Academic literature on the topic 'Teachers Training of Victoria Case studies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teachers Training of Victoria Case studies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Teachers Training of Victoria Case studies"
1
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.
Full textAbstract:
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.
2
Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (November 1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.
Full textAbstract:
It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on research into the development of practical reasoning of teachers.
3
Faria, Ana Rita, Pedro Guilherme Rocha dos Reis, and Maria Helena Peralta. "The impact of graduate training on teachers and schools – two case studies: graduate teachers’ perceptions." Ensaio: Avaliação e Políticas Públicas em Educação 25, no. 94 (March 2017): 238–56. http://dx.doi.org/10.1590/s0104-40362017000100009.
Full textAbstract:
Abstract The main goal of this study is to research the impact of enrolment in Graduate Programmes (GPs) on a set of Basic Education2 and High School3 teachers in Portugal. We seek to understand whether teachers consider this training as an added value, and the extent to which this is reflected in the improvement of their professional performance, in the schools, and in their students’ learning. Preliminary research results show, among other aspects, that the reasons why teachers enrol in GPs are associated mainly with personal fulfilment issues. Moreover, despite the fact that both teachers and school leaders recognize the importance of GPs, they acknowledge that there are still few effects.
4
Vinci, Viviana. "TEACHERS' TRAINING AND INCLUSIVE METACOGNITIVE TOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 212. http://dx.doi.org/10.17770/sie2016vol3.1438.
Full textAbstract:
A Research&Training project has been set up involving people attending courses for teaching qualification; the aim was to develop metacognitive tools to create inclusive reflection methodologies aimed at enhancing mental skills dealing with inclusive education. The theoretical framework combines the studies in professional Education and Teachers' Thinking with reflection-based and metacognitive training paradigms. By means of workshops, a reflecive-oriented metacognitive tool for inclusive training has been created; four individual writing activities were carried out, including professional writing, maps and case studies, together with a group project. The results showed the need to develop new educational devices and a shared language of teachers' professional knowledge that can be useful to adapt any context in the inclusive perspective of the so-called Education for all.
5
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.
Full textAbstract:
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.
6
Kaya, Mehmet Tamer. "Views of Social Studies Teachers on Support and Training Courses." Open Journal for Educational Research 5, no. 2 (October 16, 2021): 177–92. http://dx.doi.org/10.32591/coas.ojer.0502.05177k.
Full textAbstract:
The purpose of this research is to identify the views of social studies teachers working in suptive training courses on courses. In the study, case study pattern which is used frequently in qualitative research has been preferred. To identify the views of social studies teachers about supportive training courses semi-structured interview form has been used. Data has been gathered in 2019-2020 education season and content analysis method has been used in analyzing the data. Study group consists of 21 social studies teachers who both work in secondary schools situated in central Afyonkarahisar and supportive training courses. Most teachers find supportive training courses useful and state the reason of working in them both financial and service score. As to the effects on students while most teachers have mentioned positive effects like equality of opportunity some have stated attention and interest levels of students have decreased due to fatigue. As for the effects on teachers, most have stated positive impacts like financial benefit and service score while some have mentioned negative effects like getting tired. In general teachers have named typical common problems as transportation, nutrition and absenteeism. Accordingly with the findings of the study some suggestions have been made.
7
Tran, Trung, Hung Anh Phan, Hong Van Le, and Hung Thanh Nguyen. "ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (July 31, 2020): 19. http://dx.doi.org/10.3991/ijet.v15i14.14015.
Full textAbstract:
Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.
8
Goldstein, Olzan, and Eero Ropo. "Preparing Student Teachers to Teach with Technology: Case Studies in Finland and Israel." International Journal on Integrating Technology in Education 10, no. 3 (September 30, 2021): 19–35. http://dx.doi.org/10.5121/ijite.2021.10302.
Full textAbstract:
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
9
Desjardins, Michel. "Training the next generation of teachers of Religious Studies: a Canadian case study." Religion 41, no. 2 (June 2011): 159–68. http://dx.doi.org/10.1080/0048721x.2011.579789.
