Journal articles on the topic 'Technical education teachers Training of Victoria'
To see the other types of publications on this topic, follow the link: Technical education teachers Training of Victoria.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research 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.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
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 textAbstract:
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.
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 textAbstract:
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
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
11
Zhong, Zezhou. "Innovation of "Dual system" Talent Training Mode of Preschool Education Specialty Based on High-quality Specialized Training Goal--Taking Quanzhou Preschool Education College as an Example." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 9, 2022): 385. http://dx.doi.org/10.56028/aehssr.1.1.385.
Full textAbstract:
The pilot reform of the normal education"dual system" technical skills training mode was carried out by Quanzhou Preschool Education College.Through the innovation of the college-district-Kindergarten work together,preschool education professional "dual system" technical skills training mode solve the kindergarten teachers to accept higher education and learning, get through and widening the channels of kindergarten teacher training and development effectively, improve the preschool education teachers' quality greatly. It has demonstrated and promoted the reform of vocational education personnel training mode in the new period.
12
Assadi, Nabil, and Eman Kashkosh. "Training Teachers’ Perspectives on Teacher Training and Distance Learning During the Covid-19 Pandemic." Journal of Educational and Social Research 12, no. 4 (July 5, 2022): 40. http://dx.doi.org/10.36941/jesr-2022-0095.
Full textAbstract:
The study aims to examine the effects relating to long-distance teacher training during the Corona virus crisis on the professional development of training teachers, and the strategies used by training teachers in dealing with the pedagogical, technological, social and emotional challenge of student-teachers under these conditions. A survey that included 71 teacher-students who were active participants within the (AC) program was conducted, within the Arab community of the Israeli educational system. Findings suggest that the research participants are generally in favor of the old-fashioned, real-life, face-to-face teaching environment where reaction with students could be unlimited by virtual barriers or technical glitches and difficulties. Despite the technical and social challenges, and regardless of the fact that the great majority of the participants were in favor of the old, pre-pandemic system, training teachers view this method as an opportunity for further flexibility and diversity in teacher training.
Received: 17 April 2022 / Accepted: 24 June 2022 / Published: 5 July 2022
13
Et al., Zukhra Karabaevna Ismailova. "METHODS OF TRAINING OF TEACHERS OF TECHNICAL UNIVERSITY ON ADVANCED TRAINING COURSES." Psychology and Education Journal 58, no. 1 (January 15, 2021): 2896–904. http://dx.doi.org/10.17762/pae.v58i1.1184.
Full textAbstract:
In this article, one of the global tasks of innovative development in the world is creativity, acmeological competence and professionalism of teachers around the world, including the creation of new ideas for creativity in people, the ability to solve complex processes, the creative approach to professional activities, the ability to take reasonable risks and professional competence. development of creativity, traditional and modern teaching methods through information and communication technologies and programs, socio-economic problems, such as intellectual resources, in order to create an appropriate role in the increase, the listed action strategy for the further development of the Republic of Uzbekistan includes the following areas: “further improvement of the lifelong education system, expanding opportunities for high-quality educational services, continuing the policy of training highly qualified specialists in accordance with modern requirements labor market. " In this regard, the importance of creativity of higher education teachers is emphasized.
14
Danilaev, D. P., and N. N. Malivanov. "Technological Education and Engineering Pedagogy." Education and science journal 22, no. 3 (April 29, 2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.
Full textAbstract:
Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.
15
KUDRIA, O. "PREPARATION OF THE CIRCUIT LEADER TO TEACH STUDENTS IN TECHNICAL MODELING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 162–67. http://dx.doi.org/10.33989/2075-146x.2021.27.247076.
Full textAbstract:
The rapid pace of transformation in the society of Ukraine and the world, the process of its integration into the educational space of Europe contributed to increasing the focus on the quality of children's leisure, the need to review and improve the legal framework for out-of-school education. The article analyzes the features of teaching pupils of technical modeling and professional training of future teachers to activities in out-of-school education institutions. The purpose of the article is to analyze the specifics of teaching pupils technical modeling in out-of-school educational institutions that have scientific and technical direction, and substantiation of scientific and methodological foundations and features of training teachers of labor training and technology for professional activities in out-of-school education.
Peculiarities of preparation of future teachers of labor education and technologies for teaching puiples in the conditions of out-of-school education institutions are considered. On the basis of the analysis of scientific and methodical literature the concept training of future teachers of labor training and technologies for professional activity on training of pupils of technical modeling in establishments of out-of-school education which have a scientific and technical direction is defined. Emphasis is placed on the priority of the motivational component in the process of implementing the competence approach of the educational system in the training of both future teachers and pupils.
Аspects of construction of structural-semantic model are characterized training of future teachers of labor education and technologies for professional activity in out-of-school education institutions. The organizational and pedagogical conditions of effective student learning are determined. The necessity of forming in students the skills of integration of branch knowledge and combination of educational methods, technologies of organization of classes during the practice of teaching technical modeling in the process of classes in out-of-school education institutions is substantiated.
16
Galikhanov, M. F., U. A. Kazakova, and E. S. Mishchenko. "Psychological and Pedagogical Training of Teachers of Engineering Universities in the Framework of Additional Professional Education." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 3(77) (2020): 111–21. http://dx.doi.org/10.17277/voprosy.2020.03.pp.111-121.
