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Journal articles on the topic 'Training teachers'
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1
Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (December 29, 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.
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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.
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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 13, 2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.
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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 14, 2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.
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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 9 (September 6, 2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.
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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
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Maqbool Mir, Muyeen. "ICT Literacy of Student Teachers of Teacher Training Institutes." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 115–16. http://dx.doi.org/10.15373/2249555x/apr2013/36.
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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (June 30, 2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.
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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.
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Sudana, I. Made. "Analisis meta pada manajemen pasca pelatihan untuk meningkatkan produktivitas guru di SMK." Jurnal Pendidikan Vokasi 1, no. 1 (February 28, 2011): 133. http://dx.doi.org/10.21831/jpv.v1i1.5808.
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META ANALYSIS IN POST TRAINING MANAGEMENT TO IMPROVE TEACHER PRODUCTIVITY IN VOCATIONAL SCHOOLPost in-service training programs of teachers have never been evaluated to investigate their effectiveness and productivity. Some factors are indicated to affect unmeasured productivity of the program: (1) there is no a clear procedure in evaluating productity of in-service training program, (2) there is no standardized procedures to evaluate teacher performance, (3) a complex teachers' background make evaluation instrument is difficult to be developed, (4) trainings have not been based on teachers needs, (5) training content could not be implemented, and (6) monotonous methode were usually employed. However, this research investigated seven advantages: (1) School productivity is improved, (2) relationship between management and staff is in harmony, (3) a faster decision making is achieved, (4) a high commitment and motivation for school community, (5) to push more open management through implementation of participative managerial, (6) more effective communication, and (7) a functional conflict resolution. The advantages for teacher: (1) help teacher to make a better decision making, (2) to help teacher to solve problems, (3) motivational factors are internalized and operationalized, (4) to develop teacher to improve performance, (5) to help teacher to be a self confidence teacher, (6) to help teacher to acquire intellectual and technical ability, (7) to improve teacher's work satisfaction, (8) more recognition on individual performance, (9) more independent teachers, and (10) lessen teacher's anxious toface future.
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Sribayak, Virasuda, and Kittitouch Soontornwipast. "EFL Teachers’ Beliefs about Teacher Training." International Journal of Interdisciplinary Organizational Studies 9, no. 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/23-34.
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Sribayak, Virasuda, and Kittitouch Soontornwipast. "EFL Teachers’ Beliefs about Teacher Training." International Journal of Interdisciplinary Organizational Studies 9, no. 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/53431.
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Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria." Journal of Culture and Values in Education 2, no. 2 (June 24, 2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.
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There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended.
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Huxley, Linda, Elizabeth Freeman, and Erica Frydenberg. "Coping skills training: Implications for educational practice." Australian Educational and Developmental Psychologist 24, no. 2 (2007): 44–68. http://dx.doi.org/10.1017/s0816512200029205.
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AbstractDuring the last decade there has been a call for schools to become more active in the promotion of students’ social and emotional learning (SEL). Given that teachers are significant adults in young people’s lives, they are often in the best position to deliver SEL programs. This small in-depth study investigated the impact of implementing a specific SEL program, “The Best of Coping”, on both the teacher and a class of 26 Year 9 (15-16 years) students. The study used a mixed methodology to evaluate the impact of the program. Both quantitative and qualitative data, including two case studies and entries from the teacher’s reflective journal, are reported. Changes in coping for both teacher and students as well as a positive impact on relationships between teachers and students were demonstrated. The study highlights the importance of the teacher’s role in implementing SEL programs and the challenges for teachers of delivering these programs. Issues associated with the implementation of school-based coping skills programs and the role of educational psychologists in supporting teachers in this work are discussed.
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Hahn, Aaron. "Training Teachers." Language Teacher 37, no. 3 (May 1, 2013): 19. http://dx.doi.org/10.37546/jalttlt37.3-3.
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Over the last several decades, the Japanese government, through the Course of Study guidelines promulgated by the Ministry of Education, Culture, Science and Technology, has directed schools to include more communicative language teaching (CLT) in their English programs. These top‑down directives have met with mixed results. One commonly cited problem is that English teachers are rarely provided with sufficient training in CLT, and thus are unable to implement the new guidelines effectively. However, since other objections also play a role in the rejection of CLT, one question is whether or not increased training increases compliance with the guidelines. This paper examines two local contexts to determine the role that proper training can play. Specifically, it considers informal training provided at a public high school by an Assistant Language Teacher, along with training conducted by a Board of Education to prepare elementary school teachers to begin teaching foreign language classes. 過去数十年にわたり、政府は文部科学省が公布する学習指導要領を通して、英語教育にコミュニカティブ・ランゲージ・ティーチング(CLT)をより多く導入するよう教育機関に指導してきた。このようなトップダウン指導は多様な結果を導いた。一般的によくあげられる問題として、英語講師は十分なCLT研修をほとんど受けていないので、新たな学習指導要領を効果的に活用できないと論じられる。しかし、CLTに対する異議はそれだけはなく、果たして研修が増えれば講師の学習指導要領の実践につながるかどうかが論点となる。本論では、公立高校においてALTが行う非公式の研修と、小学校教師が外国語のクラスで生徒に教えるための準備として教育委員会が実施する研修という2つの状況を通して、適した研修が果たす役割を考察する。
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OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.
