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Artículos de revistas sobre el tema "Training of teachers"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2024

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1

Targamadze, Vilija, Vaiva Juskiene y Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS". INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, n.º 2 (29 de diciembre de 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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2

Maqbool Mir, Muyeen. "ICT Literacy of Student Teachers of Teacher Training Institutes". Indian Journal of Applied Research 3, n.º 4 (1 de octubre de 2011): 115–16. http://dx.doi.org/10.15373/2249555x/apr2013/36.

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3

Sribayak, Virasuda y Kittitouch Soontornwipast. "EFL Teachers’ Beliefs about Teacher Training". International Journal of Interdisciplinary Organizational Studies 9, n.º 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/23-34.

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4

Sribayak, Virasuda y Kittitouch Soontornwipast. "EFL Teachers’ Beliefs about Teacher Training". International Journal of Interdisciplinary Organizational Studies 9, n.º 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/53431.

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5

Hahn, Aaron. "Training Teachers". Language Teacher 37, n.º 3 (1 de mayo de 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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6

OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms". Eurasian Journal of Educational Research 20, n.º 87 (30 de mayo de 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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7

Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi y Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development". American Journal of Social Science and Education Innovations 02, n.º 12 (30 de diciembre de 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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8

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English". International Journal on Integrated Education 3, n.º 8 (13 de agosto de 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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9

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English". International Journal on Integrated Education 3, n.º 8 (14 de agosto de 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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10

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English". International Journal on Integrated Education 3, n.º 9 (6 de septiembre de 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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11

Newman, Elizabeth. "Primary teachers' dilemmas in initial teacher training". Teacher Development 1, n.º 2 (julio de 1997): 253–68. http://dx.doi.org/10.1080/13664539700200016.

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12

Alhaji, Ibrahim Muhammad, Wun Thiam Yew y 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, n.º 04 (28 de febrero de 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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13

Ahn, Kyungja. "English teachers’ professional development: Teacher training program design and teacher perception of teacher training". Korea Journal of English Language and Linguistics 23 (31 de enero de 2023): 89–108. http://dx.doi.org/10.15738/kjell.23..202301.89.

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14

Okay, H. Hakan. "The views of music teachers and music teacher candidates about value training". International Journal of Academic Research 6, n.º 2 (30 de marzo de 2014): 92–102. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.15.

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15

Nikoobin, Atefeh. "Iranian EFL Teachers' Perceptions Toward Teacher Training Courses". International Journal of Linguistics, Literature and Translation 4, n.º 12 (13 de diciembre de 2021): 63–76. http://dx.doi.org/10.32996/ijllt.2021.4.12.8.

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The present study aimed to evaluate teacher training courses (TTCs) in several institutes in Isfahan, Iran, to explore the teachers' perspectives on the status and characteristics of this program. More specifically, this study sought language teachers' perceptions on the aspects (duration, intensity, instructors, practicum) and contents (topics covered in the program, teaching the skills, theory) of the TTC program they attended. For this purpose, 34 language teachers were required to fill out a questionnaire to explore participant teachers' attitudes toward the TTC program elements. Furthermore, the teachers were invited to an interview session in order to share their opinions about the overall usefulness of teacher training courses they had attended. The findings revealed that, overall, the teachers were satisfied with different elements of this program. From the teachers ' point of view, the most useful aspect and content of the program were "instructors" and "teaching the skills", respectively.

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16

Moore, Randy. "Training Science Teachers". American Biology Teacher 56, n.º 1 (1 de enero de 1994): 4–5. http://dx.doi.org/10.2307/4449731.

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17

Ingesman, Lars. "Training Distance Teachers". Educational Media International 30, n.º 2 (junio de 1993): 83–87. http://dx.doi.org/10.1080/0952398930300208.