Full text
10
Soto Gómez, Encarna, Maria J. Serván Núñez, and Angel I. Pérez Gómez. "Cooperative research. A critical strategy in university teacher training. A case study of Lesson and Learning Studies." International Journal for Lesson and Learning Studies 4, no. 1 (January 5, 2015): 56–71. http://dx.doi.org/10.1108/ijlls-05-2014-0011.
Full textAbstract:
Purpose – The purpose of this paper is to present the possibilities offered by Lesson and Learning Studies (LLS) for training and for improving and generating knowledge by reconstructing the practical knowledge of teachers in university training through joint design, observation and reflection. In short, the research aims to show how merging LLS contributes to developing fundamental teaching skills in new, uncertain contexts and to recreating processes of research and analysis of complex situations from critical and creative perspectives by involving university teachers and student teachers in disciplined, informed reflection on their own practice through shared, narrative productions in a dual spiral which promotes the contrasting of experiences and perspectives in an ongoing manner. Design/methodology/approach – A case study of own practice in a university master’s degree, the aim of which is to develop a training improvement process by following the stages of LLS. Findings – The case study shows the need to reverse the theory-practice sequence and to increase the importance of experience, the relevance of tutoring in the role of teachers, and the significance of cooperation and contrast as learning strategies. The evidence presented shows that LLS can be an extremely useful resource and procedure to reconstruct practical knowledge, facilitating internal contrast between the different espoused theories of the members of the group of teachers, and also between their espoused theories and their practical knowledge, in other words their theories-in-use. Originality/value – The paper explores the value of LLS to reconstruct the practical knowledge of university teachers.
Dissertations / Theses on the topic "Teachers Training of Victoria Case studies"
1
Virgona, Crina. "Seeking convergence : workplace identity in the conflicting discourses of the industrial training environment of the 90s : a case study approach." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/7863.
Full text
2
Partridge, David. "The construction of practical knowledge by physical education preservice teachers during the practicum experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27223.pdf.
Full text
3
Hauser, Doreen Ann 1961. "Teacher learning via video instruction: Five case studies." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291883.
Full textAbstract:
This research was conducted to study how five home economics teachers learned three new teaching techniques through an in service distance education project. The researcher looked specifically at: (1) How effective were video assisted self-instructional packets for teaching individual learners new methods of instruction? (2) How do teachers transfer knowledge of a particular method to actual classroom use? (3) Is there a relationship between one's learning style and style of teaching? Each case study draws upon data from the participant's background, test scores, interviews, self-reports, staff reports, student products, and observations. In three cases, it was concluded that learning style may influence style of teaching. The two teachers who were unable to transfer the information did not have consistent learning styles, were not comfortable users of the media, and reported having too many things going on in their personal life which interfered with the learning process.
4
Hill, Stacy Lee. "Teacher cognition| Four case studies of teachers in low-SES schools." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640030.
Full textAbstract:
This qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.
Data were triangulated and collected from interviews, documents, and classroom observations. The four teachers were interviewed three times each. The documents collected were professional correspondence, pertinent papers, homework, or other artifacts that demonstrated the teachers' cognition.
The findings of the study showed the teachers' cognition was primarily influenced by schooling, classroom practices, and contextual factors, but not professional coursework. The findings also suggest that the teachers in the study found relationships with students and a student reflexive curriculum to be paramount in their classroom practice in a low-SES school. In addition, three of the teachers all regarded the contextual factor of equity in their schools to be of importance in their cognition of teaching.
*pseudonyms.
5
Varah, Carolyn Julie. "Teachers' collegial consultation : a case study of dyadic interaction." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31216.
Full textAbstract:
This study was an exploratory case study which examined the process of collegial consultation in relation to teacher development in two dyads of elementary teachers. The purpose of the study was to understand the manner in which participants collaborate and mutually negotiate understandings in a conference following data-based classroom observation. The research questions addressed were:
1.0 How do the partners negotiate shared understandings in the consultation process?
2.0 How does context influence the consultation process?
The primary data sources were fieldnotes from classroom observations, videotaped post-observation conferences, and audiotaped stimulated recall interviews. These data were collected from four rounds of observations for each dyad. Symbolic interactionism (Blumer, 1969,1972) was used as a framework for analyzing how the participants made collective and individual sense of their professional practice during the post-observation conference and conference review process, respectively. The data analysis was based primarily on the conference review audiotapes from each dyad member and the post-observation conference videotapes.