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Alabaş, Ramazan, and İhsan Yılmaz. "Evaluation of Candidate Teacher Training Process from the Viewpoint of Mentor Teachers." Journal of Education and Training Studies 6, no. 11 (August 29, 2018): 12. http://dx.doi.org/10.11114/jets.v6i11.3462.
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Teacher education has been one of the most debated topics in history of Turkish education. At the beginning of the teacher's career, the Turkish Ministry of National Education (MONE) implemented the Candidate Teacher Training Program in 2016, so the teachers accepted to the profession were qualified as “candidate teachers” and they were subjected to the training process. The aim of this research is to examine the opinions of the mentor teachers regarding the Candidate Teacher Training Program implemented by the Turkish MONE for the training of candidate teachers. This research, which is a qualitative case study, was conducted with the participation of 36 teachers who are mentors to candidate teachers within the Candidate Teacher Training Program in the schools, which were affiliated to MONE in Kastamonu province center and its districts. The data of the study were collected by means of a semi-structured interview form. The data obtained in the research were analyzed with descriptive analysis and content analysis approaches. Mentor teachers thought that the Candidate Teacher Training Program is beneficial because the program provided the candidate teachers with the opportunities to identify students, acquire educational-instructional competence, acquire managerial knowledge, and identify the school and the social environment. However mentor teachers stated that they have experienced some problems related to the process such as filling in forms, some problems resulting from the candidate teacher, and time inadequacy.
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Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi, and Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development." American Journal of Social Science and Education Innovations 02, no. 12 (December 30, 2020): 313–17. http://dx.doi.org/10.37547/tajssei/volume02issue12-54.
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Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).
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Hien, Nguyen Thi, and Mai Van Hung. "Professional Standards Training and Understanding Pre-School Teachers’ Knowledge about Professional Standards." Journal of Asian Multicultural Research for Educational Study 2, no. 1 (May 10, 2021): 10–15. http://dx.doi.org/10.47616/jamres.v2i1.116.
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Theimprovement of the teacher’s quality, including teachers in general and preschool teachers in particular, hasgained interested in many countries around the world. Currently, most countries in the world have issued a framework of competency or professional standards for teachers as a basis for preschool teachers to self-assess and be assessed for their qualities and competenciet. On that basis, preschool teachers can implement the plan of quality training, strengthen and improve professional expertise. This article, the author conducts research to evaluate the implementation of the professional standards manual of schools and the teacher's understanding of professional standards. This is considered an important factor that will contribute to improving the effectiveness of teacher ratings according to professional standards. In this study, the author uses mainly quantitative research methods (survey, descriptive statistics and inference statistics) to clarify the problems that the research has posed. Research results show that there is a relationship between standard manual training and preschool teachers' understanding of professional standards. Standards instructors have a good understanding of professional standards. Especially the training is organized by the school and the education and training department, so the training classes are small, with a small number of participants and therefore higher quality.
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Septiana, Estiza. "Penerapan In House Training Untuk Meningkatkan Kompetensi Guru Tentang Konsep Matematika Di SMP Negeri 10 Bogor." Journal of Social Studies Arts and Humanities (JSSAH) 2, no. 2 (September 13, 2022): 072–77. http://dx.doi.org/10.33751/jssah.v2i2.6095.
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This research departs from the phenomenon that occurs in schools that the teacher's low understanding of the concept of Mathematics in the learning process. Therefore, a school principal needs to consider a strategy to increase teacher competency skills so that they can improve their abilities. This study aims to determine the effectiveness of the implementation of in-house training in improving teacher competence on the concept of Mathematics, to describe the process of increasing teacher competence about the concept of Mathematics through the implementation of in-house training activities, to measure the magnitude of the increase in teacher competence on the concept of Mathematics through the implementation of in-house training. The research was conducted at SMP Negeri 10 Bogor in the first semester of the 2019/2020 academic year. The results of this study indicate that by implementing in-house training can motivate teachers to improve their competence in understanding mathematical concepts. Before carrying out the in-house training, of the 5 Mathematics teachers, almost all of the teachers did not have the correct understanding of the concept of Mathematics learning. After the in-house training on the concept of learning Mathematics, there was an increase in the first cycle as many as 3 teachers (60%) became aware of the concept of Mathematics, as many as 1 person (20%) understood enough, and as many as 1 person (20%) did not understand. In the second cycle there was an increase to all teachers, as many as 5 people (100%) understood the concept of learning Mathematics. That the implementation of in-house training can improve the competence of teachers about the concept of Mathematics. Therefore, researchers suggest that the implementation of In house training in improving teacher competence should be socialized and used as an alternative in understanding Mathematics concepts for teachers in the Bogor City Education Office.
