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1
Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (November 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.
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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.
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Syihabuddin, Syihabuddin. "Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistants." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 63. http://dx.doi.org/10.17977/um015v50i12022p63.
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Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistantsIn 2019, there were 63.022 learners of Indonesian as a foreign language in Victorian schools, Australia. They were facilitated by 263 Indonesian Language for Foreign Speakers (BIPA) local teachers. Due to a shortage of BIPA local teachers, the Department of Education and Training Victoria had recruited language assistants from Indonesia. This study is aimed to describe the required skillsets of BIPA language assistants to support their duties. The data were collected through interviews, an inventory, observations, and stories of eight Indonesian language assistants with one year of experience. The findings reveal that the language assistants need to develop bicultural, personality and pedagogical competences. These competences should become the reference for developing workshop materials for future BIPA language assistants.Keywords: BIPA teachers, bicultural competences, personality competences, pedagogical competencesKompetensi bikultural, kepribadian, dan pedagogik dalam perspektif guru bantu BIPAPada tahun 2019 terdapat 63.022 siswa Victoria, Australia, yang mempelajari bahasa Indonesia sebagai bahasa asing. Mereka dibimbing oleh 263 guru BIPA. Karena jumlah guru tidak memadai, maka Department of Education and Training Victoria merekrut guru bantu (language assistant) dari Indonesia. Penelitian ini bertujuan untuk mendeskripsikan berbagai kompetensi yang perlu dimiliki guru bantu untuk menunjang pelaksanaan tugasnya. Data dikumpulkan dari wawancara, inventori, observasi, dan deskripsi pengalaman dari delapan guru bantu selama satu tahun mengajar. Hasil penelitian menunjukkan bahwa guru bantu perlu mengembangkan kompetensi bikultural, kompetensi kepribadian, dan kompetensi pedagogik. Ketiga kompetensi ini sebaiknya dijadikan bahan workshop pada pembekalan guru bantu di lembaga pengirim.Kata kunci: guru BIPA, kompetensi bikultural, kompetensi kepribadian, kompetensi pedagogik
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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.
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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.
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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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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.
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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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Barnes, Melissa, Seham Shwayli, and Pamalee Matthews. "Supporting EAL students in regional education contexts: “It creates a huge workload and often times disappointment”." TESOL in Context 28, no. 1 (December 19, 2019): 45–64. http://dx.doi.org/10.21153/tesol2019vol28no1art906.
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There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers’ beliefs about EAL students in regional contexts. Drawing on Bourdieu’s concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing—a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.
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Opie, Jill. "Educating students with vision impairment today: Consideration of the expanded core curriculum." British Journal of Visual Impairment 36, no. 1 (January 2018): 75–89. http://dx.doi.org/10.1177/0264619617730861.
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A phenomenological study was undertaken giving students with vision impairment the opportunity to voice their experiences of secondary schooling in mainstream schools. Policies of inclusion were considered, with analysis of how training and curriculum came together, as experienced by these students, to develop their inclusion in schools in Victoria. Interviews of each participant using interpretative phenomenological analysis revealed a number of themes, with lack of teacher understanding of vision impairment a common theme across all cases. The limited access to visiting teachers, specialists in vision impairment, points to the need for alternatives in the delivery of necessary expanded core curriculum components. It is proposed that teachers of these students would benefit from an online unit to educate them in vision impairment to eliminate unintentional exclusion practices currently experienced and to encourage them to incorporate components of the expanded core curriculum into their everyday practices. The need for further research is indicated.
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Prain, Vaughan, and Tony Booth. "Using Interactive Television to Deliver Professional Development Programs in Rural Victoria." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 5–10. http://dx.doi.org/10.47381/aijre.v3i2.373.