After a comparative analysis of the two dyads, the following findings appeared to influence the negotiation of shared understandings in the consultation process and, therefore, teacher growth. First, a prior work relationship appeared to facilitate adaptation to the practice of collegial consultation. In contrast, prior interaction patterns appeared to inhibit adaptation to the practice of collegial consultation. Second, past experiences and training influenced how the participants interpreted and defined the collegial consultation process. Congruent definitions of the collegial relationship and the consultation process appeared to facilitate mutual negotiation of understanding, whereas incongruent definitions inhibited such negotiation. Third, the manner in which the participants defined the consultation process influenced their interpretation of the observer and observee roles. A shared language of congruent definitions and interpretations of role appeared to facilitate negotiation of shared understandings of practice. Lack of an explicit shared language inhibited negotiation. Fourth, a supportive consultation climate appeared to also facilitate negotiation. Finally, teacher growth in understanding of teaching and consultation practice appeared to be developmental and influenced by the previous four findings.
Five conclusions were derived from a comparative analysis of the findings from each of the two dyads. Five contextual factors appeared to influence the collegial consultation process. They were as follows: (1) district and school endorsement and support were both needed to facilitate the implementation of collegial consultation; (2) reciprocal interaction patterns were more likely to result in changes in teaching practice; (3) definitional congruence of the collegial relationship and consultation process facilitated clear communication and negotiation of shared understandings; (4) provision of a knowledge base and a support network enhanced understanding of teaching and consultation practice; and (5) the need for structured-in time was critical if participants were to be expected to practise collegial consultation.
The main implications for theory were that collegial consultation was a viable vehicle for teachers to develop professionally with appropriate modelling, endorsement, and support from district and school administrators. Reciprocal interaction patterns appeared to foster growth and change in practice. The most important implications for practice were the identification of the need for structured time to engage in the collegial consultation process and the need for the provision of a knowledge base and on-site support network.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
6
Chin, Chien. "Mathematics teachers' beliefs, their classroom practices and influences on student learning : four case studies." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319762.
Full text
7
Husk, Michael John. "Case studies of school-based conference mentoring of trainee teachers by cotutor mentors." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302634.
Full text
8
Pang, Yin Mei. "Professional growth of English language teachers : case studies from an in-service training course." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423785.
Full text
9
Calderone, Cynthia Dianne. "Case studies of trainers' and selected teachers' perceptions of an early reading intervention training program." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002063.
Full text
10
Ye, Yue. "A qualitative study of knowledge base construction in pre-service teacher education : the case of two English student teachers in Macao." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2551204.
Full textBooks on the topic "Teachers Training of Victoria Case studies"
1
Collinson, Vivienne. Teachers as learners: Exemplary teachers' perception of personal and professional development. San Francisco: Austin & Winfield, 1994.
Find full text
2
Teachers as learners: Exemplary teachers' perceptions of personal and professional renewal. San Francisco: Austin & Winfield, 1994.
Find full text
3
Calderhead, James. Understanding teacher education: Case studies in the professional development of beginning teachers. London: Falmer Press, 1997.
Find full text
4
S, Shorrock Susan, ed. Understanding teacher education: Case studies in the professional development of beginning teachers. London: Falmer Press, 1996.
Find full text
5
Michael, Williams. In-service education and training: Policy and practice. London: Cassell, 1991.
Find full text
6
Silverman, Rita. Case studies for teacher problem solving. 2nd ed. New York: McGraw-Hill, 1996.
Find full text
7
Silverman, Rita. Case studies for teacher problem solving. New York: McGraw-Hill, 1992.
Find full text
8
Silverman, Rita. Case studies for teacher problem solving. New York: McGraw-Hill, 1992.
Find full text
9
M, Welty William, and Lyon Sally, eds. Case studies for teacher problem solving. 2nd ed. New York: McGraw-Hill, 1996.
Find full text
10
Yadav, G. L. Area of teacher education. New Delhi: Radha Publications, 1995.