Full textAbstract:
The article deals with the actual problems of professional psychological and pedagogical training of teachers of engineering universities. A set of criteria for evaluating the scientific and educational activities of teachers of technical disciplines is proposed. A description of the achievements of domestic and international practice of training teachers of technical universities is given. The directions of increasing the efficiency of this process are determined.
17
Saidan, Saidan. "Peningkatan Kompetensi Profesionalitas Guru Madrasah Melalui Pendidikan dan Pelatihan ( Sebuah Analisis Terkait Materi Diklat)." Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman 8, no. 01 (August 11, 2020): 95–109. http://dx.doi.org/10.24952/di.v8i01.2705.
Full textAbstract:
Research is an Analysis Related to Training Materials ". The background of this research is a question that always arises from stakeholders about the existence of education and training (Training) both in terms of Substantive Technical Subject Based Education (Mapel) and Non-Mapel in increasing the professionalism of madrasah teachers. The study used a qualitative descriptive approach with survey and interview methods. The formulation of the problem is "Can Substantive Technical Education for Subject Based Education or Non-Subject Education Can Improve Madrasah Teacher Professionalism?" The results showed that the Substantive Technical Training of subject teachers can only improve the professional competence of teachers related to the mastery of content or teaching material, structure, concepts and scientific thought patterns that support the subjects being taught. Whereas Non-Subject Substantive Technical Training can improve teacher competence in terms of professional and methodological development. To increase teacher professionalism that is intact both in the formulation of content, learning methodology and also competence in terms of ongoing professionalism and reflective action must go through both the Training which is subject based and non-subject.
18
Noga, Henryk. "Professional Development of Information Technology and Technical Education Teachers." Acta Technologica Dubnicae 6, no. 2 (August 1, 2016): 96–104. http://dx.doi.org/10.1515/atd-2016-0015.
Full textAbstract:
Abstract Due to normal work duty and responsibilities, the responsibility for students’ motivation and self-development motivates teachers for continuous training and thus to expand their own competencies. It is especially important in case of teachers who graduate technical and information technology (IT). IT teachers should be familiar with the latest technology as well as innovative solutions in the field of didactics of technical subjects.This article concerns issues related to the professional development of information technology and technical education teachers in Poland. An analysis of documents shows the stages of professional development. It also highlights the requirements necessary to fulfill on different levels of a teacher’s professional career.
19
McGovern, Heather. "Training Teachers and Serving Students: Applying Usability Testing in Writing Programs." Journal of Technical Writing and Communication 37, no. 3 (July 2007): 323–46. http://dx.doi.org/10.2190/tw.37.3.f.
Full textAbstract:
Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials before teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing demonstrate how usability testing can make novice teachers more confident about and help them predict student experiences with their assignments. By helping to train teachers, usability testing can also help better serve students.
20
Kalmykova, Olga Yu, Natalia V. Ryumina, Svetlana N. Parfenova, and Natalya V. Sukhankina. "Lifelong learning as a major trend in personnel training: theoretical and practical aspects." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 19, no. 4 (December 22, 2022): 135–48. http://dx.doi.org/10.17673/vsgtu-pps.2022.4.11.
Full textAbstract:
The problem of forming conflictological competences of pedagogical staff in educational organization, which is associated with the increasing stressfulness of the organizational environment and multifunctional activities of teaching staff, is presented in the paper. The analysis of conflictological competences, which need to be formed within the framework of continuous conflictological education of university teachers, is given. The paper analyzes the methods and content of the module Conflict and Stress Management in the Educational Process of the retraining program Teacher of Higher Education. The aim of the research is to develop methodological recommendations aimed at improving the level of conflictological and stress-competence of teachers of Samara State Technical University, involving the use of modern educational technologies. This objective is achieved by means of the following tasks: conducting expert surveys (respondents: teachers and students of the university) in order to determine methods and techniques for improving conflictological and stress competence of teachers; creating training and methodological materials for students of professional development program Education Process Management: Psychological and Pedagogical Competence of a Technical University Teacher and retraining program Teacher of Higher Education in Samara State Technical University. Team-building for the students and teachers of the university. The study was conducted in several stages. Objectives of the theoretical stage of the research: to substantiate the significance of increasing the level of conflictological and stress competences of university teachers. Objectives of the diagnostic stage of the research: to monitor the level of professional stress of teachers; to conduct an expert survey to assess the significance of increasing the level of conflictological and stress-competences of university teachers. The respondents of the expert survey were the trainees of the professional development program Management of Educational Process: Psychological and Pedagogical Competence of a Technical University Teacher and the retraining program Teacher of Higher Education of Samara State Technical University. The following methods were used in the research: expert survey, observation, questionnaires, methods of quantitative and qualitative analysis of the results obtained. The experience of teaching the discipline Conflict and Stress Management in the Educational Process as part of the retraining programme Teacher of Higher Education of Samara State Technical University is presented. The prospective of the study is the further improvement of teaching methods to develop conflictological and stress-competence of teachers.
21
Ridzwan, Che Rus, S. Malik, Zaliza Hanapi, Suriani Mohamed, Mohd Azlan Hussain, and Shafeeqa Shahrudin. "Skills and Knowledge Competency of Technical and Vocational Education and Training Graduate." Asian Social Science 13, no. 4 (March 24, 2017): 69. http://dx.doi.org/10.5539/ass.v13n4p69.
