Letteratura scientifica selezionata sul tema "Elementary school teachers – Training of – Great Britain"
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Articoli di riviste sul tema "Elementary school teachers – Training of – Great Britain"
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Chychuk, Antonina. "Providing Retraining and Advancement Training for Primary/Elementary School Teachers at the State Level in Great Britain and the USA". Comparative Professional Pedagogy 7, n. 1 (1 marzo 2017): 56–60. http://dx.doi.org/10.1515/rpp-2017-0008.
Testo completoAbstract (sommario):
AbstractIn Great Britain and the USA the normative basis of primary/elementary school teachers’ qualification advancement is being actively developed, i. e. this issue is considered at the state level. For a long time the development of retraining and advancement training system for primary/elementary school teachers has been grounded on conceptual foundations of pedagogy that ensures the functionality of the mentioned system. The research results on conceptual foundations for forming an education system of teacher qualification advancement in Great Britain and the USA prove that their nature depends on the development of these countries’ history. In particular, there is a trend towards integrating course- and school-based forms of qualification advancement on the ground of teachers’ collaboration with lectures; raising the question of making the education process of primary/elementary school teachers’ qualification advancement more democratic; creating a participatory style of learning that is carried out collectively (teachers actively develop the programme content and propose to include such issues that are necessary for their solving during these courses).
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Nos, Liubov, e Yuliana Tkachuk. "Professional teachers training in Great Britain". Visnyk of the Lviv University. Series Pedagogics, n. 39 (2023): 168–75. http://dx.doi.org/10.30970/vpe.2023.39.12043.
Testo completoAbstract (sommario):
The system of professional teacher training in the UK is studied, its main aspects and changes that have taken place in recent decades are taken into account. The key reforms that have contributed to the current development of this system are analysed. The role of universities, colleges and other educational institutions in the process of forming teachers’ professional competences is analysed. Special attention is paid to teacher training programmes, their structure, content and methods. It is emphasised that pedagogical practice is an important component of the teacher training system. It is clearly structured. University lecturers and school staff are involved in its organisation. The role of mentors and the interaction of students with experienced teachers in the process of internships are highlighted. The main aspects of teacher training, such as the focus on the development of professional competences and the use of innovative approaches in the learning process, are considered. The factors influencing the quality of teacher training, in particular, the content of the curriculum, the role of technology in the educational process, the school environment and the process of professional adaptation of young teachers are studied. It is noted that an individual programme is developed for novice teachers at school. An approach to the evaluation of trainee teachers and their preparation for work is described. The structure of postgraduate education, which contributes to improving the professional competence of teachers, is characterized. Based on the analysis of recent studies, it is concluded that the teacher training system in the UK is characterised by innovative methods and the use of new and flexible technologies that introduce diversity and differentiation into the educational process. The importance of reforming teacher training in the context of changes in the modern educational paradigm is demonstrated. The results of the study contribute to a deeper understanding of the British experience of teacher training and may be useful for improving the system of professional training of teachers in higher pedagogical schools in Ukraine. Keywords: United Kingdom, teachers, school, students, professional training, educational process, higher education institution, pedagogical practice, professional activity.
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Batechko, N. "TRAINING TRENDS OF HIGHER SCHOOL TEACHERS IN GREAT BRITAIN". Pedagogical Process: Theory and Practice, n. 2 (2017): 17–25. http://dx.doi.org/10.28925/2078-1687.2017.2.1725.
Testo completo
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Androshchuk, Iryna, e Ihor Androshchuk. "Peculiarities of Future Technology Teachers’ Training in Poland and Great Britain". Comparative Professional Pedagogy 7, n. 1 (1 marzo 2017): 51–55. http://dx.doi.org/10.1515/rpp-2017-0007.
Testo completoAbstract (sommario):
AbstractThe importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers’ training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers’ professional competency while and after studying at university. The requirements for technology teachers’ have been specified. It has been indicated that apart from the requirements for professional training, future specialists should follow moral rules, cooperate with the participants of the education process and manage information and communication technologies. Qualification categories of teachers in Poland as well as educational routes for future technology teachers’ training in Great Britain have been found out. Based on the generalization of the study results, the authors have singled out the main cycles of professional disciplines needed for professional training of technology teachers’ training in Great Britain. The role of school placements in future teachers’ training for professional activity has been considered. It has been proved that the great amount of hours is allotted for practical training of students and forming of those skills and abilities needed in professional activity. Relative stages of students’ practical training in higher education institutions have been identified.