Find full textBook chapters on the topic "Teachers Training of Victoria Case studies"
1
Gibson, Dianne. "Teachers’ Aides’ Perceptions of their Training Needs in Relation to their Roles in State Secondary Schools in Victoria." In Disability Studies, 23–41. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-199-1_2.
Full text
2
Atay, Derin. "University-K-12 Collaboration During the Pandemic: The Case of Turkey." In Knowledge Studies in Higher Education, 277–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_18.
Full textAbstract:
AbstractAs of March 2020, educational institutions across Turkey were closed, and distance learning was introduced as an early precaution to halt the spread of the coronavirus. The shift was especially hard for K-12 school students, parents, and teachers, and it required collaboration between universities and schools more than ever. This chapter presents the systematic academic and psychological support provided by the Faculty of Educational Science of Bahçeşehir University, Turkey. Based on a needs analysis, faculty instructors offered online training and seminars to K-12 teachers mainly on digital literacy and integration of technology to courses, and to students and parents on topics such as anxiety, stress, and resilience. The support of faculty members to both public and private schools throughout Turkey has been proved to be of great importance in navigating through the pandemic, and especially in areas with low bandwidth and connectivity. One of the most important issues realized during the pandemic was the need for robust and continuous university-K-12 relationships to ensure continuity of teaching and learning in hard times.
3
Atay, Derin. "University-K-12 Collaboration During the Pandemic: The Case of Turkey." In Knowledge Studies in Higher Education, 277–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_18.
Full textAbstract:
AbstractAs of March 2020, educational institutions across Turkey were closed, and distance learning was introduced as an early precaution to halt the spread of the coronavirus. The shift was especially hard for K-12 school students, parents, and teachers, and it required collaboration between universities and schools more than ever. This chapter presents the systematic academic and psychological support provided by the Faculty of Educational Science of Bahçeşehir University, Turkey. Based on a needs analysis, faculty instructors offered online training and seminars to K-12 teachers mainly on digital literacy and integration of technology to courses, and to students and parents on topics such as anxiety, stress, and resilience. The support of faculty members to both public and private schools throughout Turkey has been proved to be of great importance in navigating through the pandemic, and especially in areas with low bandwidth and connectivity. One of the most important issues realized during the pandemic was the need for robust and continuous university-K-12 relationships to ensure continuity of teaching and learning in hard times.
4
Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
Full textAbstract:
AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
5
Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
Full textAbstract:
AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
6
Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
Full textAbstract:
AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
7
Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
Full textAbstract:
AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
8
Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education, 321–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.
Full textAbstract:
AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
9
Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education, 321–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.
Full textAbstract:
AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
10
Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.
Full textAbstract:
AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
Conference papers on the topic "Teachers Training of Victoria Case studies"
1
Kanobana, Sibo, and Bart Deygers. "Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2465.
Full textAbstract:
Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.
2
Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.
Full textAbstract:
Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
3
Dai, Siwei. "Study on the Development and Promotion of the Integrated Resource Database for the Training of Economic and Trade Teachers—A Case Study of Fuzhou University of International Studies and Trade." In 7th International Conference on Social Science and Higher Education (ICSSHE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211122.083.
Full text
4
"Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4045.
Full textAbstract:
Aim/Purpose: [The full paper was previously published in the International Journal of Community Development & Management Studies, 1, 39-47. Available at http://ijcdms.org/Volume01/v1p063-071Fosu3785.pdf] The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background: Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology: Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution: To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings: The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners: The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers: There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society: The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research: More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.
5
Egorova, Maia, and Tamara Ruiz. "STUDENTS’ MOTIVATION AT DIFFERENT PHASES OF GETTING HIGHER EDUCATION (THE CASE OF RUSSIA)." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/13.
Full textAbstract:
"The problem of motivation is one of the most important in determining the driving mechanisms that force a person to learn, work, master something new. Motivation to work is one of the key elements of challenging yourself on the way to self-development. Motivation has deep psychological and moral roots and is a complex multifaceted phenomenon that often defies logical comprehension. In addition, it is an ephemeral, elusive thing; it is not a permanent feature of a person in one or another area of his activity. Accordingly, it is the problem of origin, retention, and in a good scenario of strengthening the motivation that is in one of the first place among the tasks that modern teachers face. Rapid scientific and technological development and progress in various fields of knowledge, new scientific and technical discoveries and the need for new high-tech developments require specialists with a high level of education and high-quality professional training. This applies not only to scientific and technical spheres, but also to natural-applied and humanitarian areas. All this makes higher education today a prestigious and extremely attractive goal for most young people, making young people use their studies at a university as a social lift for further personal development and career development. At the same time, a situation is observed when entering universities, many young people are faced with a serious problem of lack of motivation to learn, or they are demotivated in the learning process, which often leads to a very low level of quality of their studies, and sometimes makes them interrupt study for academic leave or give it up completely. Pedagogical science has accumulated a wealth of experience in studying this problem, however, the modern challenges of a changing world require pedagogy to constantly monitor changes and search for new approaches to solving the problems that students have in the course of obtaining higher education. The authors study this problem, taking as an example Russia, which is a country at the crossroads of Europe and Asia, where features of European and Eastern culture are combined in people. The authors approached the issue from several important angles. The article analyzes the socio-economic and political characteristics that affect the motivation for learning among young people. Particular attention is paid to the state of the current Russian society, spiritual and moral guidelines of young people, their goals and views on life and their own future. The authors emphasize the importance of family, religion and spiritual and moral development in the issue of motivation to work and study. The authors come to the conclusion that the problem of lack of motivation is based on a combination of reasons, but its root is primarily in the family upbringing of the student, as well as in his moral component and emotional and psychological maturity of the individual. The article provides an overview and some of the changes in student motivation associated with the COVID-19 pandemic and online learning. It is important to note that in the course of their research, the authors relied on their many years of experience in teaching at higher educational institutions in Russia."
6
Cohen Zilka, Gila. "The Experience of Receiving and Giving Public Oral and Written Peer Feedback on the Teaching Experience of Preservice Teachers." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4502.
Full textAbstract:
Aim/Purpose: This study examined how peer feedback, received and given face-to-face and on the course site, shapes the teacher’s image, from the student’s point of view as the one providing and receiving feedback. Background: This study examined the effect of receiving and giving peer feedback, face-to-face and on the course site, on forming the teacher’s image, from the student’s point of view as someone who provides and receives feedback. Methodology: The research question was, “How do preservice teachers experience giving and receiving public, oral and written, peer feedback on the teaching experience?” This is a qualitative study. Two hundred fifty-seven preservice teachers educated in teacher training institutions in Israel participated in the study. Contribution: The study attempted to fill the missing pieces in the experience of providing and receiving peer feedback in the process of training for a teaching certificate. The topic of feedback has been extensively researched, but mostly from the point of view of experts providing feedback to the student, whereas this study examined peer feedback. In addition, many studies have examined the topic of feedback mainly from the point of view of the recipient. By contrast, in this study, all the students both gave and received feedback, and the topic was examined from the perspective of both the feedback recipient and the feedback provider. It was found that receiving feedback and providing feedback are affected by the same emotional and behavioral influences, at the visible, concealed, and hidden levels. Findings: It was found that in oral feedback given by students face-to-face they took into account the feelings of the recipient of the feedback, more so than when feedback was given in writing on the course site. It was found also that most students considered it easier to provide feedback in writing than orally, for two reasons: first, it allowed them to edit and focus their feedback, and second, because of the physical distance from the student to whom the feedback applied. About 45% noted that the feedback they provided to others reflected their own feelings and difficulties. It was found that both giving and receiving feedback was influenced by the same emotional and behavioral layers: visible, concealed, and hidden. Recommendations for Practitioners: When an expert gives feedback, the expert has more experience than the students and wants to share this experience with others. This is not the case with peer feedback, where everybody is in the process of training, and the feedback is not necessarily expert. Therefore, clarification and discussion of feedback are of great importance for the development of both feedback provider and recipient. Recommendation for Researchers: About 45% of preservice teachers noticed that the feedback they provided to others stemmed from their own internal issues, and therefore dialogic feedback stimulated a sense of learning, empowerment, and professional development. Dialogic feedback may clarify for both provider and recipient what their habits, needs, and difficulties are and advance them in their professional development. Impact on Society: People must ask themselves whether they are in a position of conducting a dialogue or in a position of resistance to what is happening in the lesson. A sense of resistance to what is happening in the lesson may cause one to feel attacked and in need of defending oneself, and therefore to criticize. It is difficult to establish fruitful and enriching dialogue in a state of resistance, and with the desire to defend oneself and go on attack. Future Research: Knowledge of virtual feedback needs to be deepened. Does the feedback stem from the desire to advance the student who taught the lesson? Does the feedback stem from anger? etc.