Full textAbstract:
The Education Development Plan of Malaysia (Higher Education) carry the nation’s aspiration to empower the technical and vocational education and training (TVET) in Malaysia. The emphasis on the development of high quality TVET graduates demands teachers and instructors of TVET who are highly knowledgeable and skilled. Thus, the emphasis on the quality of TVET teachers’ education training of Faculty of Technical and Vocational Education (FTVE), Sultan Idris Education University (UPSI) has become an interesting issue that needs exploration. To evaluate the effectiveness of the education graduates, a quantitative survey research design using the Stuffelbeam evaluation model was carried out. The samples were FTVE graduates that have been placed in secondary schools and vocational colleges all over Malaysia. A total of 111 respondents have answered the questionnaire. The research findings showed that the level of professional knowledge, skills and practice were high. However, parallel to the concept of continuous improvement, the elements that are at the level of moderate will be evaluated for improvement. These research findings were expected to give some information to policy maker in TVET Teachers Training Provider to increase the quality of TVET graduates in UPSI specifically and Malaysia in general in order to uphold the aspiration to become a developed nation by 2020.
22
Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
Full textAbstract:
As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
23
Evia Ricalde, Ena, and Rosario Arroyo González. "La evaluación de las competencias del docente-tutor en línea en el marco de un Programa de Formación Literaria Virtual." Profesorado, Revista de Currículum y Formación del Profesorado 22, no. 1 (March 1, 2018): 599–623. http://dx.doi.org/10.30827/profesorado.v22i1.9944.
Full textAbstract:
Resumen:El presente artículo describe los resultados de una investigación basada en el Modelo Contextual de Competencias del Docente-Tutor que comprende los ejes: Pedagógico, Organizacional, Social, Técnico, Evaluativo y Ético; y las competencias transversales que aluden a los ejes: pedagógico-técnico, social–técnico y evaluativo-técnico. Para llevar a cabo la investigación se ha utilizado un enfoque descriptivo a fin de comprender las perspectivas de los docentes-tutores pertenecientes al Programa de Formación Literaria Virtual (PFLV) mediante una encuesta en formato digital. Entre los hallazgos encontrados resaltan las necesidades de capacitación en los aspectos técnicos y evaluativos. Esta investigación ha permitido propiciar la reflexión de los docentes sobre sus conocimientos, experiencias y prácticas. Abstract:This paper describes the results of a research on the Contextual Model of Competencies for Online Teachers. This model comprises different axes that includes Pedagogical, Organizational, Social, Technical, Evaluative and Ethics competencies as well as crosscutting axes like technical-pedagogical, social-technical and technical-evaluative competencies. This research used a descriptive approach applying a digital survey to understand the perspectives of the online teachers of the Literary Virtual Training Program (LVTP). The findings show training needs in technical and evaluative aspects. This research encourages the reflection of teachers about their knowledge, experiences and practices.
24
Trifonoff, Karen M. "Creativity, Art and Cartography in Geographic Education." Cartographic Perspectives, no. 33 (June 1, 1999): 49–59. http://dx.doi.org/10.14714/cp33.1020.
Full textAbstract:
Elementary children can learn about maps, but what they do learn depends in large part on the background and training of the teacher. Teachers who engage in mapping activities often lack training in the technical aspects of map making, along with a lack of knowledge of the role of art, design, and creativity in the cartographic process. An activity designed to help elementary and middle school teachers integrate artistic perspectives and mapping is outlined. The workshop proved to be an effective vehicle for increasing teachers' knowledge of both map making and art and gave them an outline for a map making activity that could be adapted to any grade level.
25
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.
26
Chávez, Sandra Auxiliadora Romero, and Karen Katherine Bowen Quijije. "A Challenge for Teachers of Inclusive Higher Education." International Research Journal of Management, IT & Social Sciences 5, no. 2 (February 14, 2018): 129. http://dx.doi.org/10.21744/irjmis.v5i2.628.
Full textAbstract:
The paper shows the results of a research process that aimed to analyze the pedagogical strategies applied by teachers in the academic process to students with disabilities at the Technical University of Manabí, thus raising the challenge of training professionals in Higher Education. For this purpose, a qualitative-quantitative methodology was used in which 50 teachers were surveyed, which allowed obtaining the required information. The paper presents the ideas offered by teachers about inclusive education, which leads the institution to reflect to refine strategies that promote management in an inclusive education system. Through the development of the research, it was possible to verify the disposition of the teaching staff of the Technical University of Manabi, to continue reinforcing the inclusive policy drawn up by the government and particularly by the direction of the educational institution.
27
Peltekova, I. "DISCLOSURE OF THE FACTORY STRUCTURE OF STUDENTS BASKETBALL TECHNICAL TRAINING." Trakia Journal of Sciences 18, Suppl.1 (2020): 813–17. http://dx.doi.org/10.15547/tjs.2020.s.01.132.
Full textAbstract:
This report is provoked by the concrete work with students from Sofia University “St. Kliment Ohridski "in Physical Education and Sports. The study contingent is 147 students (men and women) who are future teachers of physical education and sports. The report is based on the results of sports-pedagogical testing conducted on terrain. To determine the factor structure of the students' technical preparation, an individual measurement of their basketball skills was made, which included: dribbling, catching and passing, three shooting tests - under the basket, on the move, from five positions and basketball defensive movement. The purpose of the study is to reveal the factor structure of the individual's technical preparation in basketball for students-future sports-pedagogical specialists. The following methods were used to achieve the goal: literature analysis, sports testing, pedagogical experiment. The results of the study are subjected to mathematical and statistical processing by factor analysis. The analysis of the results shows that the factor structure of the future technical training in basketball of the future teachers of physical education and sports is determined by two main factors.