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18

Coppens, Henriette. "Training Teachers' Behaviour". Research in Drama Education: The Journal of Applied Theatre and Performance 7, n.º 2 (septiembre de 2002): 195–206. http://dx.doi.org/10.1080/1356978022000007974.

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19

Wenner, George. "Training Korean Teachers". Educational Forum 60, n.º 1 (31 de marzo de 1996): 88–89. http://dx.doi.org/10.1080/00131729509335097.

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20

Weinstein, Lenore B. "Training the Teachers". Journal of Intergenerational Relationships 4, n.º 2 (19 de julio de 2006): 94–100. http://dx.doi.org/10.1300/j194v04n02_07.

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21

Whitford, Ellen V. y Ronald T. Hyman. "Training Noncareer Teachers". Adult Learning 1, n.º 7 (mayo de 1990): 24–27. http://dx.doi.org/10.1177/104515959000100709.

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22

Lederman, Norman G. y Margaret L. Niess. "Training College Teachers". School Science and Mathematics 99, n.º 8 (diciembre de 1999): 413–17. http://dx.doi.org/10.1111/j.1949-8594.1999.tb17503.x.

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23

Healy, Elizabeth. "Training Unafraid Teachers". Childhood Education 93, n.º 3 (4 de mayo de 2017): 228–30. http://dx.doi.org/10.1080/00094056.2017.1325250.

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24

Wragg, E. C. "Training skilful teachers". Teaching and Teacher Education 1, n.º 3 (enero de 1985): 199–208. http://dx.doi.org/10.1016/0742-051x(85)90003-4.

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25

Ikram, Muhammad, Abdul Hameed y Muhammad Imran. "Effect of Teachers Training on students academic performance". Pakistan Journal of Humanities and Social Sciences 8, n.º 1 (31 de marzo de 2020): 10–14. http://dx.doi.org/10.52131/pjhss.2020.0801.0097.

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Student’s performance is an outcome of effective teachers training. This study has been conducted to investigate the relationship between teachers training and student academic performance. The data has been collected from 260 respondents out of which 80 male and female teachers and 180 students of grade VIII of public schools by conducting survey at five point likert scale. The data has been analyzed by employing correlation and regression analysis. The results revealed that teacher's trainings has a significant effect on the students academic performance.

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26

Moreno, Salvador. "Teacher Training weekend for E.G.B. teachers (Heinemman-A.P.A.C.)". Comunicació educativa, n.º 4 (27 de diciembre de 2013): 45. http://dx.doi.org/10.17345/comeduc199245.

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Els dies 8 i 9 del proppassat mes de maig es va realitzar per segon any consecutiu una trobada de cap de setmana per a mestres d'anglès d'Educació Primària a l'Escola de Mestres de Tarragona, organitzada per l'editorial Heinemann, amb la col·laboració de l'APAC (Associació de Professors d'Anglès a Catalunya) i la directora del Departament de Llengües de la Universitat Rovira i Virgili, Dra. Fernanda Rodríguez. Les sessions de treball van tractar temes relacionats amb la Reforma i l'ensenyament de l'anglès com a llengua precoç. Pepita Subirà ens va presentar un «tercer nivell de concreció» per a una unitat didàctica, i la forma de portar-la a la pràctica.

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27

Ribeiro, Júlia Cecília de Oliveira Alves y Claudio Pinto Nunes. "Challenges for teacher training: with the word teachers". Revista Tempos e Espaços em Educação 15, n.º 34 (14 de marzo de 2022): e17250. http://dx.doi.org/10.20952/revtee.v15i34.17250.

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This article aims to present some of the challenges faced by teachers to achieve higher education. The study showed an advance in public policies for teacher training from the 2000s and an increase in the number of teachers trained at a higher level in this period. Based on the assumptions of historical dialectical materialism and using a quantitative and qualitative methodology, a survey was conducted with teachers from a small municipality in the south-central Bahia and, it was evident that, in municipalities with this configuration, teachers are the main ones. responsible for their own training, in addition to facing challenges ranging from displacement to other cities, such as more serious issues such as granting or not aid according to political preferences, among others. Such a situation contradicts what is determined in the legal mechanisms and suggests the need for greater reach of public policies for this purpose.

