Relevant bibliographies by topics / Technical education teachers Training of Victoria

Academic literature on the topic 'Technical education teachers Training of Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Technical education teachers Training of Victoria.'

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 "Technical education teachers Training of Victoria"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Ivanchuk, Anatolii, Tetiana Zuziak, Oksana Marushchak, Anatolii Matviichuk, and Viktor Solovei. "TRAINING PRE-SERVICE TECHNOLOGY TEACHERS TO DEVELOP SCHOOLCHILDREN’S TECHNICAL LITERACY." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 554–67. http://dx.doi.org/10.33225/pec/21.79.554.

Full text
Abstract:
Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the “Utility machinery” course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students’ readiness level to study technical phenomena was determined. At the formative stage, the students’ readiness to develop children’s technical literacy was measured. At the control stage, students’ readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university. Keywords: multidisciplinary approach, narrative approach, technical phenomena, technology teachers
APA, Harvard, Vancouver, ISO, and other styles
3

Sandholtz, Judith Haymore, and Brian Reilly. "Teachers, Not Technicians: Rethinking Technical Expectations for Teachers." Teachers College Record: The Voice of Scholarship in Education 106, no. 3 (March 2004): 487–512. http://dx.doi.org/10.1177/016146810410600304.

Full text
Abstract:
Despite many efforts at the national, state, and local levels to promote the use of computers in K-12 classrooms, over the past 20 years, the impact of the computer on teaching and learning has been minimal. In this article, we examine how one school district has advanced the use of computers in the classroom by focusing first on curriculum rather than on technology. While national and state technology standards for teachers, as well as educational technology textbooks, tend to start with computer hardware and how to troubleshoot it, teachers in the district described here spend very little time on hardware or troubleshooting. Instead, as a result of district choices with regard to technology, support, and training, teachers are able to bypass the hardware and troubleshooting and move quickly to more productive and inventive uses of technology in the classroom. Our research offers a paradox for furthering the use of computers in classrooms —if we take away expectations for technical skills and allow teachers to focus on developing curriculum, evaluating learning materials, and thinking about how to provide better learning opportunities for their students, teachers are likely to use technology more effectively and creatively in their teaching.
APA, Harvard, Vancouver, ISO, and other styles
4

Owais, Amjad Kamal, Suzan Mahmoud Alabidi, Zaydoon Mohammad Hatamleh, and Elham T. Hussein. "Technical and Vocational Education and Training in the UAE." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (July 10, 2020): 264. http://dx.doi.org/10.3991/ijet.v15i13.13801.

Full text
Abstract:
This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational institutes in UAE. Data were collected from 175 teachers and administrators of Technical Vocational Colleges (TVCs) in the UAE. To ensure a comprehensive exploration of the top-ic, three separate research models were developed and tested. All models were analysed using covariance-based structural equation modelling (SEM) through AMOS version 24. Results showed that there is a positive and significant rela-tionship between teachers’ technology integration, teacher training programmes and accessibility to technical resources/equipment, and the mission and vision of the technical and vocational institutes.
APA, Harvard, Vancouver, ISO, and other styles
5

Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.

Full text
Abstract:
The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.
APA, Harvard, Vancouver, ISO, and other styles
6

Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.

Full text
Abstract:
The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.
APA, Harvard, Vancouver, ISO, and other styles
7

Alhassan, Usman Ndagi, and HATIB MUSTA’AMAL AEDE. "A PROFESSIONAL COMPETENCE FOR TECHNICAL AND VOCATIONAL EDUCATION TRAINING TEACHERS AT TECHNICAL COLLEGES IN NIGER STATE, NIGERIA." Asia Proceedings of Social Sciences 6, no. 1 (April 22, 2020): 49–52. http://dx.doi.org/10.31580/apss.v6i1.1230.

Full text
Abstract:
A significant amount of concern has been expressed about all the way in which technical vocational Education training (TVET) is taught in Nigeria and particularly in technical collegesin Niger State. This concern stems partly from the fact that the nation cannot grow its human and material resources effectively without sufficient and well-trained manpower at all educationallevels. The study therefore investigates the professional skills training needs of technical vocational teachers in technical colleges in Niger State. The sample method used for the survey.The study population comprised of all technical college teachers in Niger state; the sample included all the sixty (60) technical teachers that made up the population. For data collection,professional training competencies Needs of Technical Vocational Teachers Questionnaire were used. The test-retest method was also used to determine the coefficient of reliability of which0.72 was obtained. The data collected were analyzes using the statistical method Mean and Standard deviation. The findings from this study showed that the teachers of technical colleges inNiger state of Nigeria are not exposed to workshops, seminars, conferences and other means of acquiring basic technical knowledge, skills and attitudes and that innumerable teachers oftechnical colleges are not competent. It was therefore recommended that all technical teacher training institutions function in performance as a matter of necessity and produce anappropriate curriculum which will take on the necessary skills for our new technical teachers in training and those already in the field through in-service training.
APA, Harvard, Vancouver, ISO, and other styles
8

Danilaev, D. P., and N. N. Malivanov. "The Technology Education System Staffing: Problems and Solutions." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 1 (January 28, 2021): 60–72. http://dx.doi.org/10.31992/0869-3617-2021-30-1-60-72.