7
Savona, Annamaria. "ANALYSING LESSON-BASED INTERVIEWS USING THE LESSON ACTIVITIES MAP (LAMAP) AS A VISUAL TOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end100.
Full textAbstract:
During training as generalists, some teachers find it complex and challenging to teach songs and lead class singing. The Song Leading research project longitudinally examines case studies of 16 trainees to explore how they acquire and develop the knowledge and skills to conduct a class singing lesson. The data corpus consists of video-recorded lessons, audio-recorded lesson-based interviews and personalised open-ended questionnaires. In this paper some phases of the interview analysis are presented. As each interview is conducted while watching the video-recorded lesson, its analysis should not be separated from the lesson content. The central question guiding this analysis is: How can the analysis of a lesson-based interview be combined with the video analysis of the lesson itself? We present a visual system to combine the analysis of interviews and videos. This system involves the use of the Lesson Activities Map (LAMap) – the transcript of the class singing lesson – based on the methodology developed in the Song Leading project. During the thematic analysis of the interviews, the LAMap is a visual tool that allows the researchers to systematically describe the lesson moments that were the starting points of the teachers' reflections. In addition, LAMap is a visual tool for collecting initial codes and identifying relationships between potential interview themes. The implications of the use of a visualisation system for lesson-based interview analysis are an added value for the coherence of case study interpretation. The paper contributes to research in education by providing concrete examples of how to make a qualitative analysis process explicit.
8
Orgoványi-Gajdos, Judit, and Ida Zagyváné Szűcs. "A tanárképzés fejlesztendő területei a képző intézmények szakmai együttműködésének fényében." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.50.
Full textAbstract:
Korábbi hazai felmérések rámutattak arra, hogy a pedagógusképzésben résztvevő hallgatók képzéssel kapcsolatos elvárásai nem minden esetben teljesülnek. A jelöltek úgy érzik, az egyetemi képzés nem szentel kellő figyelmet a tanulási-tanítási folyamat hatékony irányításához szükséges szakmai kompetenciák fejlesztésére. Ezek az adatok egybecsengenek a kezdő pedagógusok kihívásaival foglalkozó hazai és nemzetközi kutatásokkal is. Kutatásunk a gyakorlóiskolák tanárképzésben betöltött szerepét és hatékonyságát vizsgálta ún. felderítő típusú esettanulmányon keresztül. A mintát az Eszterházy Károly Egyetem gyakorlóiskolai képzésében résztvevő hallgatók (N=22), az egyetemen tanító szakmódszertanos oktatók (N=16) és a gyakorlóiskolában tanító pedagógusok (N=102) alkották. Mérőeszközeink nyílt és zárt (likert-skálás, egyválasztós, többválasztós) kérdéseket tartalmazó online kérdőívek voltak. Az általuk nyert adatok segítségével leíró és matematikai statisztikai vizsgálatokat végeztünk. A nyílt kérdésekre adott válaszok elemzése tartalomelemzéssel, nyílt kódolással történt, a kategóriák megbízhatóságát intra-kódolás biztosította. Eredményeink szerint a tanárképzés hallgatók által visszajelzett hiányosságainak hátterében számos okok között az intézményen belüli és intézmények közötti szakmai együttműködés hiánya áll. A kölcsönösségen alapuló egyenrangú szakmai együttműködés gondolata sem a gyakorlóiskola pedagógusai sem pedig az egyetemi oktatók nézetrendszerében nem élvez prioritást. A csoportos gyakorlat fő célja a hallgatók egyéni tanítási képességeinek fejlesztése, ugyanakkor azok a képességek, amelyek a szakmai együttműködést tennék lehetővé, nem kapnak kellő figyelmet. Emellett a pedagógusok tanítási-tanulási folyamatra vonatkozó nézeteiben sem jelenik meg domináns fogalomként a szakmai együttműködés. Eredményeink alapján olyan javaslatokat fogalmaztunk meg, amelyek támogatják a hazai pedagógusképzés megújítását. ----- Fields which should be developed in Teacher Education in the mirror of professional cooperation ----- arlier Hungarian researches pointed out that student teachers’ expectations related to Teacher Education have not always been fulfilled. The candidates think that during their university training certain professional competences are not adequately developed. These professional competences are classroom management, supporting students with special needs and cooperation with parents. These data coincide with the results of Hungarian and international studies dealing with challenges which novice teachers have to cope with. Our research examined the role and effectiveness of practice schools in Teacher Education with a descriptive case-study. The