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Koizumi, Kyoko. "Creative Music Education in Japan during the 1920's: The Case of the Elementary School Attached to Nara Women's Higher Teachers College". British Journal of Music Education 11, n. 2 (luglio 1994): 157–62. http://dx.doi.org/10.1017/s0265051700001030.
Testo completoAbstract (sommario):
‘Creative music-making’, as developed in recent years in Great Britain and other countries, has also become popular in Japanese music education; for many music teachers have come to think seriously about the significance of child-centred music education instead of teacher-centred music education. Such a trend seems to be new. However, as in the United States and Great Britain, child-centred music education has been implemented previously – during the 1920's, in Japan's case. This development began in the Elementary School Attached to Nara Women's Higher Teachers College. The author describes the ideas and practices of creative music education in this school, and its historical background, comparing them with creative music-making today.
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Melnyk, Nataliya. "FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN". Continuing Professional Education: Theory and Practice, n. 1-2 (2018): 98–108. http://dx.doi.org/10.28925/1609-8595.2018(1-2)98108.
Testo completoAbstract (sommario):
The article is devoted to the analysis of the concept meaning «qualification» in the European scientific terminology, analyzes its contextual peculiarities. It is distinguished that what is meant by qualification requirements is characterized by documents certifying the qualification of a teacher in European countries, as well as the terminology «qualified preschool teacher» in the context of the European dimension of higher education is explained. The author outlines the analysis of peculiarities of pre-school teachers’ qualifications in the UK. Among the key competencies of the pre-school teacher, which governs the qualification requirements for «Early Years Professional with EYP Status» in the UK, the following are identified: Knowledge and understanding of the peculiarities of the planning, organization and implementation of the educational process, effective professional activities, mutual understanding and cooperation with children, communication and ability to work with families and caregivers, teamwork and cooperation, professional development. The factors influencing the formation of qualification requirements and the content of professional competence are determined. The main professional profiles and profiles of the professional competence of preschool teachers in Britain are described in the article; the main contradictions in the attribution of qualifications are outlined in the issue. Proficiency profiles for UK preschool teachers include a description of the requirements for working with children, parents, colleagues, the public and self-development competencies for the qualification of «Early Years Professional with EYP Status». The research’s results identifies, that the qualification requirements for preschool teachers in the UK, despite on the diversity of the administrative system and the functioning of the three models of vocational training, are characterized by similarity and, in general, are of an integrated nature. In the restructuring of pre-school teacher training in the United Kingdom, in particular, professional competence, the content of training, the development and improvement of professional profiles have been prioritized.
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NAROVLIANSKIY, Oleksandr. "EDUCATIONAL TOURISM IN GREAT BRITAIN". Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 2 No. 2 (2023) (29 dicembre 2023): 74–78. http://dx.doi.org/10.54891/2786-7013-2023-2-17.
Testo completoAbstract (sommario):
The article is devoted to the organisation of educational excursions in the UK and their role in the educational process of secondary schools. The purpose is to analyze the existing experience of organising school trips and to identify opportunities for using this experience in modern education in Ukraine. The historical origins of educational excursions are identified. The results of surveys and other studies conducted in the UK to determine the attitude of teachers to excursions as an element of the educational process, as well as the problems that arise in their organisation, are highlighted. Current experience of conducting excursions in various subjects - history, geography, natural sciences, mathematics, social sciences, computer technology. The article identifies the most popular educational tourism sites in the UK and highlights the methods used to organise school tours (specially designed tours related to the school curriculum, master classes, workshops, etc.) It is noted that special educational and training centers have been set up at certain facilities to conduct training sessions. It is noted that in Britain, excursions to government facilities such as the Parliament, the Royal Palace, the residence of the head of government, and the court have become widespread. It is determined that most museums and other visitor attractions establish preferential conditions for receiving groups of schoolchildren or provide opportunities for free visits. The problems that hinder the development of educational tourism at the present stage of development, in particular, lack of funding, are identified. The role of charitable foundations in the development and support of school excursions and the directions of their activities are highlighted. The experience of involving business structures, in particular Hyundai, in supporting educational tourism is analyzed. The unique experience of parliamentary support for educational tourism through the development of special bills on outdoor education, which are at different stages of consideration by the parliaments of Great Britain, Scotland and Wales, is indicated. The elements of experience that can be used in domestic education are identified.