28
Подолянчук, Станіслав. "SYSTEM APPROACH TO TEACHING TECHNICAL DISCIPLINES IN TRAINING LABOUR EDUCATION AND TECHNOLOGIES TEACHERS." Problems of Modern Teacher Training, no. 19 (July 23, 2019): 102–10. http://dx.doi.org/10.31499/2307-4914.19.2019.173992.
Full text
29
Pituła, Beata, and Barbara Grzyb. "Psychosocial Social Skills of Academic Teachers in the Context of Professional Training." New Educational Review 68, no. 2 (2022): 119–28. http://dx.doi.org/10.15804/tner.22.68.2.09.
Full textAbstract:
This article reports a fragment of studies into the psychosocial competencies of academic teachers at technical universities, which were carried out in 2019-2021 using a diagnostics survey done among the academic staffof the Silesian University of Technology. One of its aims was the self-assessment of those competencies that the respondents regarded as scarce, insufficient and incomplete, as these should be deemed a priority in the professional training of the academic staff. The results of those analyses have been presented here.
30
Ali, Rahmadi, and Rofiqoh Hasan Harahap. "EVALUATION OF EDUCATION AND TRAINING PROGRAM AT MEDAN RELIGIOUS TRAINING CENTER." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 5, no. 2 (August 13, 2021): 75–85. http://dx.doi.org/10.33650/al-tanzim.v5i2.2014.
Full textAbstract:
This study aims to analyze and evaluate the context, input, process, and product of a substantive technical training program for preparing lesson plans for Madrasah Ibtidaiyah teachers. The study used a qualitative approach with the CIPP evaluation model (context, input, process, and product). The results showed that; first, the context dimension states that the implementation of education and training is by the legal basis for working; second, the input dimension includes the availability of reliable resources, adequate facilities, and infrastructure and financing borne by the government, so that its implementation can be carried out properly; third, the dimension of the process which includes the implementation of programs that are by the predetermined plans and designs; fourth, the product dimension where the teacher already understands the specified competencies.
31
Dimitrienko, Yury I., Elena A. Gubareva, Kirill M. Zubarev, Victor Yu Chibisov, Svetlana S. Kudryavtseva, Sunnat B. Karimov, and Elena N. Grigorieva. "Open BMSTU Platform and Teachers Training in Online Courses Development and Implementation Areas." ITM Web of Conferences 35 (2020): 03015. http://dx.doi.org/10.1051/itmconf/20203503015.
Full textAbstract:
The article is devoted to the strategy for the development of digital education at the Bauman Moscow State Technical University. The theoretical and practical aspects of the development of online courses are considered, in accordance with the requirements of the National Open Education Platform (NOEP) using the Open BMSTU platform. The paper includes the program of the advanced training course for teachers in in online courses development and implementation areas, tested at the Bauman Moscow State Technical University.
32
Scales, Roya Q., Thomas DeVere Wolsey, Susan Lenski, Linda Smetana, Karen K. Yoder, Elizabeth Dobler, Dana L. Grisham, and Janet R. Young. "Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs." Journal of Teacher Education 69, no. 1 (April 10, 2017): 7–21. http://dx.doi.org/10.1177/0022487117702584.
Full textAbstract:
This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which caused us to question whether teacher preparation programs are preparing teachers to use professional judgment or training them for technical compliance.
33
Nhancale, Joana Paulo Mondlane. "Quality assurance in the training of primary education teachers and adult educators in Mozambique." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 3, no. 1 (June 1, 2022): e13633. http://dx.doi.org/10.20952/jrks3113633.
Full textAbstract:
The present text, entitled Quality Assurance in the Training of Primary Education Teachers and Adult Educators in Mozambique, aims to provide some information on how to guarantee the quality of the training of primary teachers and adult educators, taking into account the instruments regulators of the professional technical education subsystem, as well as the essential requirements for achieving the training of teachers and adult educators in Mozambique. Thus, as a methodology, bibliographic research was used, which is why the present text is of a qualitative nature, for whose elaboration it was so important to resort to national legislation, regulations and diverse bibliography that deals with quality assurance.
34
Widodo, Sudiyo, Sri Budiyono, and Pujo Darmo. "The Objectives, Roles, and Functions of Technical Guidance (TG) for Strengthening the Competence of Teachers of Computer-Based Written Examination Subjects." Edunesia: Jurnal Ilmiah Pendidikan 3, no. 2 (February 6, 2022): 99–110. http://dx.doi.org/10.51276/edu.v3i2.230.
Full textAbstract:
This study aims to explore the role, objectives, and functions of technical guidance for teachers in charge of written exams in preparation for entrance exams to state universities. This research activity was conducted in Sulawesi. Sampling was carried out at the Golden Tulip Essential Makassar Hotel, Jalan Sultan Hasanudin, number 43, Sawerigading, Ujung Pandang District, Makassar City, South Sulawesi. The main objective of this research is to find out the initial results before being given training and after being given training (technical guidance) on ways to answer questions about the Joint Selection for State Higher Education Entrance (SBMPTN). The method used in this research is the comparative method. The results of the trial before the training and after the training showed a significant difference. In other words, teachers can get pretty good grades after being guided, fostered, and specifically tested in training activities designed by the organizing committee for technical guidance to strengthen the competence of teachers in computer-based written exams.