Full text
Abstract:
The strategic objective of modern technological education is to prepare children for life in a high-tech competitive world. The implementation of this task encounters the problems of material and technical equipment of educational institutions and their staffing. An integrated approach based on the pooling of all resources and efforts of interested parties is needed to organize a technological education modern system. Training programs for teachers should take into account their interdisciplinary nature, and include the psychological, pedagogical, and natural-science components, so as technical aspects. The important segment of technology education is training of technical specialists without pedagogical background to work at schools and universities, as well as training of school teachers and university lectures based on the modern technological order. In this regard, a new look at the IGIP programs is possible, these program goals and objectives interpretation should be applied to the teacher training within the system of high-school technological education.The article considers the approaches to solving the problems of high-school technological education system staffing, presents the comparative analysis of the current educational programs. The experience in training technical university teachers, masters of industrial instruction, technology teachers should be adjusted in accordance with the global changes in science, technique and technology.
APA, Harvard, Vancouver, ISO, and other styles
9

Tzortzi, Spyridoula, and Evangelos Papakitsos. "Teachers’ training schemes and their preparation for secondary vocational education Practices and concerns in Greece." International Journal of research in Educational Sciences 5, no. 4 (September 15, 2022): 195–223. http://dx.doi.org/10.29009/ijres.5.4.5.

Full text
Abstract:
The analysis conducted in this paper provides useful insights about training of vocational and technical teachers, both in terms of the theoretical framework surrounding the concept and how it’s applied in Europe in general and Greece in specific. Taking the analysis of technical teachers’ training into account, as well as its basic concepts and characteristics, it is clear that the central aim of the concept is to combine the need for teachers to acquire the necessary professional skills to practice their profession and be consistent with labour market and industrial standards at the same time. In order for these objectives to be achieved, vocational and technical teachers need to be subject to professionalization, which shall accompany throughout the whole duration of their professional career. These needs are summarized in that teachers must be characterized by discipline, acquisition of certain academic knowledge, and their combination with pedagogical studies. The case study of ASPETE’s training program for vocational and technical teachers was very indicative of what these teachers actually need, in order to effectively practice their profession. Essentially, training programs must focus on the changing roles and tasks for vocational and technical teachers in modern years, as well as combine academic courses with real-life practice, so that prospective teachers are exposed to real teaching activities, long before they officially start building their professional career.
APA, Harvard, Vancouver, ISO, and other styles
10

Hong, Xu, and Yang Huishu. "TRAINING MODEL OF TECHNICAL TRANSLATORS UNDER THE DEVELOPMENT OF EMERGING ENGINEERING EDUCATION." Bulletin of the South Ural State University series "Education. Educational Sciences" 14, no. 1 (2022): 108–14. http://dx.doi.org/10.14529/ped220111.

Full text
Abstract:
Emerging engineering education is a driving force for the continued development of China's era of technology and intelligence. Training of technical translators requires many issues to be solved. The issues are: the shortage of highly qualified teaching staff; integration of the model of training in the specialty of the Russian language; the gap between the training of specialists and social needs. To introduce the results of the engineering education development, teachers should reconsider the concept of teaching. New scientific and technical knowledge should be introduced into education programmes to train interdisciplinary translators, and cooperation between universities and enterprises to apply theoretical knowledge in practice should be enhanced. The teachers of the Russian language must apply this knowledge in practical training, make adjustments to the teaching model, conduct scientific and technical training, change the model of training specialists in the Russian language and take an active position in relation to economic globalization and scientific and technological progress. Teachers should use the achievements of emerging engineering education as a reference point for the training of technical translators of the Russian language in an interdisciplinary manner.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Technical education teachers Training of Victoria"

1

Lee, Chye Yim Shereen. "Personal attributes of quality technical education and training teachers in Singapore." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1901.