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Omar, Che Mohd Zulkifli Che. "Need for In-Service Training for Teachers and It’s Effectiveness In School." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 1–9. http://dx.doi.org/10.31686/ijier.vol2.iss11.261.
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This essay discusses the need for in-service training for teachers and the effectiveness of in-service training in school. In-service training act as a catalyst for a teacher’s effectiveness. It is also a way of updating teachers’ skills and knowledge for improving teaching and learning which lead to better job performance. In-service training is important for teachers to face new challenges and changes in the education world. In-service training is also a fundamental aspect to improve teacher professionalism. The effectiveness of in-service training is important so that teachers can apply the knowledge acquired in teaching and learning. Few factors that contribute towards the effectiveness of in-service training are the role of administrator, attitudes of teachers, training needs and strategies in conducting in-service training.
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Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.
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Shenoy, Swathi, Karpaga Priya Prabakaran, and Gouri Kumari Pandhy. "Need for routine mental health training and evaluation of school teachers." International Journal of Medical Sciences and Nursing Research 2, no. 4 (December 31, 2022): 9–11. http://dx.doi.org/10.55349/ijmsnr.202224911.
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Background: In working towards the goal of Universal Health Coverage, mental health is often neglected in terms of awareness, human resources, and health care facilities. This pandemic has increased the awareness regarding the importance of mental health. Methods: Every occupation is subjected to mental stress, but a field of particular importance is a teacher. During the ages 5-15, the teacher’s effect on the growing child is unique as they take part in building the academics and the personality of a student. Results: Teachers themselves are often subjected to high work pressure, low pay, and other challenges and their mental health is often overlooked. Hence there is a profound need for training the teachers on detection of early signs of mental disorder and also incorporating their routine mental health examination. The close bonding between the teachers and students can be utilized to generate awareness and help in early diagnosis. Conclusion: From this we have concluded that the preserving the teacher’s mental health will benefit the teacher and their students the future of the nation. Keywords: teachers mental health, teachers-student dyad, training of teachers, mental disorders
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Newman, Elizabeth. "Primary teachers' dilemmas in initial teacher training." Teacher Development 1, no. 2 (July 1997): 253–68. http://dx.doi.org/10.1080/13664539700200016.
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Islam, Md Tariqul. "Teacher Development Approaches and Strategies in BRAC Nobodhara School." International Journal of Learning and Development 6, no. 1 (January 26, 2016): 25. http://dx.doi.org/10.5296/ijld.v6i1.8846.
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Nobodhara School is a new and unique initiative in the education field of Bangladesh. Different teaching learning and assessment strategies are followed in this school to ensure quality education for the learners. Teachers are the key player to ensure quality of education through their facilitation process in the classroom in any educational institution. In this situation, it was important to know the teacher development approaches of Nobodhara School and its implementation in the teaching learning process. The study aimed to know the educational and professional background the teachers and the followed teacher development policy of Nobodhara School. Moreover, practiced teacher development strategies and the implementation of the professional development by the teachers in the classroom were also explored. Mixed methods approach was followed for data collection and analysis from two branches of Nobodhara School in Dhaka city. Data was collected through interview and questionnaire from Training Coordinator, Subject Mentor and Teachers. Different relevant documents and teacher training schedule were also analyzed for collecting required information. Both qualitative and quantitative data were analyzed simultaneously and presented under different emerged themes. In Nobodhara School, orientation training, subject based training and general professional development trainings are provided to the teachers. Teachers found the trainings very helpful for their professional development. On the other hand, for further development and scaling up of such in-house teacher development system, training duration, facilitation methods and feedback mechanism need to be addressed according to the demand of the teachers.
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Zaturrahmi, Zaturrahmi, Widya Widya, Yeni Nurpatri, Desy Eka Muliani, Jendriadi Jendriadi, Ena Suma Indrawati, Khairul Ikhwan, and Ilham Adi Putra. "Pelatihan Penulisan Karya Ilmiah untuk Guru SMP Ar-Risalah." Jurnal Pengabdian Masyarakat (abdira) 2, no. 3 (July 30, 2022): 165–71. http://dx.doi.org/10.31004/abdira.v2i3.182.