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In 1991 the Regional Telematics Educatiou Consortium (RTEC) was established to promote and co-ordinate the telematic delivery of education and training programs in rural Victoria. 'Telematics' is defined as all electronically-delivered communication, including audio and audiographic conferencing, and one or two-way video transmission. Interactive television programs were first trialled in 1991 in the Loddon Campaspe Mallee Region, and expanded to over twenty programs in 1992. While many of these programs consisted of only one or two sessions, the Promoting Effective Teaching and Learning Program (PETL), a professional development course of six ITV sessions supported by one initial face-to-face session, provided more data on presenter and participant initial perceptions and responses. Eleven presenters delivered PETL to two hundred and forty-one teachers at twenty-three sites in the Loddon Campaspe Mallee Region during 1992.
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Fox, Russell, Umesh Sharma, and Erin Leif. "A Study of Victorian Teachers’ Beliefs About Student Behaviour and Their Perception of Preparation and Confidence to Engage inand Their Perception of Preparation and Confidence to Engage in Evidence-based Behaviour SupportEvidence-based Behaviour Support." Australian Journal of Teacher Education 47, no. 1 (January 2022): 14–29. http://dx.doi.org/10.14221/ajte.2022v47n1.2.
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Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted school- wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to the successful and sustained implementation of SWPBIS. First, limited exploration of teachers’ perceptions of their preparation (pre-service and in-service) and confidence to engage in SWPBIS practices and supports has been undertaken in Australia. Additionally, the degree to which teachers agree with a functional approach to understanding and supporting student behaviour has not been undertaken in an Australian context. The findings from such exploration may be used to inform the development of teacher training programs, and support efforts to successfully and sustainably implement SWPBIS in Australian schools.
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Lumumba, K’opiyo Patrick, Enose M. W. Simatwa, and Kembo Jane. "Influence of Leadership Style on Organizational Performance of Primary Teachers Training Colleges in Lake Victoria Region of Kenya." Creative Education 12, no. 09 (2021): 2228–51. http://dx.doi.org/10.4236/ce.2021.129170.
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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
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Lumumba, K’opiyo Patrick, Kembo Jane, and Enose M. W. Simatwa. "Influence of Principals’ Transformational Leadership Style on Organizational Climates of Primary Teachers Training Colleges in Lake Victoria Region of Kenya." Creative Education 13, no. 06 (2022): 1897–921. http://dx.doi.org/10.4236/ce.2022.136119.
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Skela, Janez. "Training Pre-Service Language Teachers." ELOPE: English Language Overseas Perspectives and Enquiries 1, no. 1-2 (December 31, 2004): 157–70. http://dx.doi.org/10.4312/elope.1.1-2.157-170.
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This article considers some ways of tackling input in pre-service teacher training. First, it highlights the context and structure of a pre-service course currently provided by the Faculty of Arts, University of Ljubljana, Slovenia. Then it goes on to describe the process of designing a syllabus for the course capitalizing on its methodology component which draws on a wide range of current reflection-oriented models and approaches to teacher training. From these models, a teacher-training activities ‘generator’ is derived, which allows for the formation of many teacher-training procedures. It is argued that such methodology, besides giving trainees the opportunity to examine their attitudes, beliefs and assumptions, also echoes classroom practice.
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Karagiorgi, Yiasemina, and Loizos Symeou. "Teachers' in‐service training needs in Cyprus." European Journal of Teacher Education 30, no. 2 (May 2007): 175–94. http://dx.doi.org/10.1080/02619760701275487.
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Baso, Yusring Sanusi. "CARA MUDAH MENYIAPKAN MATERI PEMBELAJARAN BERBASIS WEB DAN CD UNTUK BAHASA INDONESIA." JURNAL ARBITRER 2, no. 1 (April 29, 2015): 73. http://dx.doi.org/10.25077/ar.2.1.73-80.2015.
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Revolution of Information and Communication Technology (ICT) has changed the various areas of human life, including the revolution in education. Revolution of education occurs since people migrate their way of learning from conventional to digital learning, face-to-face at a certain time and place into a meeting from anywhere and anytime. In the past we used paper, now we already headed to paperless era. Several years ago, teachers and lecturers is the source of knowledge, it is the source of knowledge can be through a variety of media, such as CD-ROMs and the Internet. The way we learn is change to distant learning with free study hour. Then, it results the term e-learning, knowledge server and knowledge based society.