35
Loukas, Moustakas, and Phaedra Mania. "FACTORS THAT MOTIVATE OR OBSTACLE THE IMPLEMENTATION OF ENVIRONMENTAL EDUCATION IN THE CONTEXT OF SPECIAL EDUCATION: OPINIONS OF GENERAL AND SPECIAL EDUCATION TEACHERS." International Journal of Research -GRANTHAALAYAH 9, no. 7 (August 9, 2021): 387–400. http://dx.doi.org/10.29121/granthaalayah.v9.i7.2021.4133.
Full textAbstract:
The present study attempts to investigate the views of general and special education teachers regarding those factors that motivate and hinder the implementation of Environmental Education (E.E.) in the context of Special Education (S.E.). It is a quantitative research for the needs of which a questionnaire was created based on the theoretical framework of the study in order to be given to teachers on the island of Rhodes. From the analysis of the results it was found that the main factors that can motivate the implementation of the E.E. in the context of S.E. is the willingness of teachers to implement innovative programs (such as E.E.), the benefits arising from the implementation of E.E. to the students with special educational needs and/or disabilities, the personal interest of the teachers in E.E., their environmental education, the acquisition of knowledge about environmental issues and the adequate training of the teachers in subjects of P. Ε. and E.A. On the other hand, the most important factors that can hinder its implementation are the lack of time/inflexibility of the program, the bureaucratic process for the approval of the program, the lack of material and technical equipment, the lack of training of teachers in the subject of E.E. and the workload of teachers.
36
Syihabuddin, Syihabuddin. "Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistants." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 63. http://dx.doi.org/10.17977/um015v50i12022p63.
Full textAbstract:
Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistantsIn 2019, there were 63.022 learners of Indonesian as a foreign language in Victorian schools, Australia. They were facilitated by 263 Indonesian Language for Foreign Speakers (BIPA) local teachers. Due to a shortage of BIPA local teachers, the Department of Education and Training Victoria had recruited language assistants from Indonesia. This study is aimed to describe the required skillsets of BIPA language assistants to support their duties. The data were collected through interviews, an inventory, observations, and stories of eight Indonesian language assistants with one year of experience. The findings reveal that the language assistants need to develop bicultural, personality and pedagogical competences. These competences should become the reference for developing workshop materials for future BIPA language assistants.Keywords: BIPA teachers, bicultural competences, personality competences, pedagogical competencesKompetensi bikultural, kepribadian, dan pedagogik dalam perspektif guru bantu BIPAPada tahun 2019 terdapat 63.022 siswa Victoria, Australia, yang mempelajari bahasa Indonesia sebagai bahasa asing. Mereka dibimbing oleh 263 guru BIPA. Karena jumlah guru tidak memadai, maka Department of Education and Training Victoria merekrut guru bantu (language assistant) dari Indonesia. Penelitian ini bertujuan untuk mendeskripsikan berbagai kompetensi yang perlu dimiliki guru bantu untuk menunjang pelaksanaan tugasnya. Data dikumpulkan dari wawancara, inventori, observasi, dan deskripsi pengalaman dari delapan guru bantu selama satu tahun mengajar. Hasil penelitian menunjukkan bahwa guru bantu perlu mengembangkan kompetensi bikultural, kompetensi kepribadian, dan kompetensi pedagogik. Ketiga kompetensi ini sebaiknya dijadikan bahan workshop pada pembekalan guru bantu di lembaga pengirim.Kata kunci: guru BIPA, kompetensi bikultural, kompetensi kepribadian, kompetensi pedagogik
37
Aldossari, Sita, and Sultan Altalhab. "Distance Learning During COVID-19: EFL Students’ Engagement and Motivation from Teachers’ Perspectives." English Language Teaching 15, no. 7 (June 20, 2022): 85. http://dx.doi.org/10.5539/elt.v15n7p85.
Full textAbstract:
The present mixed-method study aimed to explore 114 female secondary-level English teachers’ perceptions of the effectiveness of distance education in public schools in the Kingdom of Saudi Arabia during COVID-19 using a Google Forms questionnaire. Additionally, the challenges teachers faced in distance education and their attitudes toward teacher-training programs during the pandemic were investigated in semi-structured interviews. The findings indicated an overall positive view toward the effectiveness of distance education. However, the interviewed participants expressed their preference for traditional in-class teaching due to their familiarity with it compared to distance teaching. Online classes gave students the opportunity to become more actively engaged. Distance education was also found to promote students’, especially shy students, motivation for learning and participating in class activities. Teachers indicated some challenges in distance teaching, such as a lack of internet connection and human interaction, technical issues, assessment reliability, increased workload, and students’ unwillingness to learn. Finally, recommendations for more effective distance education were provided, namely, technological and pedagogical training for teachers, the need for technical support, and proper training for students on online learning.
38
Shyshenko, Inna, Olena Martynenko, and Yaroslav Chkana. "DIGITAL INNOVATIONS IN THE EDUCATION BACHELORS PROFESSIONAL TRAINING AS A NEW UKRAINIAN SCHOOLS REQUIREMENT." ГРААЛЬ НАУКИ, no. 11 (January 20, 2022): 392–97. http://dx.doi.org/10.36074/grail-of-science.24.12.2021.071.
Full textAbstract:
The article highlights that digital innovations in the training of future teachers is a characteristic of such an organization of educational activities, when consciously, purposefully and effectively uses digital equipment, modern software, technical and information equipment that provides active use of information and communication and multimedia technologies in the educational process; when future teachers are radically different in their willingness to work at school in the new digital educational environment.