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Zorochkina, Tetiana. "Innovative approaches to improving qualifications of the primary school teachers in the Great Britain". Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, n. 2 (2019): 95–100. http://dx.doi.org/10.33310/2518-7813-2019-65-2-95-100.
Testo completoAbstract (sommario):
The article examines the approaches to improving the skills of primary school teachers in the UK. Criteria for upgrading and retraining UK teaching staff are highlighted. Teacher training courses are held at different educational institutions: at institutes of pedagogy of higher educational institutions, with independent advisory groups, with the Department of Education and Science, at teacher centers, with local educational authorities, at school. Short-term advanced training courses are divided into: one-day; three days; five to six day courses; vacation courses. Long-term courses include three-year advanced training courses. During the courses of advanced training teachers are engaged in research activities under the direction of university tutors. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers. The teacher education system serves a prominent system of public education. Understanding the need for organizing mass retraining of teachers in Britain has been growing in pedagogical circles since the last century, when intensive primary education was developing. Since then and to this day, discussions about the most rational ways of updating the teacher education system are not dying. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. Both local and national authorities of this service are actively involved in the analysis and evaluation of the effectiveness of all work aimed at supporting and developing the professional skills of school teachers. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers.
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Zakharova, Larisa M., e Tatiana A. Chibisova. "Formation of intercultural competence among schoolchildren in Great Britain". Revista Amazonia Investiga 10, n. 37 (5 marzo 2021): 146–54. http://dx.doi.org/10.34069/ai/2021.37.01.15.
Testo completoAbstract (sommario):
The study identifies the term intercultural competence and distinguishes its main components. The authors examine the experience of Great Britain in the formation of this competence among schoolchildren in the historical perspective from the beginning of the twentieth century to the present. The study of the main methods used in multicultural classes in Great Britain and in many countries of Europe made it possible to group them according to the components of intercultural competence. In order to identify the level of development of this competence among future teachers themselves, there were interviewed the students of Ulyanovsk State Pedagogical University named after I.N. Ulyanov. The diagnostic assessment was also conducted for British students who showed a significantly higher level of tolerance compared to Russian students. Therefore, it was thought appropriate to refer to the experience of teacher training in Great Britain that has developed a certain system of training future teachers who are ready to work in a multicultural environment. The comparative analysis of the curricula of 15 leading universities in Great Britain revealed a number of features in teacher training, including the development of their readiness to work in a multicultural educational environment. The experience of Great Britain in the formation of intercultural competence among schoolchildren and future teachers made it possible to determine the directions and trends of their development in modern Russian education at two levels: at the level of school education and at the level of higher education related to the preparation of teachers for work in multicultural classes.
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Chernyshova, A. "Model of Professional and Pedagogical Training of Primary School Teachers to Teach Choreography". Zhytomyr Ivan Franko state university journal. Рedagogical sciences, n. 1(87) (4 aprile 2017): 163–67. http://dx.doi.org/10.35433/pedagogy.1(87).2017.163-167.
Testo completoAbstract (sommario):
The priority issue of higher education teaching focus during the integration of Ukraine into the European educational space is training a new generation of teachers. Modern schools need teachers who represent a great creative personality, able to maximize the realization of the creative potential of the student, and it is typical for teachers of artistic disciplines, including dance teachers. The article is figuring out ways to improve the training of future elementary school teachers to teach choreography. Solving this problem is possible by the creation of author's model of the educational process. Scientific methods of analysis, synthesis, synthesis and comparison were used for the study of scientific literature on the research topic, analysis of categorical basic concepts and development models author vocational teacher training primary school teachers to teach choreography. The paper presents a model building vocational and educational training of primary school teachers to teach dance, scientifically grounded concept of "individual choreographic writing" as a result of the highest (creative) of the relevant type of alert, determined its criteria and indicators. The directions for further work: the author developed a model for professional and pedagogical training of future elementary school teachers to teach dance in the number of higher educational institutions of Ukraine.