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In realizing its vision, SMP Putri Ar-Risalah needs to improve the competence/ability of its teachers. One thing that teachers need to master is the ability to write scientific papers. The ability to write scientific papers needs to be possessed by all teachers. In addition to making it easier for teachers to publish scientific papers, teachers can also motivate students to write diligently. The Adzia University PkM team provided training in writing scientific papers to Ar Risalah Junior High School teachers in the form of material presentations. The purpose of this scientific paper writing training is to improve the teacher's ability to write scientific papers. The result of the evaluation of scientific writing is that the teacher is satisfied with the training provided. According to the teacher, the material presented is up-to-date, effective, useful, and interesting. Teachers are also committed to applying the knowledge and experience gained through this training in carrying out their daily tasks.
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Khruzd-Matushchyk, Alisa. "Professional preparation and training of teachers – selected issues." Osvitolohiya, no. 6 (2017): 149–55. http://dx.doi.org/10.28925/2226-3012.2017.6.149155.
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The subject of teachers’ professional training and improvement requires particular care and attention, it provides inspiration to think over the current potentialities of teachers’ professional development and preparing them for work. Becoming a good educator requires time, which is not the most important factor of professional development. During university studies and over the consecutive years of their professional work, teachers collect experiences. However, their workshop should not be constructed only on the basis of experience. Professional teacher training is the field owing to which teachers supplement their knowledge and acquire new skills, indispensable in the dynamic and demanding work of an educator. What is undertaken in this study are the issues of functioning in the teacher’s profession – from educating university students to the challenges of professional work. The article consists of several parts. The first is dedicated to the educating of teachers, the next to the significance of teaching internships in the process of preparing for professional work. The third part comprises the characterization of some selected fields of teacher training and different possibilities of developing professional and personal competences are indicated here. The study is completed with a recapitulation.
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Kosharna, Natalia. "MODERN EUROPEAN EXPERIENCE OF PRACTICAL TEACHER TRAINING." Educological discourse 32, no. 1 (2021): 143–55. http://dx.doi.org/10.28925/2312-5829.2021.1.10.
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The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.
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Okay, H. Hakan. "The views of music teachers and music teacher candidates about value training." International Journal of Academic Research 6, no. 2 (March 30, 2014): 92–102. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.15.
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Vovk, M. "TENDENCIES OF PEDAGOGICAL EDUCATION DEVELOPMENT IN UKRAINE: CHALLENGES AND PROSPECTS." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 150–65. http://dx.doi.org/10.33989/2226-4051.2020.22.222016.
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The review article identifies and characterizes the main tendencies of pedagogical education development in Ukraine: entering the European Higher Education Space internationalization, modernization, ensuring individual educational trajectory of teacher self-development, affirming academic integrity, ensuring future teachers' academic mobility, educators, formation and improvement of teacher's "soft skills". There are identified challenges in the process of pedagogical education reforming, including the implementation of the policy of higher pedagogical education institutions autonomy, the financial capacity of academic mobility the future teachers of various specialties, teachers, education managers, ensuring the quality of teacher training in a pandemic, creating resource content for informal training of future teachers, etc. The prospects of pedagogical education development have identified the unification of the process of future teachers' training in accordance with European quality standards; accreditation of educational programs on the basis of real quality criteria taking into account the needs of labour and the regional context; introduction of innovative forms, methods, technologies of teacher training in partnership of science, business, production, practice, etc.
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Ahmad, Syafri, Refiona Andika, Sherlyane Hendri, and Ary Kiswanto Kenedi. "Training Program on Developing HOTS's Instrument (The Improving Abilities for Elementary School Teachers)." Digital Press Social Sciences and Humanities 6 (2020): 00010. http://dx.doi.org/10.29037/digitalpress.46376.
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Many teachers were unable to write HOTS questions based on the outlines for elementary school students. This resulted in many students being unable to answer HOTS questions because the questions developed were difficult, not following the HOTS category. The purpose of this training is to improve the ability of elementary school teachers to write HOTS questions. This training method is a participatory method using a lecture approach and direct guidance. The result of this training is to increase the teacher's knowledge from the teacher's initial ability of 63.76 to 87.65. Besides, teacher skills also increased from basic skills with a score of 56.95 to 85.35. In conclusion, the training provided can improve the knowledge and skills of teachers in writing HOTS questions. The implication of this training is as a reference in improving the ability to write HOTS questions for elementary school teachers.
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Dhungana, G. P., R. M. Piryani, M. L. Chapagain, and M. Neupane. "Effectiveness of teacher training conducted at Chitwan Medical College, Bharatpur, Nepal." Journal of Chitwan Medical College 5, no. 2 (August 14, 2015): 1–5. http://dx.doi.org/10.3126/jcmc.v5i2.13147.
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Teaching and learning are equally important for the teacher. For teaching to be effective, whereby participants learn better, training of teachers is imperative. Teacher’s training is one of the important aspects of faculty development at Chitwan Medical College (CMC) and this study was done to assess the effectiveness of the teachers’ training pre test, post test experimental group design. In pre test, only 5.6% of the participants had adequate knowledge whereas after teacher’s training, 27.7 % had adequate knowledge. The mean (±SD) knowledge score before and after the intervention was 26.7±5.6 and 33.6 ± 5.6 respectively. The percent change in knowledge after intervention was 25.8 was statistically significant p value <0.001 .Which suggesting that the teachers’ training was an effective intervention.
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Nesterenko, V. G. "Features of teacher’s training in Finland." Alma mater. Vestnik Vysshey Shkoly, no. 10 (October 2021): 89–93. http://dx.doi.org/10.20339/am.10-21.089.
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Presented is the analysis of teacher’s training process in Finland. Clarified are features of building education courses with the aim of ensuring the highest quality teacher’s training programs, rigorous selection for entry to teacher education courses, practical experience structuring; multilevel assessment of graduates to ensure classroom readiness; state policy in the field of postgraduate teachers’ education. Suggested is to take into account the Finnish experience of pedagogical education in Russia.
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Helmi, Helmi, Ahmad Rudini, M. Ihsan Ramadhani, Nadya Huda, and Nurul Huda Fitriani. "Strategi Kepala Sekolah dalam Meningkatkan Kompetensi Profesional Guru Pada SMP Negeri 1 Belawang." Journal on Education 5, no. 3 (March 4, 2023): 7104–16. http://dx.doi.org/10.31004/joe.v5i3.1498.
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This study uses a descriptive method with a qualitative approach. Data collection techniques using observation, interviews, and documentation. The results of the study show that: Programs to improve the professional competence of SMP Negeri 1 Belawang teachers are: Curriculum development training such as preparing annual programs, semester programs, educational calendars, training in compiling syllabus, lesson plans (RPP). Improvement and enrichment program through MGMP. Improving the competence of educators (teachers) such as teacher certification training, computer training for teachers, holding internal teacher competency workshops. 2) The implementation of teacher professional competence improvement by the principal of SMP Negeri 1 Belawang, namely: Training in compiling a syllabus, and learning implementation plans (RPP). The improvement and enrichment program through the MGMP SMP Negeri 1 Belawang has attended trainings and upgrades, both internally and externally or outside of school. Improving the competence of educators (teachers) such as teacher certification training has been carried out, but the improvement as expected has not been achieved, computer training for teachers has been carried out but has not gone well, and held an internal teacher competency workshop, there has been an increase in understanding of the competencies that must be developed. have by the teacher. 3) The obstacles experienced by the principal in improving the professional competence of teachers at SMP Negeri 1 Belawang are the lack of support for facilities and infrastructure, the lack of awareness of teacher responsibilities, and the lack of support from the school committee and the community.
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Byndas, Olena. "Professional Training of Foreign Languages Teachers in Austria." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 76–83. http://dx.doi.org/10.2478/rpp-2014-0023.
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Abstract The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English) have been analyzed. The importance of pre-vocational work carried out to validate students’ choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations
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Sari, Nur Laily Lupita, Risvi Uli Rosyidah, and Evi Yuniarisda Hutagalung. "ENGLISH TEACHERS’ PERCEPTION ON THE IMPACT OF PRE AND IN-SERVICE TRAINING." Journal of Research on Language Education 3, no. 2 (July 31, 2022): 34. http://dx.doi.org/10.33365/jorle.v3i2.2157.
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Numerous efforts have been undertaken by not only government but also other institutions in order to reach the goal of enhancing teacher professionalism. Pre-service and in-service trainings are the examples. However, there is actually a need to see teacher’s perception towards the effects on joining such trainings and see what issues emerge related to the trainings. This paper attempts to answer all these needs by giving the results of interview with vice principal of curriculum, English teachers, and students of SMKN 3 Malang. This research employs narrative inquiry research. The research uses interview to collect data from the vice principal of curriculum, three English teachers, and students who are taught by the teachers. The results showed that pre-service and in-service training give positive impacts on the professional development of the teachers at SMKN 3 Malang. Issues related to the trainings appear into some forms. Teachers’ unpreparedness in teaching vocational school students due to the lack of trainings about ESP that should have been actually taught more at university. Therefore, it is apparently important for government or universities to provide more pre-service trainings for student-teachers, not only about teaching general English, but also English for special purposes. The researchers also perceive that it is not exaggerating for vocational schools to give more trainings on ESP for the teachers before they are hired. Also, the teachers worry about the correct format of recent curriculum and lesson plan taught on some in-service trainings.
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Khanam, Adila, Asghar Ali, and Asia Zulfqar. "Investigating Quality of Induction Training of Novice Teachers in Punjab." Volume V Issue I V, no. I (March 30, 2020): 370–78. http://dx.doi.org/10.31703/gssr.2020(v-i).38.
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Trainings are offered to all level of teachers at different phases of their careers. There are empirical foundations that these trainings have major impacts on the quality of teachers and resultantly on the quality of education. The study was conducted to investigate the quality of the induction training for elementary teachers of QAED, Punjab as perceived by the participants of the training. This study focused on teachers who received induction training in 2017. A questionnaire was developed to collect the data. Descriptive statistics were applied conclude. The newly-inducted teacher stated that the training was aligned with their professional needs. They were satisfied with the quality of physical and learning facilities, the subject matter knowledge, and the overall quality of training. They like training design, duration of training sessions, course content, finally, effective follow up of the training were the major findings if the study.
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Taqwa, Salma, Fiola Finomia Honesty, and Vanica Serly. "PKM Pelatihan Ekonomi Untuk Guru-Guru Anggota MGMP Ekonomi Kabupaten Tanah Datar." Wahana Riset Akuntansi 7, no. 2 (December 9, 2019): 1575. http://dx.doi.org/10.24036/wra.v7i2.106950.
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Teachers as professional educators are responsible as educators and instructors for their students. In order to work well, teachers must have appropriate competencies in the field of study they are teaching. Economic subjects in high school include the economics and accounting fields, which must be mastered by the teacher. The development of economics and accounting must be reached by the economics teacher who will transfer knowledge to their students. Besides that, the teacher's educational background will also affect student learning process. Training for high school economics teachers is needed to be able to increase the insight and knowledge of teachers. MGMP is one of the means for the teachers to draw and explore economics in order to be a professional teachers. From the results of the pretest and posttest, it can be concluded that there was an increasing in teacher knowledge generated from this training. It is expected that in the future MGMP will have a role in training and developing the knowledge of economics teachers in Tanah Datar.Keywords: economics, accounting, educational, teachers
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Kamran Akhtar Siddiqui, Shahid Hussain Mughal, Imran Ali Soomro, and Masood Ahmed Dool. "Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions." IJORER : International Journal of Recent Educational Research 2, no. 2 (March 31, 2021): 215–23. http://dx.doi.org/10.46245/ijorer.v2i2.91.
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Education is a key component of progress in the present-day world. But this progress cannot be made without efforts of teachers. Therefore, teacher education, in particular teacher training becomes extremely important. In this regard, several trainings programs are initiated and executed across Pakistan but the desired outcomes have not been achieved so far. Hence, this study was conducted to explore the challenges in teacher training in Pakistan and the ways through which these issues can be resolved. The sources for the data of the study were the published studies in the field in the context of Pakistan, national education policy, and other relevant literature. Based on secondary data, the study concludes that the issues with teacher training in Pakistan are administrative as well as faculty related. The findings reveal that the challenges related to policy and planning, poor induction of teachers, lack of resources in teacher training institutions, demotivation among teachers, and unequal distribution of skilled and productive teachers, dual training system and infrequent trainings. These issues can be fixed by fostering encouraging environment, ensuring accountability and merit, providing necessary resources, systematizing professional training programs and their continuation. The findings of this study will, therefore, positively guide policymakers to develop the right and effective policy to improve the standard of teacher education in the country.
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Bukhori, Akhmad. "Meningkatkan Kompetensi Guru Dalam Menerapkan Teknologi Informasi Dan Komunikasi Pada Proses Pembelajaran Melalui In House Training Di SMP Negeri 9 Bogor." Journal of Social Studies Arts and Humanities (JSSAH) 2, no. 2 (September 13, 2022): 119–23. http://dx.doi.org/10.33751/jssah.v2i2.7134.
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Based on the results of observing the ability to use computers for 42 teachers at SMP Negeri 9 Bogor, the results obtained were that 17 teachers were still not able to use computers, 25 teachers were able to use computers. Departing from these problems, the implementation of In-House Training is to help improve teachers' abilities in the use of Information and Communication Technology (ICT). In House Training (IHT) is needed to improve the ability of these teachers. The research was conducted using the School Action Research method. The results of the study show that teacher competence in applying ICT through In House Training can actually increase teacher interest, enthusiasm, concentration, and activeness in the learning process. In addition, there has also been an increase in teacher competence in applying ICT in the form of an increase in average scores and an increase in individual and classical abilities for teachers at SMP Negeri 9 Bogor. Thus, based on the exposure of this research, it can be concluded: 1. the implementation of In House Training can increase the competence of teachers in applying ICT, 2. the implementation of In House Training makes teachers not bored and bored instead they feel excited so that their learning activities also increase, this is proven to aspects of the seriousness of teachers in participating in IHT activities there was an increase in the percentage of teachers from cycle I to cycle II, namely 78% in cycle I to 84% in cycle II, and 3. the large increase in ability that can be achieved through In House Training activities in applying ICT is in initial conditions have an average value achieved only 33.35. When the In-House Training was carried out, the average teacher's ability increased to 48.94 in cycle 1 and 61.12 in cycle II.
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Ruwaida, Ruwaida, and Zainuddin Iba. "EFEK PEMBERIAN DIKLAT DAN PENGUATAN KOMPETENSI TERHADAP SIKAP PROFESIONALISME GURU DAN DAMPAKNYA PADA PRESTASI BELAJAR SISWA SD DI LINGKUNGAN UPTD PEUSANGAN KABUPATEN BIREUEN." IndOmera 3, no. 5 (March 22, 2022): 21–30. http://dx.doi.org/10.55178/idm.v3i5.229.
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The purpose of this study was to determine the effect of Training and Teacher Competence on Learning Achievement of Elementary School Students at UPTD Peusangan, Bireuen Regency. The research was conducted on 180 elementary school teachers in the UPTD Peusangan, Bireuen Regency as respondents, the results obtained were: The results of the hypothesis test indicate that there is a positive effect of providing education and training to teachers on the professional attitude of classroom teachers, which is 23.42%. It is proven that the significant influence of the class teacher competence factor on the professional attitude of the teacher is 10.25%. The results of the path analysis between teacher training and student achievement have a significant effect, namely 19.65%. There is a positive influence of teacher competence on student achievement of 24.74%. Simultaneous test results, there is a significant effect of teacher training and teacher competence variables on teacher professional attitudes, which is 33.7%. The results of the regression analysis between the professional attitude of teachers to student achievement, proved significant. Where is 34.20% the influence of teacher's professional attitude in supporting student learning achievement. And the contribution of teacher training and teacher competence factors contributed to increasing student learning achievement reaching 44.3%
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Reddy, KR. "Teaching How to Teach: Microteaching (A Way to Build up Teaching Skills)." Journal of Gandaki Medical College-Nepal 12, no. 1 (February 5, 2019): 65–71. http://dx.doi.org/10.3126/jgmcn.v12i1.22621.
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Microteaching is one of the most recent innovations in teacher training program which is used as a professional developmental tool in pre-service or in-service teacher training programs. Microteaching helps teachers to better understand the processes of teaching and learning and provides the opportunity to learn teaching skills, to study their own teaching, and to study the teaching of others.
Microteaching is an organized, scaled-down teacher training program where a trainee teacher plans a short lesson, teaches it to a reduced group of students (Three to ten) in a 5 to 20 minute lesson, and then reflects on their teaching afterwards. The lesson is video recorded for either individual or peer review. The trainee teacher’s micro-lesson is reviewed, discussed, analyzed, and evaluated to give a feedback. Based on this feedback, the trainee teacher re-teaches the micro-lesson, incorporating those points raised during the discussion and analysis.
The main objective of this article is to address and emphasize that microteaching has the potential to improve the teachers’ pedagogic skills, competencies, self-confidence, beliefs, and attitudes with minimum available facilities and to provide students with valuable teaching experiences and make them aware of the benefits and relationships between theory and practice.
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Uddin, Muhammed Rukan. "In-Service Training for Secondary English Teachers of Bangladeshi Madrasahs: Investigating Adequacy and Effectiveness." PAROLE: Journal of Linguistics and Education 10, no. 1 (April 30, 2020): 36–45. http://dx.doi.org/10.14710/parole.v10i1.36-45.
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In-service training (INSET) is crucial for language teachers who play instrumental role for effective curriculum implementation of any educational programme. Bangladesh Madrasah Teachers Training Institute (BMTTI) is the only government training institute which provides both pedagogical and administrative trainings to 1, 38, 775 madrasah teachers (BANBEIS, 2018). The question which motivated the study was whether the secondary English teachers—6553 as of 2018 (BANBEIS, 2018)—got adequate and effective pedagogical training from the institute. Having adopted the mixed-method-approach, the author administered questionnaires to 20 teachers, interviewed the three English language trainers of the institute, and analysed the training module. Findings show that INSET facilities for madrasah English teachers are clearly insufficient, and the trainings do not deliver expected outcomes due to at least four reasons: (a) inadequacy of the institute’s logistics to conduct training sessions for the required number of English teachers every year; (b) absence of permanent and professional trainers; (c) lack of motivated trainee teachers; and (d) ineffective training modules. The study implies that the madrasah education, though runs parallel with the mainstream education system in Bangladesh, has not been given required attention so far as INSET for English teachers is concerned. Since teacher training is an integral part of continuing professional development (CPD), inadequate training facilities will certainly affect CPD for the madrasah teachers which will ultimately encumber curriculum implementation. The study will have substantial impact on the future policy making with regard to the appropriateness and effectiveness of training sessions for the secondary English teachers of Bangladeshi madrasahs.
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Сікора, В. В. "ІНТЕРАКТИВНА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ: ПЕДАГОГІЧНІ УМОВИ ЇЇ ФОРМУВАННЯ." Теорія та методика навчання та виховання, no. 47 (2019): 113–22. http://dx.doi.org/10.34142/23128046.2019.47.10.
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The manuscript analyzes the actual problem of defining pedagogical conditions when forming interactive competence in the training process of future teachers of physical training. The purpose of the research is to substantiate one of the pedagogical conditions for forming interactive competence of a future teacher of physical training. The tasks of the research are to investigate the pedagogical condition of forming interactive competence of a future teacher; to outline the ways of its implementation. To achieve the goal, to solve the outlined tasks of the research we used the general scientific theoretical methods: analysis, synthesis and systematization of the authors’ manuscripts on the research problem of learning teachers of physical training; logical and systemic, problem-oriented, comparative analysis with the purpose of theoretical substantiation of one of the pedagogical conditions of forming interactive competence of a future teacher of physical training. The results of the research are the formulation and justification of one of the pedagogical conditions for forming interactive competence of future teachers of physical training in the learning process. This pedagogical condition is the introduction of interactive tactics and training strategies aimed at forming interactive competence of a future teacher of physical training. It is ensured by the implementation of the spectrum of interactive roles for a future teacher (checker, director, manager, facilitator, advisor, speaker, moderator, trainer, coordinator); as well as by the introduction of interactive teaching styles (teacher’s style, content style, student’s style, interactive, educational and personal styles). It is ensured by collaboration and partnership between teachers and students, taking into account interactive teaching methods. We conclude that the research emphasizes the need to move from traditional to interactive learning, updating teaching tactics and strategies, interactive roles, styles, methods with students at Universities.
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Baral, N., A. K. Nepal, B. H. Paudel, and M. Lamsal. "Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students." Kathmandu University Medical Journal 13, no. 2 (February 25, 2017): 162–66. http://dx.doi.org/10.3126/kumj.v13i2.16791.
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Background Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education.Objective The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods.Method Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student’s feedback, evaluation by peers and the self-evaluation by the teacher trainees.Result Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop.Conclusion In present study, the faculty members showed accrued interest to participate in teacher’s training workshops. The peer evaluation of teacher’s performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.
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Daud, Nuraihan Mat. "Issues in CALL Implementation and Its Implications on Teacher Training." CALICO Journal 10, no. 1 (January 14, 2013): 69–78. http://dx.doi.org/10.1558/cj.v10i1.69-78.
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This paper discusses the problems that teachers usually face in conducting English classes by using computers. The initial stage of such an undertaking might have a great impact on the teacher's future decision with regard to using computer as an aid in teaching. Some suggestions on matters to include in teacher training are given to help the teachers cope with the use of the technology more confidently.
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Moore, Randy. "Training Science Teachers." American Biology Teacher 56, no. 1 (January 1, 1994): 4–5. http://dx.doi.org/10.2307/4449731.
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Ingesman, Lars. "Training Distance Teachers." Educational Media International 30, no. 2 (June 1993): 83–87. http://dx.doi.org/10.1080/0952398930300208.
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Coppens, Henriette. "Training Teachers' Behaviour." Research in Drama Education: The Journal of Applied Theatre and Performance 7, no. 2 (September 2002): 195–206. http://dx.doi.org/10.1080/1356978022000007974.
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Wenner, George. "Training Korean Teachers." Educational Forum 60, no. 1 (March 31, 1996): 88–89. http://dx.doi.org/10.1080/00131729509335097.
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Weinstein, Lenore B. "Training the Teachers." Journal of Intergenerational Relationships 4, no. 2 (July 19, 2006): 94–100. http://dx.doi.org/10.1300/j194v04n02_07.
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Whitford, Ellen V., and Ronald T. Hyman. "Training Noncareer Teachers." Adult Learning 1, no. 7 (May 1990): 24–27. http://dx.doi.org/10.1177/104515959000100709.
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Lederman, Norman G., and Margaret L. Niess. "Training College Teachers." School Science and Mathematics 99, no. 8 (December 1999): 413–17. http://dx.doi.org/10.1111/j.1949-8594.1999.tb17503.x.
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