Vassiliki I. "Promoting Collaborative Learning in Online Teacher Education." In Teacher Education Programs and Online Learning Tools, 145–66. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1906-7.ch008.

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Online learning continues to grow as a learning option for millions of students in US colleges and universities. Collaboration plays an important role in student learning. This chapter presents information on how collaborative learning was designed and implemented in a comprehensive online course in reading for pre-service and in-service educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations for promoting collaboration in online teacher education courses.
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Zygouris-Coe, Vassiliki I. "Promoting Collaborative Learning in Online Teacher Education." In Professional Development and Workplace Learning, 1183–205. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch065.

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Online learning continues to grow as a learning option for millions of students in US colleges and universities. Collaboration plays an important role in student learning. This chapter presents information on how collaborative learning was designed and implemented in a comprehensive online course in reading for pre-service and in-service educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations for promoting collaboration in online teacher education courses.
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Kennedy, Carol Kahan, and Maureen Hinkley. "An Evaluation of Blending Technology with Pedagogy for Teaching Educators and its Implication for their Classroom Teaching." In Dynamic Advancements in Teaching and Learning Based Technologies, 162–79. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-153-9.ch009.

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Although research has been conducted on the benefits and drawbacks of online courses, more is specifically needed in teacher-education to increase understanding of the transfer process from technology integration learning to the classroom. This study was designed to evaluate a model for blending technology with traditional classroom methods in preparing teachers to do the same. A combination of qualitative and quantitative methods was used to examine the collaborative and scaffolding approaches to the teacher-learners construction of meaning in the online discourse. Data has been collected from blended graduate-level courses taught in the area of educational technology for in-service and pre-service teachers from 2001 through 2006. These findings will be used to help identify best-practices for technology integration with teacher-education through informed applied research, and to create a new model for more comprehensive future blended course design.
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Mathende, Allen M., and Jonathan Chitiyo. "A Program Planning and Evaluation Model for Training Teacher Educators on the Use of Technology in the Classroom." In Handbook of Research on Digital-Based Assessment and Innovative Practices in Education, 345–61. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2468-1.ch018.

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The chapter presents a program planning and evaluation model that can be used in training educators to integrate and increase the use of instructional technology in the classroom. The Instructional Technology Classroom Professional Development (ITCPD) Program Planning and Evaluation (PPE) model is a two-phase model that involves the initial training of trainers followed by the trainees transferring their knowledge to peer educators. Phase 1 is a modified interactive model with four components: needs assessment, program planning, program implementation, and evaluation. The center of the model simply represents the desired goal of planning the program. Phase 2 is presented through a logic model that has five components: assumptions, inputs, activities, output, and outcomes. The developed model's phases are interconnected as they feed from each other. The outcomes and needs assessment in one phase will inform the other. Goals and objectives are not fixed as such should be developed for every distinct cycle.
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Conference papers on the topic "Teacher educators Victoria Evaluation"

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McDonagh, Libby. "Preparing Social Justice Educators: Evaluation of a Secondary Teacher Education Program." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569845.

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Bentri, Alwen, and Ulfia Rahmi. "Evaluation Context of Early Chilhood Teacher Candidate Curriculum at Faculty of Education in Padang State University." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.72.

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Olivares-Olivares, SL, ML Turrubiates-Corolla, RI EsperónHernández, and M. Sánchez-Mendiola. "DESIGN AND EVALUATION OF A MOOC FOR CLINICAL EDUCATORS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7138.

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The MOOCs offer education with high quality standards and have the potential to offer better educational experiences within learning communities where students and teachers from multiple institutions and areas participate. Clinical professors need to be continuously trained with new alternatives that reduce the gap of traditional education with the needs of students. In addition, it is essential to move from education focused exclusively on science, towards a comprehensive education focused on the needs of the most important actor: the patient. The purpose was to design, implement, and evaluate a MOOC on educational evaluation in health sciences. The content of the MOOC was designed and developed with the participation of 15 professors from three universities in Mexico. A pilot was implemented during September-October 2019 to train at least 30 teachers from the three universities. An instrument was designed to measure the fulfillment of teachers' expectations. The pre-test was applied before starting the pilot course and the post-test at the end of the program. The tests were answered by 29 of 57 professors, whose data were analyzed using the t-student statistical test. The course was successfully completed by 33 of 57 teachers. The results of the statistical test show that there is a significant difference. The expectations of the teachers who completed the course were exceeded. For the educational proposal to be considered valuable, it must consistently meet the participant's learning needs according to the effort and cost invested. Knowing the perceived value indicates how participants conceive the value of the program. In this sense, MOOCs represent opportunities for teacher training in educational evaluation. The project has great potential for impact at the Latin American level. Keywords: MOOC, clinical teachers, health sciences, clinical competence, patientcentered learning, educational innovation
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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
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Dârlă (Ionescu), Ileana Constanţa. "Evaluation of Learning in the Period of Early Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/12.

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At all levels of education, learning assessment is generally considered to be an essential part of teachers' work. For early childhood educators, ie those who work with children from birth to age six, there are special considerations that stem from the characteristics of those trained and the nature of early learning. This paper reviews research on the formative assessment of early learning and development. In this way, important theoretical constructs related to early learning are explored and research on key aspects of early childhood learning is synthesized. We discuss the methods that are most useful for painting a richer picture of early learning and development. Some of the challenges inherent in formative assessment in early childhood are also highlighted and discussed.
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Karunanayaka, Shironica P. "Blending Innovative Pedagogy and Technology for Capacity Development of Educators During the Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.374.

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The increased use of digital learning environments augments the adoption of open practices in education which contributes to SDG4. The COVID-19 pandemic has compelled an accelerated move towards technology-enhanced learning prompting educators to re-think and re-design learning environments grounded in innovative pedagogy and technology. In the current scenario it is imperative that educators are offered capacity development opportunities to meaningfully engage in digital and open practices. This paper presents a case study of an online capacity development intervention on OER-integrated technology-enhanced learning (TEL) material creation implemented with a group of educators studying for their master’s degree in teacher education. It focused on the design, development, implementation, and evaluation of OER-integrated TEL materials by the educators. The intervention comprised a carefully designed learning experience with intensive hands-on activities in the Moodle online learning environment, supplemented with a series of Zoom-based interactive workshops. Multiple data gathering occurred via questionnaires, discussion forums, reflective journals, and focus group interviews. The findings revealed that the systematic learning experience design which adopted a ‘learning by designing’ approach harnessing the affordances of both technology and pedagogy has empowered educators to become active creators of OER-integrated TEL materials and to take leadership in integrating digital and open practices into teaching-learning processes.
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Valsamidis, Stavros Ioannis, Ioannis Petasakis, Sotirios Kontogiannis, Elias Gounopoulos, and Ioannis Kazanidis. "An empirical evaluation of e-learning usage in the higher education context." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10147.

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E-learning has been adopted for several years in Greece and abroad, and it is considered an integral part of blended learning. E-learning systems accumulate a vast amount of data which may be very valuable. The educational organizations may exploit the power provided by e-learning, if they analyze the usage and the content of the courses. An early assessment of the of e-courses use may provide useful information to the educators, in order to make educational interventions in their teaching material. This study suggests that the evaluation of e-learning usage may be carried out with the assesment of variables and metrics related to teacher training material and student trafficking. We propose three metrics which are combined efficiently, in order to quantify the quality characteristics of the courses and offer useful insights about the educational material and e-learning usage. This case study was implemented in the e-class platform of a Greek Higher Education educational institute. This platform created by the Greek Universities Network (GUNET) is very popular in Greece, since the majority of the Greek universities have adopted it. The results of our study confirmed the validity of our suggested approach, and highlighted the need for a more learner-centered focus and active participation of the students.
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Nechytailo, Tetiana, Halyna Fesun, Tetiana Kanivets, and Alla Simak. "Psychological Features of Manifestation of Coping-Resources of Schoolteachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/20.