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28

Robertson, Margaret. "Teacher Education Training for Geography Teachers in Australia". International Research in Geographical and Environmental Education 13, n.º 2 (30 de mayo de 2004): 171–75. http://dx.doi.org/10.1080/09669580408668510.

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29

Ronnie Ancona. "Latin Teacher Certification: Training Future Secondary School Teachers". Classical World 102, n.º 3 (2009): 311–15. http://dx.doi.org/10.1353/clw.0.0094.

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30

Vold, Eva Thue. "Qualifying foreign language teachers: Is teacher training enough?" International Journal of Educational Research 82 (2017): 40–53. http://dx.doi.org/10.1016/j.ijer.2016.12.002.

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31

Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria". Journal of Culture and Values in Education 2, n.º 2 (24 de junio de 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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32

Perines, Haylen. "Educational Research Training in Teacher Training Programs: The Views of Future Teachers". International Education Studies 14, n.º 1 (26 de diciembre de 2020): 76. http://dx.doi.org/10.5539/ies.v14n1p76.

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The objectives of this study were to explore teacher student’s views on the research training they receive and know their suggestions for improving it. This was a qualitative study conducted on students in the teacher training programs of a Chilean public university who were distributed into nine focus groups. The findings showed that the students have a rather critical view about the training they receive, particularly due to the lack of continuity of research-related courses and their limited participation in research activities. Regarding how to improve their training, the students suggest providing one research-related course each year, having researchers as teachers, and giving greater visibility to the educational research produced within their university. The study concludes that it is important to promote participation in educational research and that university teacher educators and the entire university community must adopt a broad-ranging view on this subject.

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33

Costa, Simone Freitas Pereira, Olenir Maria Mendes y Cecília de Camargo Bento. "INITIAL TRAINING OF TEACHERS: PREPARING TEACHERS EVALUATORS(?)". International Journal of Human Sciences Research 2, n.º 10 (18 de abril de 2022): 2–8. http://dx.doi.org/10.22533/at.ed.5582102214044.

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34

Çevik Kansu, Ceren y Sezgin Temel. "Primary School Teachers’ Opinions on the Expert Teacher Training Program Seminar". International Journal of Psychology and Educational Studies 10, n.º 3 (31 de julio de 2023): 796–810. http://dx.doi.org/10.52380/ijpes.2023.10.3.1190.

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The process of becoming an expert teacher, which is one of the career steps of teachers, and the evaluation of this process are important and necessary in terms of education. The general purpose of this study is to obtain the opinions of primary school teachers about the Expert Teacher Training Program Seminar (ETTPS). In the study, a qualitative research approach was adopted, and a case study design was preferred. The data were collected from the primary school teachers who received the aforementioned seminar at the beginning of the fall semester of the 2022–2023 academic year. The research group consisted of 24 primary school teachers who were identified by the maximum diversity sampling method among the primary school teachers working in public primary schools in a province of Turkey. The research data were analyzed using content analysis. Primary school teachers listed the concepts related to expert teaching as experience, seniority, educational status, professional development, presentation skills, and competence. While the primary school teachers stated that the training was both necessary and not necessary, they also stated that the training they received did not contribute to their professional development. Most of the primary school teachers stated that the training they received did not meet their expectations. In addition, it was revealed that the online delivery of the ETTPS caused some problems in terms of time, internet, and devices in terms of follow-up. Primary school teachers offered some suggestions for changing the prerequisites for the current career ladder. In particular, they suggested that the trainings should be long-term, interactive, and face-to-face, and that examples with active participation should be provided for the implementation of different education systems. It is thought that this research will benefit all stakeholders, especially program developers, in terms of the career ladder of the teaching profession.

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35

Pérez-Jorge, David, María del Carmen Rodríguez-Jiménez, Ana Isabel González Contreras y Jorge Ruiz Ruiz. "TEACHERS’ BELIEFS ABOUT BULLYING, ANALYSIS TO REORIENT TEACHER TRAINING". Humanities & Social Sciences Reviews 8, n.º 5 (6 de octubre de 2020): 294–306. http://dx.doi.org/10.18510/hssr.2020.8527.

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Purpose of the study: The objective of this study is to describe the beliefs, and opinions of the teachers of the Primary Education, Secondary Education, and Baccalaureate stages, regarding the phenomenon of bullying. Methodology: A random sampling procedure was used for the selection of participants. There were 224 teachers from Primary Education (32%), Secondary Education (56%), and the Baccalaureate (12%) who participated in a voluntary. The ages of the teaching staff were between 25 and 63 years. The majorities were women (87.4%) and half of the teachers reported bullied students in their classrooms. Main Findings: The results show that teachers are able to identify the most common bullying situations and consider that the cause is fundamentally socio-cultural. The teachers expressed a need for training in the field and those strategies for conflict management focus on dialogue and group and individual mentoring, and consider that preventive actions based on value education are highly desirable. Applications of this study: It can serve as a reflection to think about all the bullying situations that happen in any context and not only schools. Novelty/Originality of this study: the novelty of the study is that it analyzes the teachers' beliefs about bullying in their centers, there are important errors about bullying that can influence detection and intervention in real situations of bullying.

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36

Dhakal, Shankar. "Appositeness of Teacher Training for In-Service EFL Teachers in Real Teaching Context". Journal of NELTA 21, n.º 1-2 (1 de diciembre de 2016): 121–27. http://dx.doi.org/10.3126/nelta.v21i1-2.20208.

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There are various ways for EFL teachers to grow professionally. Attending workshops and training programs are believed to foster their upward mobility. At the same time, different teachers come up with numerous challenges in their classroom with the change of time. So, the learning they had in their college and university level may not always help them to dissolve all the problems in their diverse classroom settings. In this context, this small-scale study is explores whether the insights teachers get from the workshops and the trainings conducted by Nepal English Language Teachers’ Association (NELTA) are applicable and they contribute to liquefy the challenges EFL teachers face in their classroom. Drawing on the findings of this study and the support from the literature, it has been justified that training programs help teachers to grow professionally, but they can hardly apply the knowledge and skills they learn in their real classroom situations. With the help of data collected through the interview, it is crystallized that trainings have been almost unsuccessful to help the teachers cope with ever changing professional world. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:121-127

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37

Assadi, Nabil y Eman Kashkosh. "Training Teachers’ Perspectives on Teacher Training and Distance Learning During the Covid-19 Pandemic". Journal of Educational and Social Research 12, n.º 4 (5 de julio de 2022): 40. http://dx.doi.org/10.36941/jesr-2022-0095.

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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

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38

MUTLU, Fırat y Hasan BEYSUN. "TEACHER'S OPINIONS ON EXPERT TEACHER EDUCATION". SOCIAL SCIENCE DEVELOPMENT JOURNAL 8, n.º 35 (15 de enero de 2023): 63–82. http://dx.doi.org/10.31567/ssd.806.

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Career planning and implementation of the teaching profession is a long-debated issue. The Ministry of National Education published the Regulation on Candidate Teaching and Teaching Career Steps on 12 May 2022. Teaching career steps in the relevant regulation; candidate teacher, teacher, specialist teacher and head teacher. In addition to the basis of different years of service for each career step, professional studies to be completed, training videos to be watched and success conditions in the central exam are determined. In the published regulation, 180 hours of training videos are watched for Specialization Teaching, while this period is 240 hours for head teachers. The aim of this study is to determine the opinions of expert teacher candidates about 180 hours of Expert Teacher Training Videos. The case study design, which is one of the qualitative research designs, was used in the research. The sample of the study consists of expert teacher candidates working in public schools in Diyarbakır. In this study, in which criterion sampling, one of the purposeful sampling types, was used, semi-structured interview form was used as the data collection tool, while descriptive analysis was used in the analysis of the data. From the findings, it was seen that the teachers expressed negative opinions about the adequacy of expert teacher training and the professional and individual development of the trainings. While it was seen that the participants found the presentation materials presented in the trainings sufficient, it was seen that they had positive opinions about the academicians who made the presentations. While it was seen that there was a consensus on online education, it was seen that information technologies were dominant in the views on improving education. While it was seen that all participants had negative opinions about compulsory education, it was seen that there were different opinions about 180 hours of education.

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39

E.A, Baronenko. "Conflict Solving Skills Training for Future Teachers". Revista Gestão Inovação e Tecnologias 11, n.º 3 (30 de junio de 2021): 1980–91. http://dx.doi.org/10.47059/revistageintec.v11i3.2066.

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40

León, Maria José y María del Camen López. "Practical Training for Teachers". International Journal of Learning: Annual Review 12, n.º 10 (2007): 147–56. http://dx.doi.org/10.18848/1447-9494/cgp/v13i10/45077.

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41

Campana, Phillip J. y Michael Grenfell. "Training Teachers in Practice". Die Unterrichtspraxis / Teaching German 35, n.º 1 (2002): 103. http://dx.doi.org/10.2307/3531972.

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42

Turvey, Anne. "English Teachers in Training". Changing English 4, n.º 2 (octubre de 1997): 183–203. http://dx.doi.org/10.1080/1358684970040202.

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43

Barnes, Ann. "Training teachers in practice". Teacher Development 2, n.º 3 (1 de octubre de 1998): 491–95. http://dx.doi.org/10.1080/13664539800200277.

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Gouguenheim, L. y M. Gerbaldi. "The Training of Teachers". International Astronomical Union Colloquium 162 (1998): 256–60. http://dx.doi.org/10.1017/s0252921100115209.

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Informal and formal astronomy education is present through many channels: newspapers and TV; amateur associations; clubs and science associations; at school at any level. The teachers are not only the main agents of the educational process at school, but they are also very active in extra-curricular activities: they run clubs, educational projects etc.These activities are present everywhere in the world, as can be seen from the reading of the National Reports published every 3 years by Commission 46 “Astronomy Teaching” of the International Astronomical Union and published in its Newsletter.

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45

Heyworth, J. "SHO training: Teachers frustrated". BMJ 306, n.º 6887 (8 de mayo de 1993): 1274. http://dx.doi.org/10.1136/bmj.306.6887.1274-d.

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46

Greengus, Samuel. "Training Jewish Studies Teachers". Shofar: An Interdisciplinary Journal of Jewish Studies 9, n.º 4 (1991): 119–20. http://dx.doi.org/10.1353/sho.1991.0095.

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47

Wofford, Thomas. "Training teachers for college". Physics Today 60, n.º 2 (febrero de 2007): 81. http://dx.doi.org/10.1063/1.2711649.

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48

Lally, Mike. "Training Teachers and Trainers". Higher Education Policy 2, n.º 4 (diciembre de 1989): 50–52. http://dx.doi.org/10.1057/hep.1989.70.

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Pasichnyk, L. L. "TEACHER TRAINING CENTERS AS HEARTLAND OF TEACHERS’ PROFESSIONAL DEVELOPMENT". Innovate Pedagogy, n.º 36 (2021): 31–35. http://dx.doi.org/10.32843/2663-6085/2021/36.5.

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50

Goodyear, Rosalind. "Training teachers in child protection in Initial Teacher Education". Mentoring 1, n.º 2 (septiembre de 1993): 15–20. http://dx.doi.org/10.1080/0968465930010203.

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