39
Othman, Hasyamuddin, Samihah Sarpan, Norathirah Nabila Abd Mutalib, Reyanhealme Rohanai, Elia Md Zain, and Wan Azrul Shafuan Wan Hassan. "The Effectiveness of Vocational Teacher Training Program in Enhancing Communication Skills Among Prospective Vocational Teachers." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 218–23. http://dx.doi.org/10.16920/jeet/2022/v35is2/22131.
Full textAbstract:
Abstract: Malaysia moves forward to increase the number of high skilled laborers in 2025. This expectation, however, reflects the readiness of education institutions in offering good students preparation before getting into the real workplace environment. Teacher is one of the crucial models in an education system that may impart with the dynamic changes in student skills acquisition and thus the development of generic skills among future teachers are seems necessary, especially communication skills itself. As in Malaysia, the efforts in the development of teachers' skills in communication have been fully established and implemented in the curriculum of the Vocational Teacher’s Training Program. This study was done to distinguish the perceptions of students in mastering the Interpersonal Communication Skills among Technical and Vocational Education and Training (PLTV) students after attending the Vocational Teacher Training Program. The sample consists of 200 respondents with a total of 158 prospective teachers of undergraduate students from the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia (UTHM) as well as 42 people of prospective teachers of undergraduates from the Faculty of Technical and Vocational, UPSI. The methodology that has been used is descriptive and inferential statistics through a questionnaire with a five-point scale and Cronbach Alpha coefficient of 0.954. The analysis showed no significant difference between students who participated in the program and not participate program. This is, however, the overall mean value among students attending the program is slightly higher than students not attending the program indicating that this program is statistically able to improvise students’ skills in the future. Therefore, the empowerment in the implementation of the Vocational Teacher’s Training Program seems crucial so that it could continuously strengthen the communication skills among prospective teachers. Keywords: interpersonal communication skills, program bina insan guru vokasional (bigv), prospective vocational teacher program, teacher training program
40
Attaochu, Egbita Ugbalu. "Quality Assurance of Teachers in the Implementation of the Curriculum of Technical and Vocational Education in Colleges of Education (Technical) in North Cental Nigeria." International Journal of Adult Vocational Education and Technology 4, no. 2 (April 2013): 34–43. http://dx.doi.org/10.4018/javet.2013040103.
Full textAbstract:
This study was carried out to ascertain the quality assurance of teachers (lecturers) in the implementation of the curriculum of Technical and Vocational Education (TVE) in Colleges of Education (Technical) in North Central Nigeria. Two research questions were formulated and answered in this study. Survey research and evaluation designs were involved. The sample for the study was 60. A 18 cluster item questionnaire and 35 psycho-productive multiple choice test items were developed and utilized to collect data. The data collected were analysed using percentages, means and performance gap analysis to answer the research questions. Based on the result of the study, it was recommended that improvement programs such as reviewing of TVE curriculum, supervisory committee for TVE be set up, qualified TVE teachers, Pruning down of curriculum of TVE to relevant content areas, small scale business management and entrepreneurial training should constitute TVE curriculum, accreditation of TVE courses should be based on well equipped workshop for skills development, short courses, seminars and workshops be organised to improve the quality of the teachers.
41
Joo, Lan. "Vol. 2: The Excellence of Technical Vocational Education and Training (TVET) Institutions in Korea: Case Study on Busan National Mechanical Technical High School." International Education Studies 11, no. 11 (October 29, 2018): 69. http://dx.doi.org/10.5539/ies.v11n11p69.
Full textAbstract:
This study is a series of the empirical study, the Excellence of Technical Vocational Education and Training (TVET) Institutions, which has investigated the association between four premise factors (competent teachers, relevant curricula, effective leadership, and school-industry linkages) and school performance. The purpose of the study is to provide recommendations to individual institutions who seek to develop strategies to improve their internal and external efficiencies as well as provide policy makers with empirical evidence to help develop new TVET policies that increase schools’ responsiveness to industry demands and reduce skills gap. The study assessed (1) whether or not the select school Busan National Mechanical Technical High School (BMT) possesses four premise factors; (2) how these factors contribute to the enhancement of school outcomes, and (3) which factor has the most influence in differing contexts (e.g. TVET policy, labor market conditions, social demands) and times. The selection criterion was the school’s high graduate employment rate. The study gathered data via multiple resources, including school publications, survey, and interviews. As for the survey, 555 out of 600 students and 107 out of 113 teachers responded. The interview was conducted with 10 students, 10 specialty teachers, the principal, and one vice principal. The interview style was an in-person, one-on-one with structured, open-ended questions, where each interviewee was sequestered separately in a closed room for 60 minutes. After coding the raw data, certain themes emerged. The findings suggest that BMT possesses all the stated premise factors, and the factors directly or indirectly influence the graduate employment rate via the enhancement of employability. Additionally, the most influential factor can be altered based upon various contexts and times.
42
Yaroshovets, O., and R. Sushko. "Problematics of technical and tactical training for schoolchildren in the variable module "Football"." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(136) (May 22, 2021): 152–55. http://dx.doi.org/10.31392/npu-nc.series15.2021.5(135).37.
Full textAbstract:
The experience of physical education teachers in the variable module "Football" was analysed basing on their questionnaire.
Purpose of the study: to find out the problematic issues of technical and tactical training for schoolchildren in the course of the organisation and conduct of physical education lessons through football. The choice of research methods facilitated the achieving of this goal: analysis and generalisation of data from scientific and methodological literature and the Internet, questionnaires using Google form, methods of mathematical statistics.