Full text
Abstract:
Candidates who meet the prerequisites for teaching may still lack the ‘x’ factor to be a quality teacher. The objective of this portfolio is to tease out the personal attributes and identify behavioural descriptors of these attributes of the quality Technical Education and Training (TET) teachers in Singapore. The study is located within the Institute of Technical Education (ITE), the national institution responsible for TET in Singapore. From a review of literature on school-related factors that impact on student achievement such as funding, governance, class size, etc., the most influential factor is that of teacher quality. The quality teacher produces better student outcomes and the effects stay with the students over several years. ITE is presented as an example of a quality TET institution. The conceptual framework which underpins the portfolio comprises of the three dimensions of the quality teacher: teacher prerequisites, teaching practices and teacher personal attributes. From the literature review, it could be concluded that the prerequisites that matter are literacy and more specifically, verbal ability; a few years of teaching experience; content focused teacher professional development for middle and high school mathematics; and making entry to teacher training highly selective. The literature indicates that in the area of teaching practice, the effective teacher demonstrates flexibility and adeptness in the use of various strategies in classroom management and organisation, instruction planning and organising, instruction implementation and monitoring progress and potential to promote student learning. She also reflects on her practice. The literature on personal attributes is rather limited. A qualitative approach was adopted for the investigation with some elements of quantification through the focus groups and interviews. This allowed for the voices of the participants to be heard. The first part of the study involved focus group meetings with six groups or a total of 19 students. The second part involved interviews with six teachers. Data from both sources were analysed and compared. Three broad themes linking student feelings and teacher attributes were proposed. The conclusion reached from the study is that the quality TET teacher possesses the following personal attributes: Encouraging, Inspiring, Motivator; Caring; Friendly, Approachable; Passion for Teaching. The corresponding behaviours have also been identified. Recommendations for the management of ITE and further research are also proposed.
APA, Harvard, Vancouver, ISO, and other styles
2

Dreyer, Shelley L. "Perceptions of trade and technical educators concerning the educational experience and training needed to enter the teaching field." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dreyers.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Shawie, Khammas Ilaby. "An evaluation of the pre-service training programme for technical education teachers in Iraq." Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237738.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mndebele, Comfort Baphumuze Sikhumbuzo. "Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163822/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fedorchak, Nancy E. "Perceived importance of new teacher training topics for trade and industry and health occupations career and technical education teachers /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052236.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wakefield, Lynette Florence, and mikewood@deakin edu au. "Workplace education and training: Are Tafe teachers prepared for their evolving roles?" Deakin University, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103545.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

McLean, Monica. "The colonisation of teachers' lifeworld : state intervention, professional reformation and the Technical and Vocational Education Initiative (TVEI) revisited." Thesis, Keele University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265038.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ahmed, Hashim. "Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-73914.

Full text
Abstract:
The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in-service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso-level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers.
APA, Harvard, Vancouver, ISO, and other styles
9

Agamuddin. "Relationship of teaching and occupational experience, teacher and technical training to vocational teachers' level of teaching effectiveness in Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173381.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sukardi. "An analysis of inservice training for vocational-technical teachers at the secondary level in the special province of Yogyakarta Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712158574.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Technical education teachers Training of Victoria"

1

Basu, C. K. Environmental education training guide for technical and vocational education teachers: A prototype. Paris]: Environmental Education Unit, Science and Environmental Education Section, Division for the Renovation of Educational Curricula and Structures, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ratsoy, Eugene W. Evaluation of the initiation to teaching project: Technical report. [Edmonton, Alberta]: Alberta Education, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ratsoy, Eugene W. Evaluation of the initiation to teaching project: Technical report. [Edmonton, Alberta]: Alberta Education, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hāshim Muḥammad Saʻīd ʻAbd al-Wahhāb. al-Taʻlīm al-tiqnī fī al-waṭan al-ʻArabī: Al-wāqiʻ wa-al-ittijāhāt. Tūnis: al-Munaẓẓamah al-ʻArabīyah lil-Tarbiyah wa-al-Thaqāfah wa-al-ʻUlūm, Idārat al-Buḥūth al-Tarbawīyah, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

National Seminar on Introductory Technology in Aid of National Development (1988 Jalingo, Nigeria). National Seminar on Introductory Technology in Aid of National Development, held on 7th-8th June 1988, with technical and financial assistance of the UNDP/UNESCO. Kaduna, Nigeria: National Board for Technical Education (NBTE), 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Batkina, I. B. Pedagogicheskoe masterstvo prepodavateli︠a︡ vyssheĭ shkoly kak sot︠s︡iokulʹturnoe i︠a︡vlenie. Voronezh: Voronezhskiĭ gos. tekhnicheskiĭ universitet, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fries, Marlene. Fortbildungsfreisemester der Professoren an bayerischen Fachhochschulen: Rahmenbedingungen, Motivation, Akzeptanz. München: Bayerisches Staatsinstitut für Hochschulforschung und Hochschulplanung, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

McConnell, Suzanne. A report of the training needs of adult literacy and basic education teachers in Victoria. [Burwood, Victoria?]: Victoria College, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Indonesia), World Congress on Teacher Education for Technical and Vocational Education and Training (1st 2008 Universitas Pendidikan. The first World Congress on Teacher Education for Technical and Vocational Education and Training (TVET). Bandung, Indonesia: Universitas Pendidikan Indonesia, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