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The article is devoted to the psychological peculiarities of the manifestation of coping-resources of educators. The teaching profession belongs to the category of professions especially vulnerable to stress, since the teacher has to solve various professional tasks in the absence of time and information, constant open contact with people, which entails considerable emotional energy. The professional activity of a modern teacher requires constant and maximum mobilization of their personal resources. Maintaining or enhancing a person's stress resistance is associated with finding and using resources well enough to help the educator overcome the negative effects of stressful situations. The article reveals such characteristics of personality and social environment that facilitate or make possible adaptation to life stresses, promotes the development of a means of overcoming it, and increases stress resistance. These personal structures help a person cope with threatening circumstances and facilitate adaptation. The author analyzes the scientific and psychological approaches to understand personal resources, determinants of the choice of coping-strategies, and the influence of the characteristics of professional activity on the behavior of the individual. Questions about structure, functions, and types of coping behavior are raised. According to the majority of modern researchers, the generalized classification of the methods of mastering stressful circumstances is analyzed: coping aimed at evaluation; problem-oriented coping; coping aimed at emotions. Also presented were the most up-to-date and most modern models of coping resources, which can be viewed from different angles to look at the choice of coping-resources by the personality of the teacher, taking into account the conditions of his professional activity. The organization and methods of conducted research of the features of manifestation of coping-resources in teachers are described. The presented quantitative and qualitative results are disclosed according to the stages of the study. In particular, the analysis of teacher’s coping-strategies depending on the level of emotional burnout, ways of overcoming difficult life situations, as well as the methods of coping-behavior of the respondents. Relationships between teachers' coping-resources and emotional and mental stress as well as the monotony of professional activities are also identified. Adaptive and non-adaptive coping behaviors are differentiated in terms of cognitive, emotional, and behavioral coping strategies are analyzed separately. Based on the theoretical analysis of the scientific literature and empirical research, the author substantiates the relevant conclusions and recommendations for school educators on the effective use of their own coping resources.
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Tammaro, Rosanna, Iolanda Sara Iannotta, and Concetta Ferrantino. "THE TEACHER TRAINING DURING COVID-19 PANDEMIC: AN EXPLORATORY STUDY ABOUT ONLINE LABORATORIES QUALITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end111.

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The spread of novel Corona Virus and the resulting Covid-19 Pandemic has had a profound impact in our lives and most of daily activities have been upset. Negative effects crushed education and all around the world schools, universities and tertiary institutions had to shut down moving to Distance Learning. Distance Learning was in fact the global answer to continue educational activities and preserve students’ right to education. The United Nations Organization for Culture and Education (UNESCO) reports that ten months after rising pandemic, more than 331 million students worldwide are affected by the Pandemic and in 28 countries the schools are still closed (updated 09.12.2020). During the months of the first contagion curve, only 15% of teaching activities were delivered remotely, globally, thanks to Distance Learning. More than 1.5 billion students worldwide are or have been touched by the closure of schools and universities due to the Covid-19 Pandemic. Teachers and instructors world-wide had to find the best solution to fix the pedagogical challenge. For this reason, teaching strategies, methods and materials have been adapted to the online learning environment. Distance Learning refers to an electronic learning environment; generally, it is used if time and/or geographic conditions do not allow a direct contact between educators and students (King, Young, Drivere-Richmond & Schrader, 2001). UNESCO (2002) asserts that Distance Learning includes learning process carried out separately in time and space, through artificial electronic or print media; this holds also for a part of the educational process. Distance Learning requires specific evaluation procedures throughout qualitative and quantitative methodologies, focusing the performance assessment and the learning process (Benigno & Trentin, 1999). This article is a part of a wider research that wants to investigate the students’ experience about online Laboratory classes during Pandemic crisis. Based on a quantitative, non- experimental and ex-post-facto research, this article specifically investigates the strategies used during remote Labs students attended during the sanitary emergency. Data was collected through a no-tested research survey administered with an online free app. A voluntary response sample from 749 Single-cycle Primary Teacher Education students, from first year course to the fifth, attending university in one of the most important athenaeums in Southern Italy, at the end of their last second semester. Results from the closed-response questions show the use of a variety of strategies whose effectiveness should be assessed based on empirical evidence.
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Naseem, Azra, and Susan Crichton. "Inspiring Innovation through Design Thinking: Lessons from a Graduate-Level Course Offered during the Pandemic in Pakistan." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2770.

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There is a consensus that in a world impacted by COVID-19, the relationship between education and technology must be re-considered. Design Thinking has been an effective technique for fostering innovative thinking. Theis paper discusses the application of Design Thinking as a pedagogical innovation at the Aga Khan University Institute for Educational Development Pakistan in a graduate-level online course for teachers. Participants were invited to learn about the Design Thinking process and technology integration by engaging in a Design Thinking process to identify a problem and develop ideas needed in their professional teaching contexts. Data were analysed using an autoethnographic approach to determine the effectiveness of Design Thinking in inspiring innovations in education. Design Thinking was a novel approach for the participants, and many stated they will include it in their work in the future. The participants' design problems were related to evaluation, learner engagement, and online and technology-enhanced learning ethics. The empathy stage helped in a deeper understanding of taken-for-granted teaching issues. The process encouraged participation and voice, particularly among the female participants. Teacher education must adapt to encourage innovations in classrooms. Educators in similar contexts may find the lessons valuable.
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Reports on the topic "Teacher educators Victoria Evaluation"

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Marienko, Maiia V., Yulia H. Nosenko, and Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4418.

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The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.
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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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