Having applied the formed Google-form "Questionnaire for assessment of problematic issues regarding the organisation and conduct of physical education lessons through football", which contains 27 questions, a survey of 28 physical education teachers from 28 secondary schools in Kyiv, Kyiv and Zhytomyr regions was organised, which has revealed their attitude to the educational process and the peculiarities of its organisation. The questionnaire and interpretation of the obtained results allowed to find out modern approaches to the process of technical and tactical training of schoolchildren in the variable module "Football", features of their motivation for physical education lessons and material and technical support, which have a significant impact on the organisation and conduct of technical and tactical training through football.
43
Alubthane, Fawzia. "Saudi School Education During the COVID-19 Pandemic: The Madrasati Platform." Humanities and Management Sciences - Scientific Journal of King Faisal University 22, no. 2 (2021): 1–9. http://dx.doi.org/10.37575/h/edu/210026.
Full textAbstract:
This study aimed to evaluate the Madrasati Electronic Platform (MEP) from female teachers’ perspectives in public schools in Riyadh. It also investigated whether students’ educational level or teachers’ computer skills significantly affected teachers’ views. The study applied the mixed-method approach, whereby a questionnaire was distributed to a random sample of 384 teachers, and semi-structured interviews were conducted with five teachers. Quantitative data were analyzed via appropriate statistical methods, while thematic analysis was used to interpret the interviews and comments. The quantitative and qualitative results indicated that MEP and its tools are effective and appropriate. Technical problems, internet interruptions and difficulties with evaluating students' learning represented the most common challenges. Teachers’ suggestions focused on solving technical problems, increasing internet speed, providing internet incentive packages, training teachers and educating parents. The quantitative results demonstrated significant differences amongst teachers’ views of the challenges in favor of elementary school teachers, and the qualitative results showed that some elementary school teachers oppose distance learning at this stage. The outcomes revealed significant differences amongst teachers with respect to their views of MEP’s effectiveness and challenges stemming from their varied computer skills.
44
Katia Corrêa, Adriana, Maria José Clapis, Rosa Maria Rodrigues, and Solange de Fátima Reis Conterno. "NURSING TEACHING DEGREE: THE TRAINING OF NURSING TEACHERS FOR SECONDARY-LEVEL PROFESSIONAL TECHNICAL EDUCATION." Cogitare Enfermagem, no. 27 (August 17, 2022): 1–3. http://dx.doi.org/10.5380/ce.v27i0.87086.
Full text
45
Özbek, Ahmet Bilal, Alev Girli, and Halil Öztürk. "Investigating the Opinions of Teachers on the Processes of Vocational Counselling, Training and Employment of Special Needs Students." Journal of Education and Training Studies 5, no. 12 (November 13, 2017): 41. http://dx.doi.org/10.11114/jets.v5i12.2734.
Full textAbstract:
The statistics of the Ministry of National Education (MEB) show that the number of students who are pursuing their education in general education environments in scope of inclusion programs is increasing every year. It is observed that the number of special needs students who continue their secondary education after primary education is increasing with the regulation that makes it mandatory to have 12 years of education. While directing special needs (SN) students towards secondary education, families and experts prefer vocational high schools where these students can learn functional skills. This is why the opinions of teachers who work at vocational high schools are important. The purpose of this study is to investigate the opinions of technical teachers working at vocational high schools, school counsellors, culture course teachers and special education teachers providing support education to students on the processes of vocational counselling, training and employment of special needs students. Towards this purpose, semi-structured interviews were held with a total of 59 teachers using a form prepared by the researchers. The findings indicated that the opinions of technical teachers at vocational high schools on inclusion and continuation of SN students in vocational high schools were more negative in comparison to those of culture course teachers and school counsellors, and there were significant shortcomings in the professional training of SN students. It was also seen that special needs teachers were not sufficiently informed about the job prospects and employment of SN students, and they used limited opportunities for their students.
46
Khan, Saba, Rizwan Raheem Ahmed, Dalia Streimikiene, Justas Streimikis, and Munsif Ali Jatoi. "THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR." E+M Ekonomie a Management 25, no. 1 (March 2022): 96–112. http://dx.doi.org/10.15240/tul/001/2022-1-006.
Full textAbstract:
This research aims to analyze the improvement of technical competencies and changes in pedagogical behavior on competency-based training and assessment. We developed a modified conceptual model with the help of previous literature. We examined the impact of competency-based training & assessment on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. We also incorporated behavior & psychological aspects of teachers as mediators in our modified conceptual model and examined the mediation between exogenous and endogenous variables. We have collected the data of 458 respondents using a modified structured questionnaire from public and private teachers of Sindh technical and vocational institutions online from different regions of Sindh, Pakistan. For the data analyses, we employed SEM-based multivariate techniques. The findings exhibit that the direct relationship between competency-based training & assessment (independent variable) has a significant and positive influence on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Similarly, the findings further concluded that behavior & psychological aspects are potent mediators between competency-based training & assessment and traditional teaching methodologies, teaching-learning abilities, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Hence, the behavior & psychological aspects of teachers is a vital factor that accelerates the impact of competency-based training & assessment on the dependent variables. The outcomes of this research are imperative theoretical and practical implications, which may guide the direction of future researchers and policymakers of vocational training and education.