Tesi sul tema "Elementary school teachers – Training of – Great Britain"
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McKellar, David William. "The FITE for reading teaching : an examination of the initial training of senior primary teachers at a sample of institutions in England and South Africa". Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003427.
Testo completoAbstract (sommario):
Primary school teachers are expected to teach reading. Whether they are adequately prepared to fulfil this role, particularly for those preparing to teach in the senior primary phase, is the concern of this thesis. Reading teaching models are useful to reading teaching course developers for devising initial training syllabuses. Such models are described, followed by an example of such a syllabus developed at Rhodes University. The Rhodes University model, described early in the thesis, is used as a background for the further consideration of aspects of reading teaching at other institutions. This model is also used as an instrument for assessing the pre-service teaching experience of student teachers. The study focuses on English speaking teacher training institutions where the majority of the student teachers are preparing to teach in English speaking primary schools. Because of the considerable influence of developments in England on South African English speaking teacher training institutions, reading teaching developments in England from 1972 to 1990 are described. The pioneering work of Cook and Moyle provides a background against which subsequent developments in reading teaching are traced. Reports produced by the Department of Education and Science provide many insights into the state of reading teaching in schools in England as well as developments in teacher training. The reading teaching courses at six teacher training institutions are examined - three in England and three in South Africa. The differences are considerable, particularly the amount of time allocated to reading teaching during the four years of initial teacher education and training common to the six institutions. Two cohorts of student teachers review and assess the Rhodes University reading teaching course in terms of the extent of its interest and value for them as prospective teachers, and the amount of time allocated to the course. The most disturbing finding of this study is the nature of reading teaching observed in schools by student teachers. It is suggested that if reading teaching in senior primary schools is to be improved, the deadlocked cycle needs to be broken by education authorities, teachers and teacher trainers resolving the problem jointly.
2
Puttick, Steven. "Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments". Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.
Testo completo
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Hagger, Hazel. "The problems and possibilities for interns of gaining access to experienced teachers' craft knowledge". Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:056c2835-e034-4168-b81a-2731a173d05b.
Testo completoAbstract (sommario):
The concluding chapter explores implications of the research findings for the accessibility of teachers' craft knowledge, wider issues about the conditions necessary for the potential of school-based initial teacher education to be realised, and future research in the field.
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Randall, Peter Ralph. "The English private school system in South Africa". Thesis, 2015. http://hdl.handle.net/10539/18115.
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Erk, Miranda Richelle. "Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación”". Thesis, 2013. http://hdl.handle.net/1805/3200.
Testo completoAbstract (sommario):
Indiana University-Purdue University Indianapolis (IUPUI)Este estudio analiza las percepciones de mejoría en el español y de conocimiento cultural de los participantes en un programa de ayudantes de inglés, Auxiliares de Conversación, mientras trabajaron en escuelas primarias y secundarias en varias regiones de España. Los participantes provenían de varios países anglófonos, entre ellos los Estados Unidos, el Reino Unido, Canadá, Nueva Zelanda, Australia. Varios participantes rellenaron encuestas a través de internet para evaluar su crecimiento lingüístico y cultural durante el programa, experiencia en los centros educativos y alojamiento. Además, plantearon varias sugerencias para el programa para futuros auxiliares y profesores. Seis auxiliares fueron entrevistados sobre los mismos temas en mayor profundidad.
Libri sul tema "Elementary school teachers – Training of – Great Britain"
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Wyse, Dominic. Becoming a Primary School Teacher. London: Taylor & Francis Inc, 2004.
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1957-, Arthur James, e Cremin Teresa, a cura di. Learning to teach in the primary school. 2a ed. Abingdon, Oxon, England: Routledge, 2010.