sample consisted of student teachers doing their MA courses at Eszterházy Károly University (N=22), university instructors of subject methodology (N=16) and teachers working at the university’s practice school (N=102). Our research tools were online questionnaires containing Likert-scales and open-ended questions. The data were analysed with descriptive and mathematical statistics. The open-ended questions were content analysed with an open coding process of the answers. The reliability of our categories was provided with intra-coding. Our results showed that the one of some weaknesses of the present system is the lack of cooperation between the university and the practice school. The main goal of the school group practice is to improve candidates’ individual skills but those of enhancing collaboration are not developed adequately. Moreover, the lack of cooperation is a relevant issue among school teachers concerning their beliefs related to the teaching-learning process. On the basis of our results we formed some proposals in connection with renewing Hungarian Teacher Education. We hope that our suggestions will help change the student teachers’ group practice and form new foundations of the partnership between the university and the practice school.
9
Stutchbury, Kris, Lore Gallastegi, Clare Woodward, and Mark Gaved. "School-based Continuing Professional Development: the Role of School Leaders." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2256.
Full textAbstract:
Zambian Education School-based Training (ZEST) is an innovative programme aimed at improving teaching in line with policy aspirations in Zambia. It draws on existing roles, structures and processes whilst making innovative use of technology and resources, to support teaching and to challenge attitudes which can limit achievement. A programme of research has been designed to better understand school-based continuing professional development (SBCPD) at a school-level. This presentation focuses on one strand of that research: school leaders. It seeks to make explicit what it is that school leaders do to support successful innovation. // ZEST is based on the policy aspiration that teaching should be more learner-centred, and defines learner-centredness in terms of attitudes, values and relationships, rather than a set of required practices. This paper will draw on the literature to suggest what ‘learner-centred leadership’ could look like. It will present data from interviews and observations gathered during a two-day visit to each of six schools to explore head teachers’ leadership of innovation. A purposive sample of schools was chosen, based on their successful engagement with ZEST as evidenced through new ways of working, new attitudes to learners, and the successful use of technology. // The presentation will provide case studies of successful school leaders and will highlight what it means to innovate, identifying key drivers and constraints in the Zambian context. The findings will be relevant to others working on the continent.
10
Jekabsone, Inga, and Ina Gudele. "Challenges of the adult learning sector in context of COVID-19 in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.
Full textAbstract:
The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to attend high-quality trainings regardless the place of residence. In context of COVID-19, during the emergency situation Latvia has fully moved to remote learning, including adult learning. Educational institutions as well as enterprises that organise trainings for adults have to implement remote learning using several online tools. The aim of the paper is to analyse the main challenges of the adult learning sector in Latvia in context of COVID-19 taking into consideration the regional development issues. In order to achieve the aim, following research methods have been used: scientific literature studies, statistical data analysis, interviews. Main results of the survey: in case of Latvia, the Ministry of Education and Science of Republic of Latvia has launched several initiatives towards enabling the shift to online learning, providing recommendations, digital tools as well as good practice sharing. At the same time, there is no methodology and detailed step-by-step recommendations, how to develop the online education learning for educational institutions in Latvia. However, there are incentives to develop online adult learning via project funding.
Reports on the topic "Teachers Training of Victoria Case studies"
1
Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
Full textAbstract:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
2
DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Full textAbstract:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.