47
Soltyk, Oleksandr. "The Peculiarities of Physical Education Teachers’ Professional Training: Foreign Experience." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 39–44. http://dx.doi.org/10.1515/rpp-2017-0048.
Full textAbstract:
AbstractThe article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a number of peculiarities, implementation of which in the process of professional training of teachers of physical education in Ukraine will have positive impact. They are reorientation of professional training, as well as future activity on health protection of students, individual physical development, skills development, big-scale implementation of health-improving systems, non-standard types of motor activity in educational process. This calls for improvement of medical knowledge, health fundamentals, disease prevention, and injury prevention. Increase of the role and duration of teaching practice and implementation of compulsory year-long training at future workplace are of great importance. Taking into account national traditions, historical experience of the development of physical culture in native land, and introduction of national types of motor activity to the curricula have positive effect. The division on two individual stages is common in professional training of teachers. The first one is primarily oriented on theoretical component of educational, while the second one emphasizes practical activity of a future teacher. Along with standardization, independence and autonomy of educational institutions in matters of professional training organization have positive effect in educational process. Governmental support, namely financing of physical training and sports and educational sphere, improvement of material and technical base, plays a key role in the process of professional training of future teacher of physical education.
48
Merenkov, Anatoly, and Olga Artem. "Employers and the system of technical education: In search of optimal interaction." Sociologija 59, no. 2 (2017): 173–88. http://dx.doi.org/10.2298/soc1702173m.
Full textAbstract:
The article deals with the problem of changing the system of interaction between higher education institutions and employers with the aim of improving the quality of technical education. It is pointed out that in the face of rapidly changing technologies and equipment used in industrial enterprises, a transition is required from the existing system of training future engineers to a new system that would ensure the development of both the ability to quickly master innovations and willingness to actively participate in their creation. The solution of this problem requires the employer to act not only as a consumer of the professionals produced by higher education, but to actively cooperate with teachers during the whole period of university studies. The empirical sociological studies conducted by the authors in 2014-2016 in the Sverdlovsk region, a large industrial region of Russia, reveal the problems to be addressed during the transition to new forms of interaction between teachers, students, and employers in training highly skilled engineering personnel for the economy of innovation. The study identified the differences in employers? and students? understanding of the requirements for such professionals, as well as the employers? lack of willingness to actively participate in their training. The final part of the article suggests possible solutions for establishing an effective system of cooperation between technical universities and employers in order to accelerate the modernisation of the Russian economy.
49
Noof Mohammed Al-Rifai, Areej Hamza Al-Sisi, Noof Mohammed Al-Rifai, Areej Hamza Al-Sisi. "The difficulties that secondary school teachers face in using electronic learning platforms in Yanbu Governorate, Kingdom of Saudi Arabia: الصعوبات التي تواجه معلمي المرحلة الثانوية في استخدام منصات التعليم الإلكترونية في محافظة ينبع بالمملكة العربية السعودية." مجلة العلوم التربوية و النفسية 6, no. 8 (February 28, 2022): 36–67. http://dx.doi.org/10.26389/ajsrp.r170821.
Full textAbstract:
This study aimed to identify the difficulties that secondary school teachers face in using electronic learning platforms in Yanbu Governorate, Kingdom of Saudi Arabia, and the extent to which these difficulties differ in light of some variables. 1686) male and female teachers, and to collect data, the questionnaire was designed as a tool for the study, so that the questionnaire was applied to an intentional sample of (320) from the study population. ) with a percentage of (67.6%), followed by the dimension of technical difficulties faced by teachers at electronic education platforms at a medium degree, where the arithmetic average reached (3.38), and finally came the dimension of the skill difficulties that teachers face in using electronic education platforms, and its content ranked last with an arithmetic average of ( 3.14 with a percentage of (62.8)%. The results also indicated that there were no statistically significant differences due to the variable (gender, level of technical expertise, number of Training courses (on the skill difficulties that teachers face in using e-learning platforms and their content, technical difficulties that teachers face when using e-learning platforms, and the results indicated that there are statistically significant differences due to the variable (level of technical expertise, number of training courses) about difficulties related to ease of use E-learning platforms and their perceived benefit.
50
Fiore, Oriana, Maria Giuseppina Adesso, and Roberto Capone. "Distance Learning and Multimedia Teaching Education: E-Laboratory Activities during Covid-19 Pandemic." Journal of Physics: Conference Series 2297, no. 1 (June 1, 2022): 012003. http://dx.doi.org/10.1088/1742-6596/2297/1/012003.
Full textAbstract:
Abstract During the COVID-19 pandemic lockdown, Italian schools and Universities were closed. In this scenario, teachers, in order to continue their work, had to manage the didactics by themselves, carrying out Distance Learning, thanks to the technology support. Nevertheless, teachers had some methodological and technical difficulties. This situation required the replanning of some physics contents, trying to include laboratory activities, too. A teachers’ training was organized in order to support the teachers both for effective and meaningful use of ICT and to carry out some laboratory activities in Distance Learning mode. The training aimed to investigate leading technologies relevant to physics teaching, the competencies that a physics teacher has to acquire to use digital technologies, and the effective approaches to develop these competencies. The course was organized into four webinars, timing 10 hours. Teachers became confident with ICT for communication, sharing, and documentation. Moreover, teachers approached the IBSE methodology, as modified by adding a further E-laboratory phase to the 5E cycle, promoted by Bybee, by planning a learning chunk, including a laboratory activity in synchronous e-learning mode. 20 High School Physics teachers were involved in the training.