This article discusses how to prepare simple e-learning material (web and cd-based) about Bahasa Indonesian. The program that employs to elaborate and modify the material is Hot Potatoes which is published by the University of Victoria and the Half-Baked Software. The material of Bahasa Indonesian use in this program is a set of questions on National Examination for Selection Admissions (SPMB). These questions will create an interactive multimedia material, especially web-based and CD-based material.
Modules that are discussed in this article including input of data (questions, answers, etc.), output configuration (modification of the display and apperance), as well as techniques to publish on the website. In addition, it will also discuss how to keep the material in the web and cd.
The final result (output) or material output from this program is the material that can be used as in learning Bahasa Indonesian, especially for self training and test. The Output will be in the form of website and CDs.
Keywords: e-learning, Hot Potatoes, web and cd.
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NODA, Megumi, Toru WATANABE, and Nobuo TANAKA. "Teachers' In-Service Training on Learning Disabilities." Japanese Journal of Special Education 35, no. 4 (1998): 29–34. http://dx.doi.org/10.6033/tokkyou.35.29.
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Heathcote, Gaye. "Teachers, health education, and in-service training." Health Education Journal 48, no. 4 (December 1989): 172–75. http://dx.doi.org/10.1177/001789698904800405.
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Gerbaldi, Michèle. "In-Service Astronomy Education of Teachers." Highlights of Astronomy 13 (2005): 1046–47. http://dx.doi.org/10.1017/s1539299600018086.
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AbstractAstronomy education of school teachers is reviewed in the context of in-service training when astronomy is part of the curriculum, or not. Methods and results are presented based on experiences of teacher training during 25 years, in France.
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Omar, Che Mohd Zulkifli Che. "Need for In-Service Training for Teachers and It’s Effectiveness In School." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 1–9. http://dx.doi.org/10.31686/ijier.vol2.iss11.261.
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This essay discusses the need for in-service training for teachers and the effectiveness of in-service training in school. In-service training act as a catalyst for a teacher’s effectiveness. It is also a way of updating teachers’ skills and knowledge for improving teaching and learning which lead to better job performance. In-service training is important for teachers to face new challenges and changes in the education world. In-service training is also a fundamental aspect to improve teacher professionalism. The effectiveness of in-service training is important so that teachers can apply the knowledge acquired in teaching and learning. Few factors that contribute towards the effectiveness of in-service training are the role of administrator, attitudes of teachers, training needs and strategies in conducting in-service training.
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Huhtala, Anne, and Marjo Vesalainen. "Challenges in developing in-service teacher training." Apples - Journal of Applied Language Studies 11, no. 3 (October 26, 2017): 55–79. http://dx.doi.org/10.17011/apples/urn.201712104584.
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Teacher education in Finland is widely respected and of high quality. However, there is a recognised need to develop the educational continuum from pre-service education to in-service training. This article deals with challenges connected to in-service teacher training. Based on two projects, consisting of seven one-month courses for teachers of Swedish in Finland, we reflect on the challenges we encountered during the three-year process. In our research, theory and practice, but also data and methods, have been intertwined, as we have studied the phenomenon by using exploratory practice (Allwright, 2003). The projects and the study were based on a thorough literature review. During the planning phase, we identified many issues that should be taken into consideration during in-service training projects for teachers of Swedish, e.g., challenges posed by the new national core curricula and the new distribution of lesson hours, declining results in middle-long Swedish (Syllabus B1), relatively low self-reported school satisfaction, and problems linked with teachers’ professional development. In this paper, we report on challenges we encountered during the process. These included challenges connected to (a) teacher co-operation, (b) traditional vs. modern teaching methods, and (c) teachers’ language skills. Based on our research, we wish to emphasise the importance of research-based planning and implementation of in-service training, as well as a genuine connection between in-service training, teachers’ everyday work and school reality.
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Angelini, María Laura, and Rut Muñiz. "Simulation through virtual exchange in teacher training." Edutec. Revista Electrónica de Tecnología Educativa, no. 75 (March 26, 2021): 65–89. http://dx.doi.org/10.21556/edutec.2021.75.1913.
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The project presented here reports a learning experience based on virtual exchange and simulation. It aims to know the potential of virtual exchange amongst pre and in-service teachers, and of web-based simulation to broaden the knowledge of future English as a Second Language or Foreign Language teachers (ESL/EFL) on educational issues such as active methodologies, including flipped classroom, shared teaching through Lesson Study, classroom management and the potential of storytelling. For this reason, pre-service teachers in Valencia carry out a simulation through virtual exchanges with future teachers, in-service teachers and university teachers from seven countries: Austria, Norway, Tunisia, the United States, Argentina, England and Romania. Mixed teams are created and a calendar for synchronous meetings is designed through Microsoft Teams. After the exchanges, the pre-service teachers from Valencia hold a reflection session ‘debriefing’ and answer individually a Likert questionnaire about their experience. Furthermore, in-service teachers and university teachers participate in another reflection session to comment on aspects of the proposal. This session, with the contributions from the professionals, gives shape to the following study.
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Raud, Nina, and Olga Orehhova. "IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES." Problems of Education in the 21st Century 75, no. 2 (April 20, 2017): 194–203. http://dx.doi.org/10.33225/pec/17.75.194.
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In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.
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Bulut, Ayhan. "Perceptions of Teachers towards In-Service Training Activities." International Journal on Social and Education Sciences 4, no. 2 (May 26, 2022): 275–89. http://dx.doi.org/10.46328/ijonses.387.
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This research aims to determine the perceptions of teachers working at various levels of formal education in Turkey towards in-service training activities. The case study design, one of the qualitative research designs, was used in the research. The research was conducted in the fall semester of the 2021-2022 academic year, using a semi-structured interview form with a total of 56 teachers working at various levels in public schools in Erzurum city and voluntarily supporting the research. In the analysis of the data obtained from the research process, both descriptive and content analysis methods were used together. When the results obtained from the research are examined, it is seen that a significant part of the teachers do not find the in-service training activities they participate insufficient in terms of scope and content, and they prefer in-service training on subjects such as information technologies, special education, training coaching, developmental psychology, teaching methods and techniques, software and material preparation. They stated that they prefer to attend on-the-job training activities mostly voluntarily and by using face-to-face training methods.
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MONAKHOVA, LIRA. "Accumulative Personalized Model of In-Service Teachers Training." Man and Education, no. 1 (2021): 145. http://dx.doi.org/10.54884/s181570410020364-5.
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The article highlights the negative aspects of the existing institutional system of professional development and substantiates the relevance of the cumulative personified model of teaching staff in-service training, describes its component composition and implementation mechanism.
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Yarmohamadzadeh, Peyman, Behbood Yarigholi, and Marjan doostI Alvanegh. "Examining teachers' Perceptions of Virtual in-Service Training." Quarterly Journal of Training and Development of Human Resources 8, no. 30 (October 25, 2021): 134–60. http://dx.doi.org/10.52547/istd.30814.8.30.134.
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ACıKGOZ, Bedriye, and Ozkan AKMAN. "Opinions of Classroom Teachers on In-service Training." Eurasia Proceedings of Educational and Social Sciences 23 (December 31, 2021): 30–41. http://dx.doi.org/10.55549/epess.1051091.
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Continuous developments and changes have demonstrated the need for us to develop in every sense. In this respect, it is through in-service training that teachers adapt to this change and improve themselves in many ways. This research aims to determine the opinions of classroom teachers about in-service education. The research was conducted in the spring semester of 2020-2021. The research is qualitative and designed with a case study. Easy-to-access case sampling was used under pure sampling methods when selecting a study group. The interview technique was used as a data collection method. For this purpose, semi-structured interviews were conducted with classroom teachers (1 male, 4 female) working in various provinces and districts of Turkey. Interview questions were asked as five open-ended questions and five sub-questions. Due to the Covid-19 pandemic, the interviews were made by phone, and audio recordings were obtained with permission. Content and descriptive analyses were performed on the data obtained during the interview. According to the data obtained from the interviews, themes were created, themes were strategized and the opinions of the teachers were explained by quoting directly. Interviews were supported by photos. In the light of the findings of this study, it was concluded that in-service training should be based on practice, that the practitioner should be equipped, that there should be different types of training, and that there should be in-service training not only professionally, but also to improve communication. According to the results obtained, separate training should be given for the instructors to be better equipped, application-based training should be increased, and the subjects of the training should be diversified.
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Son, Jeong Eun, and Hanbyul Kim. "In-service training needs of adult literacy teachers." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 22 (November 30, 2020): 785–807. http://dx.doi.org/10.22251/jlcci.2020.20.22.785.
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Gayford, Chris. "Biotechnology 13–18: In-service training for teachers." Journal of Biological Education 21, no. 4 (December 1987): 281–87. http://dx.doi.org/10.1080/00219266.1987.9654915.
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Angelides, Panayiotis. "A Collaborative Approach for Teachers' In-service Training." Journal of Education for Teaching 28, no. 1 (April 2002): 81–82. http://dx.doi.org/10.1080/02607470220125822.
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Fejgin, Naomi, and Ronit Hanegby. "School Based In‐Service Training of PE Teachers." European Journal of Physical Education 4, no. 1 (January 1999): 4–16. http://dx.doi.org/10.1080/1740898990040101.
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Ulla, Mark. "In-service Teachers’ Training: The Case of University Teachers in Yangon, Myanmar." Australian Journal of Teacher Education 43, no. 1 (January 2018): 66–77. http://dx.doi.org/10.14221/ajte.2018v43n1.4.
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Giavrimis, Panagiotis. "Social Inequalities and ICT Teacher’s In-Service Training." Open Journal for Information Technology 3, no. 1 (October 14, 2020): 11–20. http://dx.doi.org/10.32591/coas.ojit.0301.02011g.
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The purpose of this paper is to present the teachers’ views about their in-service training in ICT. This research is part of a more general research aimed at exploring the educational needs of teachers and the application of ICT in the education system and their impact on the teaching, learning and cognitive process. The sample of this research consists of 162 teachers working in primary schools in Northern Greece. Of these, 70 (43.2%) were men and 92 (56.8%) were women. The results of the research show that teachers emphasize the functioning of the institution of education in ICT as a tool for implementing educational policy of the dominant social groups, but also their reflection on European education policy. They also express the need for continuing education, while differing in its role in removing educational inequalities.
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Grover, Nancy. "CHANGE IN THE PROFESSIONAL ENVIRONMENT OF IN-SERVICE TEACHERS AFTER ATTENDING TRAINING PROGRAMMES." International Journal of Advanced Research 10, no. 10 (October 31, 2022): 1529–35. http://dx.doi.org/10.21474/ijar01/15631.
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This study focuses on the changes taking place in the professional environment of the in-service teachers after attending in-service teacher training programmes. A sample of 60 in-service teachers of upper primary schools was selected from four districts of Himachal Pradesh viz. Shimla, Solan, Bilaspur and Kinnaur and survey method of research was used. It has been found in this study that after attending in-service teacher training programmes the in-service teachers have made changes in their professional environment and they apply their knowledge gained in the training programmes in the real class room situations. The current study is of utmost significance in terms of implementation of training in the real professional environmentof in-service teachers.
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Achana, Morris, Dr Jacinta M. Adhiambo, and Dr Florentina Ndeke. "CONTRIBUTION OF IN-SERVICE TRAINING PROGRAMMES TO TEACHERS' PERFORMANCE IN A PRIVATE SECONDARY SCHOOL IN KYENJOJO DISTRICT, WESTERN UGANDA." Journal of Education and Practice 3, no. 1 (August 9, 2019): 36. http://dx.doi.org/10.47941/jep.313.
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Purpose: In-service training programmes in educational planning and administration are indispensable for enhancing teachers’ performance. In Uganda, the schools’ administrators and educational policy makers consider investing in in-service training of teachers. The study was purposed to develop workable recommendations, to address the continued poor performance of students in private secondary schools in Kyenjojo District in Western Uganda. The study was guided by four research objective; to find out the types of in-service training programmes provided at St. Joseph’s Hill Secondary School in Kyenjojo district; to determine the contributions of in-service training programmes to teachers’ performance at St. Joseph’s Hill Secondary School in Kyenjojo District; to gauge on how effective the in-service training programmes are promoting effective supervision of students by teachers at St. Joseph’s Hill Secondary School in Kyenjojo District and to find out how teachers’ service delivery affect students’ performance at St. Joseph’s Hill Secondary school in Kyenjojo District. Expectancy theory guided the study.Methodology: The study employed qualitative research method and it was guided by a case study design. The study employed a non-probability sampling procedure. A total of 8 administrators, 26 teachers, 30 students, 1 District Education Officer and 1 District Inspector of Schools were selected. In data collection, the study used Interview guide and Focused Group Discussions for the selected sample. Face to face Interviews were conducted. The data collected was analyzed qualitatively.Results: The findings revealed that in-service training programmes for teachers exist though not consistent but once or twice in a year. The in-service training programmes have contributed to the improvement of teachers’ welfare in regards to acquisition of skills that helped the teachers in teaching. There are different types of in-service programmes offered to teachers. These programmes have contributed to teachers’ performance in the areas of providing exposure to teachers, lesson planning, handling learners, building relations with learners, marking and setting of exams, improvement in time and classroom management, plus inspiring learners to achieve their academic potential and many others.Recommendations: Based on the research findings, the researcher recommends that in-service training providers and school administration put extra efforts on teachers’ supervision.
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Abdeldayem, Mohamed. "In service training of teachers in Egypt and Kuwait." دراسات تربویة ونفسیة. مجلة کلیة التربیة بالزقازیق 14, no. 32 (May 1, 1999): 290–322. http://dx.doi.org/10.21608/sec.1999.146530.
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Nickolai-Mays, Susanne, and Jerry L. Davis. "In-Service Training of Teachers in Multicultural Urban Schools." Urban Education 21, no. 2 (July 1986): 169–79. http://dx.doi.org/10.1177/004208598602100204.
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Estrada-Chichon, Jose Luis, and Francisco Zayas-Martinez. "Dual Training in Language Didactics of Foreign Language/CLIL Pre-Service Primary Education Teachers in Spain." Journal of Language and Education 8, no. 1 (March 31, 2022): 69–83. http://dx.doi.org/10.17323/jle.2022.11520.
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Background: Classroom-based research in second language acquisition (SLA) has focused in the last decade on the pedagogical implications concerning the mental representation of language but has not considered the didactic training of pre-service teachers. Empirical analyses have been concerned almost exclusively with the linguistic development of foreign language learners, who do not receive specific training to become language teachers. Purpose: Due to the lack of literature regarding simultaneous linguistic and didactic training with pre-service foreign language teachers, this exploratory classroom-based research analyses a case of linguistic and didactic dual training for pre-service primary education teachers of German in Spain, both when being trained to work as foreign language teachers, or as CLIL (Content and Language Integrated Learning) teachers. The objective is to assess the effectiveness of the dual training by measuring the degree of the pre-service teachers’ (N=4) willingness to communicate (WTC) before and after each practice session (N=14). This is a mixed-methods research where data were collected through (i) a questionnaire answered by the pre-service teachers and (ii) the lecturer’s linguistic and didactic excursuses. Results: The results show a high degree of WTC among the pre-service teachers, mainly as result of the Instructed Foreign Language Acquisition (IFLA)-based teaching practice model implemented, including linguistic training in German and didactic training (e.g., excursuses) in Spanish (L1). Factors like grouping increase the pre-service teachers’ WTC, while factors like talking to someone they know little about decrease it. However, personal traits need to be considered when it comes to WTC, even with individuals who share similar language proficiency.Implication: The innovation of this teacher training methodology lies in the coordinated combination of linguistic (i.e., IFLA-based teaching model) and didactic training. IFLA-based teaching practices are evaluated positively by the pre-service teachers in terms of linguistic and didactic training and WTC. Final recommendations are suggested about teaching methodology.
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Chandler, Judy Potter, and J. Leon Greene. "A Statewide Survey of Adapted Physical Education Service Delivery and Teacher In-Service Training." Adapted Physical Activity Quarterly 12, no. 3 (July 1995): 262–74. http://dx.doi.org/10.1123/apaq.12.3.262.
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The purpose of the study was to examine student placements, use of least restrictive environment (LRE) options, teachers’ perceived needs, curriculum content, and activity options in regular physical education (RPE) and adapted physical education (APE) during a period of restructuring from segregated to LRE placements. The Integration Status Questionnaire (ISQ) was used to obtain data with a return rate of 37% among RPE teachers and 78% among APE teachers. Of the 1,627 students receiving APE, 714 were being served in self-contained settings, with no reliable data available as to disability categories of children served or other LRE options being used. The majority of teachers in both groups had received general in-service training for inclusion, but only 4% had received in-service training specific to physical education content. The examination of curriculum content indicated that RPE teachers spent the majority of teaching time on sport skills and traditional games while APE teachers concentrated on sensory motor development and health-related fitness.
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Ali Salami, Faten, and Rasha Mastour Alharthi. "Improving Language Assessment Literacy for In-Service Saudi EFL Teachers." Arab World English Journal 13, no. 3 (September 24, 2022): 536–54. http://dx.doi.org/10.24093/awej/vol13no3.35.
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Therefore, improving teachers’ language assessment literacy (LAL) is one of the most important factors in assuring the quality of language testing and assessment (LTA). Thus, this study aimed to investigate the perceived level of LAL among Saudi in-service English as a foreign language (EFL) teachers. Additionally, it aimed to identify the aspects of LAL that in-service EFL teachers wish to improve through further professional assessment training. Two research questions were formulated to achieve the study aims; a) what is the perceived level of LAL among Saudi in-service EFL teachers? b) What aspects of LAL do in-service EFL teachers wish to improve through further professional training? A questionnaire was administered to collect the data. Fifty EFL female instructors at King Abdulaziz University responded to the online questionnaire. To analyze the data, SPSS software was used. Regarding teachers’ perceived level of LAL, the results indicated that Saudi EFL teachers lack a well-developed knowledge of assessment literacy. The findings showed that the majority of the teachers received either no training or basic training in LAL. In regard to teachers’ training needs, the findings highligted that there is a need for training in nearly all the aspects of LAL, with priority being given to different content areas of LTA. Finally, the study recommended providing Saudi EFL teachers with sufficient professional language assessment training.
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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.004.
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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.
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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.009.
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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.
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Gambini, Alessandro, and István Lénárt. "Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers." Education Sciences 11, no. 7 (July 14, 2021): 350. http://dx.doi.org/10.3390/educsci11070350.
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This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title ‘Ball Geometry’ at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers’ professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses’ objectives.
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Koch, Anne, Misook Heo, and Joseph C. Kush. "Technology Integration into Pre-service Teacher Training." International Journal of Information and Communication Technology Education 8, no. 1 (January 2012): 1–14. http://dx.doi.org/10.4018/jicte.2012010101.
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This study evaluated the perceptions of pre-service teachers in their ability to integrate technology into a learning environment based on coursework and student teaching experiences. Pre-service teachers were surveyed using the 2008 ISTE/NETS*T standards as a framework. Results were collected across four academic years at a university that has identified technology as an underlying theme. Conclusions from the study provide an insight into technology savvy characteristics of pre-service teachers. Results also show that technology modeling and program design within a teacher education program can have a significant impact on pre-service teachers, thus improving their perceptions about their ability to integrate technology.
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Popel, Maiia V. "USING COCALC AS A TRAINING TOOL FOR MATHEMATICS TEACHERS’ PRE-SERVICE TRAINING." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 251. http://dx.doi.org/10.33407/itlt.v68i6.2404.
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This paper deals with the problem of theoretical justification and development of scientific and methodological support for using the cloud service CoCalc as a tool for the formation of mathematics teachers’ professional competencies. The following contradictions exist concerning the processes of forming these competencies: between the level of abstraction of mathematical objects and the possibilities of providing their visualization by computer interpretation; between the expediency of widespread use of ICT services for mathematical purposes in the training of pre-service teachers of mathematics and the lack of opportunities for their provision to ICT subdivisions and pedagogical universities; between the feasibility of using ICT outsourcing of cloud infrastructure for the pre-service training of mathematics teachers in Ukraine and the non-adaptability of foreign cloud-based mathematical services to the requirements of national educational standards; between the possibilities of application of cloud mathematical services in the process of formation of professional competencies of mathematics teachers and the absence of an adequate method for their implementation. The paper describes the professional training of mathematics teachers in universities of Ukraine, and considers the national and foreign experience of using the cloud-based services in mathematics teachers’ pre-service training and also the tendencies and prospects of using CoCalc in teaching mathematical disciplines. The process of system design of mathematics teachers’ professional competencies is characterized, and the model of using the cloud service CoCalc as a tool for forming mathematics teachers’ professional competencies is developed. The indicators and levels (high, sufficient, medium, low) were identified for each component of the pre-service mathematics teachers’ professional competence system within the proposed model. The method of using CoCalc as a tool for forming professional competencies of mathematics teachers is developed and its basic components such as purpose, content, tools, methods and results are elaborated. Information regarding the stages of research and also the experimental work objectives and content are presented; the quantitative and qualitative analysis of the main stages (ascertaining, formative) of the pedagogical experiment is performed, confirming the hypothesis of the study.
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Salim, Abdul. "The Analysis of Teachers’ Competence in Participating the In-Service Training Program of Inclusive Education in Indonesia." Asian Social Science 15, no. 2 (January 30, 2019): 8. http://dx.doi.org/10.5539/ass.v15n2p8.
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Theory, strategy, learning method, technology, and curriculum of inclusive education for both regular children and children with special needs (CWSN) are changing from time to time. Teachers require In-Service Training (IST) which enables them to adapt to these changes. One of the alternative ways for teachers who were already employed to obtain a new development access in education and educational technologies is to get IST. This research aimed to classify the teachers’ competence in inclusive schools based on their participation in the In-Service Training program of inclusive education. The research subjects were the 38 inclusive school teachers, taken by purposive random sampling. The data was collected by using questionnaire and analyzed by using descriptive and parametric statistic. The results reveal that there was a significant difference in pedagogic competence of teachers based on their participation in the In-Service Training (IST) program of inclusive education. The more often the teachers participate in the In-Service Training program, the better their pedagogic competence can be.
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Beaven, Ana, and Inma Alvarez. "Non-Formal Drama Training For In-Service Language Teachers." Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 1 (January 1, 2014): 5–18. http://dx.doi.org/10.33178/scenario.8.1.2.
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Research on the connections between drama and language learning is not new, and interest in the potential collaboration between these fields has increased in the last four decades. However, studies have mostly focused on students’ experiences and the type of drama activities that could be incorporated in their language class, neglecting key aspects of the specific skills language teachers might need and how these could be developed. Most language teachers have no training in drama, and often the inclusion of drama activities in the language classroom is dependent on the specific interest and experience of the individual teacher, rather than an expected component of the foreign language training programme. This paper will be reporting on an experimental approach to training in-service language teachers through drama for professional and personal development. As part of a Grundtvig Lifelong Learning European project entitled “Performing languages”, experienced language teachers at Higher Education were invited to engage in a series of non-formal activities, including visits to three European countries where they engaged in drama workshops for local amateur groups, reflective methods, and open educational practices.
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Saraiva, Emerson Sandro Silva, Maria Almerinda de Souza Mattos, and Elaine Pereira Andreatta. "IN-SERVICE TRAINING FOR TEACHERS OF MANAUS PRISON UNITS." International Journal of Human Sciences Research 2, no. 26 (August 22, 2022): 2–12. http://dx.doi.org/10.22533/at.ed.5582262218081.
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Baser, Derya, Recai Akkus, Sedat Akayoglu, Ercan Top, and Melih Derya Gurer. "Training in-service teachers through individualized technology-related mentorship." Educational Technology Research and Development 69, no. 6 (November 8, 2021): 3131–51. http://dx.doi.org/10.1007/s11423-021-10065-w.
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