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James, Arthur. Learning to teach in the primary school. 2a ed. Abingdon, Oxon, England: Routledge, 2010.
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Neil, Simco, Wilson Tatiana e National Primary Teacher Education Conference., a cura di. Primary initial teacher training and education: Revised standards, bright future? Exeter [England]: Learning Matters, 2002.
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Peter, Eagling, a cura di. Returning to teach in primary schools. Exeter: Learning Matters, 2002.
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1961-, Bell Janet, a cura di. The trainee primary teacher's handbook. New York: Continuum, 2009.
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Colin, Richards, Simco Neil e Twiselton Sam, a cura di. Primary teacher education: High status? high standards? London: Bristol, PA, 1998.
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Neville, Bennett, e Carré Clive, a cura di. Learning to teach. London: Routledge, 1993.
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Carre, Clive, e Neville Bennett. Learning to teach. London: Routledge, 2002.
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Dean, Joan. Improving children's learning: Effective teaching in the primary school. London: Routledge, 2000.
Cerca il testo completoCapitoli di libri sul tema "Elementary school teachers – Training of – Great Britain"
1
Bischof, Christopher. "Introduction". In Teaching Britain, 1–20. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833352.003.0010.
Testo completoAbstract (sommario):
The illegitimate son of a servant from the Scottish Highlands, William Campbell effected his own upward social mobility by becoming a teacher. The state paid for his apprenticeship as a pupil teacher in the small village of Durness and then his teacher training programme in bustling Edinburgh. After his training and an initial job in the village of Nethybridge, he settled into a position as an elementary teacher in the scattered crofting community of Rogart in Sutherland in 1898. Though he followed Whitehall policymakers’ directives and taught quite a bit of English history and literature during school hours, he went to great lengths to acquire Gaelic dictionaries, grammars, and works of literature so that he could teach the language and literary culture to children and adults alike in the evenings. This was no defiant gesture of nascent Scottish cultural nationalism. Campbell was determined to serve the distant British state ...
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Bischof, Christopher. "Conclusion". In Teaching Britain, 218–24. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833352.003.0009.
Testo completoAbstract (sommario):
Elementary teachers vigorously opposed a plan by the Board of Education to create a new path to becoming a teacher in 1907. Under the new plan, intending teachers would go on to secondary school with the aid of a bursary instead of apprenticing as pupil teachers at age thirteen. They would now spend little time in actual elementary schools until after training college (though there was a temporary, optional student teaching scheme which allowed them to spend several days a week in an elementary school during their last year of secondary school if they chose)....
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Hamburg, David A., e Beatrix A. Hamburg. "Putting Education for Peace into Practice". In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0022.
Testo completoAbstract (sommario):
Now let us turn our attention toward the practice of education for peace from several perspectives. We will examine some developmentally appropriate approaches to children and youth in understanding issues of war and peace, practical applications of teaching the prevention of deadly conflict and conflict resolution in schools, international relationships in education for peace, and other institutions with strong potential to promote peace education and conflict resolution. Even first-grade children can distinguish between societal conventions, noncontroversial questions, and controversial issues. Also, they expect their teachers to teach these types of knowledge differently. They are able to recognize that others may hold opposing viewpoints different from their own. With increasing age, elementary school children in democratic societies expect teachers to present different viewpoints on questions about which there is little societal consensus. And teachers are expected to present different viewpoints in addition to the one that students favor. Adolescence is the period when students markedly increase their ability to generalize the perspective of society, which is most important when discussing issues related to war, peace, and conflict. It is also a time when young people are most interested in issues related to fairness, justice, and equality. In the 1960s, Joseph Adelson, conducted a series of classic studies involving young people aged 11 to 18 from the United States, Great Britain, and West Germany. Interviews were conducted about concepts of law, community, individual rights, and the public good. It was found that at the age of 14, a shift in quality of thought occurred. They could see the possibility of conflict between individual rights and public good; they could connect specific examples of rights with abstract principles; they could consider long-term consequences of specific actions on individuals and communities. Similar findings were noted in subsequent research, leading to the belief that the period of adolescence is appropriate for developing critical thinking skills.