John, Williams, ed. International technology teacher education. New York, N.Y: McGraw-Hill Glencoe, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Technical education teachers Training of Victoria"

1

Choomnoom, Siripan. "TVET Teachers Training in Thailand." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 277–90. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Guthrie, Hugh, Roger Harris, Michele Simons, and Tom Karmel. "Teaching for Technical and Vocational Education and Training (TVET)." In International Handbook of Research on Teachers and Teaching, 851–63. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_55.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ros-Garrido, Alicia, and Fernando Marhuenda-Fluixá. "The Education of VET Teachers and Trainers." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 87–103. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8475-2_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vodita, Oana, Ecaterina Ionascu-Cuciuc, and Lilian Hincu. "Education and Training of Vocational Education and Training (VET): Teachers in the Republic of Moldova." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 309–18. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Việt, Nguyễn Quang, and Nguyễn Thị Kim Chi. "Training and Professional Development for VET Teachers in Vietnam." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 147–66. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kaske, Aurélien, Rodrigo Torres, and Shinyoung Jeon. "Promoting Work-Based Learning for Vocational Teachers." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 67–82. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Li, Jun. "What Does It Mean to Be Vocational Teachers in China – Results from a Survey Among Chinese Vocational Teachers." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 255–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tarrou, Anne-Lise Høstmark, and Içara da Silva Holmesland. "Technical and Vocational Education and its Teacher Training in Norway." In International Perspectives on Teachers and Lecturers in Technical and Vocational Education, 185–204. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5704-5_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Udartseva, Svetlana, Tatyana Ikonnikova, Tamara Udartseva, Tatyana Chausova, and Gulfarida Samashova. "Technical Training of Teachers of Vocational Education in Higher Educational Institutions." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 119–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73093-6_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kar, Urmila, and Priti Das. "Aligning Training of Teachers of Technical Institutions with Outcome Based Education." In Advances in Intelligent Systems and Computing, 755–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73204-6_82.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Technical education teachers Training of Victoria"

1

Jailani, Md Y., N. K. R. Siti, A. N. Y. Faizal, A. Maizam, S. Syahril, I. M. Marina, M. F. Lee, et al. "Vocational pedagogy among technical vocational education and training teachers." In 2017 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2017. http://dx.doi.org/10.1109/ieem.2017.8289869.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Janíček, Patrik, and Jana Depešová. "COMPARISON OF VOCATIONAL TRAINING OF TEACHERS OF TECHNICAL SUBJECTS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1433.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tulsi, P. K., and M. P. Poonia. "Training of technical teachers in India: A case of NITTTR." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474553.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hamner, Emily, Jennifer Cross, Lauren Zito, Debra Bernstein, and Karen Mutch-Jones. "Training teachers to integrate engineering into non-technical middle school curriculum." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757528.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hodhod, Rania, Shamim Khan, Yesem Kurt-Peker, and Lydia Ray. "Training Teachers to Integrate Computational Thinking into K-12 Teaching." In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2839509.2844675.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cakrawati, Dewi, Sri Handayani, and Mustika Nuramalia Handayani. "Model of Learning Implementation in Preparing Vocational Teachers." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Huang, Chunguo, and Haixu Xi. "On Training Strategy of Educational Technology Ability of Vocational and Technical Teachers." In 2009 First International Workshop on Education Technology and Computer Science. ETCS 2009. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.89.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Chen, Langlin. "Research on the Training of Technical Teachers in the Rural Primary School." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.166.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Thanaputtiwirot, Somsak, Parichat Kinaree, Ampawan Yindeemak, and Jirarot Samartchotipant. "Development the Training Package of Instruction Laboratory Based Using PESDEEP for Industrial Teachers of Vocational Education Institute: Northeastern." In The 13th National Conference on Technical Education andThe 8th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2021. http://dx.doi.org/10.14416/c.fte.2021.07.001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jalinus, Nizwardi, and Youmil Abrian. "Evaluation of Vocational High School Teachers Concern in Implementing Curriculum 2013." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.34.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Technical education teachers Training of Victoria"

1

Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

Full text
Abstract:
The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
APA, Harvard, Vancouver, ISO, and other styles
2

Chambers-Ju, Christopher, Amanda Beatty, and Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.

Full text
Abstract:
Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards, training, and evaluation due to its limited technical capacity and struggles to propose viable policy alternatives. Expertise is a critical policy input, and it deserves more attention in the education politics subfield. It is central for setting the agenda for policies to improve the quality of education and it has normative value for improving policy design overall.
APA, Harvard, Vancouver, ISO, and other styles
3

Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

Full text
Abstract:
Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
APA, Harvard, Vancouver, ISO, and other styles
4

Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

Full text
Abstract:
Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
APA, Harvard, Vancouver, ISO, and other styles
5

NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

Full text
Abstract:
Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Technical education teachers Training of Victoria' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography