Articoli di riviste: "Teacher training"

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Targamadze, Vilija, Vaiva Juskiene e Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS". INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, n. 2 (29 dicembre 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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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 gennaio 2023): 89–108. http://dx.doi.org/10.15738/kjell.23..202301.89.

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Yücel, Nilgün, e Aysun Yavuz. "Rethinking Intercultural Training In Teacher Training". Journal of Intercultural Communication 19, n. 3 (10 novembre 2019): 1–10. http://dx.doi.org/10.36923/jicc.v19i3.793.

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Often lauded for its role in language education, very little is said or written about the integration of intercultural education into language teacher training. This research spotlighted different approaches to interculturality as well as focusing on the processes that pre-service English language teachers went through during their intercultural training. The context of this study was one particular English Teacher Education Department in Turkey. The methodology rested on the use of focus-group interviews. 3 categories and 8 themes emerged from the analysed data indicated the importance of raising pre-service English language teachers’ awareness of different approaches to interculturality, including these approaches in language teacher training as and relating them to pre-service English language teachers’ future practice.

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

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

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

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Kosharna, Natalia. "MODERN EUROPEAN EXPERIENCE OF PRACTICAL TEACHER TRAINING". Educological discourse 32, n. 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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Denman, Clayton C. "Teacher Training". Science 235, n. 4790 (13 febbraio 1987): 730. http://dx.doi.org/10.1126/science.235.4790.730-c.

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Cruz, Francisca Antonia Marcilane Gonçalves, Luisiane Frota Correia Lima Ramalho, Francisco Arnaldo Lopes Bezerra, Bárbara Rainara Maia Silva, Cristiane Soares Gonçalves, Natanael Martins de Sousa e Gilberto Santos Cerqueira. "Teacher training". International Journal for Innovation Education and Research 9, n. 9 (1 settembre 2021): 309–22. http://dx.doi.org/10.31686/ijier.vol9.iss9.3343.

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This article discusses Art teacher training in the context of early childhood education in the Brazilian scenario through a systematic review of articles published on the databases Google Scholar, Scientific Eletronic Library Online (SciELO) and Capes Portal of Periodicals between 2014 and 2019. It aims to understand how Brazilian bibliographical production has been studying this theme and proposes a critical theoretical reflection about that issue. Analyses showed research developed in educational contexts focused on professional training for the construction of knowledge and the promotion of critical and reflexive pedagogical practices. We conclude that the training process builds a democratic education enabling new practices and the real aesthetic sense that art can offer.

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LoPresti, Vincent C. "Teacher Training". Science 235, n. 4790 (13 febbraio 1987): 730. http://dx.doi.org/10.1126/science.235.4790.730-b.

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Rubinstein, Robert E. "Teacher Training". Change: The Magazine of Higher Learning 18, n. 6 (dicembre 1986): 29–30. http://dx.doi.org/10.1080/00091383.1986.9939121.

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LOPRESTI, V. C. "Teacher Training". Science 235, n. 4790 (13 febbraio 1987): 730b. http://dx.doi.org/10.1126/science.235.4790.730b.

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Zeneida Kuenzer, Acacia. "Teacher training:". Revista Brasileira da Educação Profissional e Tecnológica 1, n. 24 (14 giugno 2024): e17282. http://dx.doi.org/10.15628/rbept.2024.17282.

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O objetivo desse artigo é discutir como se articulam, no regime de acumulação flexível, os processos de precarização do trabalho e da formação dos trabalhadores e seus professores no regime de acumulação flexível. Para tanto, inicia com um resumo das características desse regime de acumulação, que integra cadeias produtivas e de formação a partir da categoria flexibilização. Em seguida, analisa as reformas trabalhistas e as diretrizes curriculares de formação de professores de formação básica homologadas na década de 2000, e o novo Parecer do Conselho Nacional de Educação (CNE) de 2024. Discute a formação centrada na docência nas Resoluções CNE/CP nº 01/2002 e nº 01/2006, bem como os avanços trazidos pela Resolução CNE/CP nº 02/2015. Essa análise é complementada com a indicação dos retrocessos contidos na Resolução CNE/CP nº 02/2019 e com a identificação das contradições presentes no Parecer nº 04/2024, elaborado por Comissão Bicameral do CNE. Conclui que as bases materiais reguladas pelas várias normatizações definem a flexibilização da formação de trabalhadores e seus professores, materializando a precarização para atender às necessidades de redução de custos e aumento de competitividade: professores pouco qualificados para alunos sobrantes.

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Martišauskienė, Elvyda. "Teacher Education Versus Teacher Training". Pedagogika 122, n. 2 (15 giugno 2016): 17–32. http://dx.doi.org/10.15823/p.2016.18.

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The teacher occupies a special place in the history of any nation or the whole humankind because s/he educates and develops creators of the future. Therefore, it is necessary to understand fundamental concepts because their definition is a significant factor in the development of science and, to a big extent, predetermines the efficiency of problem solutions. This is particularly important for educational sciences, which imply human spiritual powers that exceed the cause-effect relationship. The category of ugdymas (education) was introduced by S. Šalkauskis during the period of the Independent Lithuania, and its content compares to upbringing in its broad sense in other languages. Such approach is also supported by other scientists (Laužikas, Maceina), who expanded the concept of education: the borders of this complex phenomena were defined, the genesis that complies with the human nature was revealed, the functions of education, based on inborn powers, were highlighted, the most important features of education were singled out and interweaving of activities of the educator and the educatee was shown. Only during the last decade of the soviet occupation a return to the category of education was observed again, whereas its fundamental extension was ensured after the Restoration of Lithuania’s Independence, when its boundaries (complying with the paradigm of liberal education, which is grounded on the spiritual origin of a human being and provides sense to the upbringing function in a contemporary manner) were determined at all levels (those of educational policy, theory, methodology). Having adopted The Thesaurus for Education Systems in Europe, the problems emerged as the main functions of education were eliminated from the active usage despite their huge significance defining the place of the teacher in the process of education. Since ancient times the activities of the teacher have been identified with his/her upbringing powers, which link with the maturity of teacher’s personality, as the most important and authentic instrument of education. It directly influences (evokes, elevates and encourages) the spread of the educatee’s personality and simultaneously ensures highest achievements in his/her cognitive activities (knowledge, abilities, skills). Moreover, rapid development of technologies leads to an increasing importance of personal qualities of employees that enable the control and change of their own powers. The fact that the exceptionality of the teacher is predetermined by his or her spiritual values is not even questioned. Therefore, their spread should comprise the core of pedagogical studies, whereas the study process should become education, which empowers preparation to teach others.

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Kamran Akhtar Siddiqui, Shahid Hussain Mughal, Imran Ali Soomro e Masood Ahmed Dool. "Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions". IJORER : International Journal of Recent Educational Research 2, n. 2 (31 marzo 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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MUTLU, Fırat, e Hasan BEYSUN. "TEACHER'S OPINIONS ON EXPERT TEACHER EDUCATION". SOCIAL SCIENCE DEVELOPMENT JOURNAL 8, n. 35 (15 gennaio 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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OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms". Eurasian Journal of Educational Research 20, n. 87 (30 maggio 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi e Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development". American Journal of Social Science and Education Innovations 02, n. 12 (30 dicembre 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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Helmi, Helmi, Ahmad Rudini, M. Ihsan Ramadhani, Nadya Huda e Nurul Huda Fitriani. "Strategi Kepala Sekolah dalam Meningkatkan Kompetensi Profesional Guru Pada SMP Negeri 1 Belawang". Journal on Education 5, n. 3 (4 marzo 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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Santos, Antonio Hamilton, Maria São Pedro Barreto Matos, Josenilson Felizardo Santos, Susana Maria de Oliveira Andrade, Patrícia Caroline Fiorante Higuchi, Alexandra Alves Sobral, Sidclay Campos Morais, Augusto Oliveira Matos, Michelle Silveira Vilanova Costa e Carla Taciana Lima Feitosa. "Teacher training, training teacher in charge and for change". Concilium 23, n. 10 (31 maggio 2023): 274–85. http://dx.doi.org/10.53660/clm-1382-23f29.

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This article brings bibliographical reflections on the subject of teacher training and the professionals who work in it, as a teacher and pedagogical coordinator, it aims to broaden the discussions on the subject, bringing the importance of continuing education in the professional development of the teacher and, concomitantly with it, the student learning in the school space.

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

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Maddock, Max. "Teacher training using wetlands". Australian Journal of Environmental Education 2 (giugno 1986): 31–34. http://dx.doi.org/10.1017/s0814062600004390.

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AbstractEnvironmental Education for student teachers requires careful design and operation to achieve desired ends. Initiatives taken in the Newcastle region have culminated in a teacher training program utilising local field studies centres with a variety of teaching experiences in mind. This article describes these experiences and notes the condition effecting the viability and vitality of such an approach to teacher training in environmental education.

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Jeon, Jesang, e Jihee Yoon. "Exploring the Empirical Episodes of Teacher Training for the Development of Teacher Professionality". Korean Society for the Study of Local Education Management 25, n. 2 (31 agosto 2022): 1–30. http://dx.doi.org/10.23196/tjlem.2022.25.2.001.

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This study aims to draw implications for the developmental management of teacher training policies by asking teachers' empirical perceptions about teacher training in terms of professional development. To attain the aims, by using FGI, the empirical perception of teachers on teacher training in the aspect of professional development, the empirical perception of teachers on the current teacher training policy, and the empirical requirements for future teacher training policy were explored. The main analysis results are summarized as follows. Teachers agreed on the need for training. Through training, professionalism was increased and human networks were formed. There was no difference in professional development depends on the type of training. In terms of teacher training policy, the lack of prior discussion on professionalism, difficulty to know whether teacher training condidering the life cycle is appled, lack of quality control, gap with the field, and lack of operational support were pointed out. For the development of teacher training policy, it is necessary to discuss professional development, provide practical training considering the life cycle, manage the quality of training, develop contents that reflect the needs, customized training, establish a future-oriented training system, and make efforts to support training. Based on these results, conclusions were drawn on the matters to be considered in the future teacher training policy.

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Figueredo-Canosa, Victoria, Luis Ortiz Jiménez, Cristina Sánchez Romero e María Carmen López Berlanga. "Teacher Training in Intercultural Education: Teacher Perceptions". Education Sciences 10, n. 3 (20 marzo 2020): 81. http://dx.doi.org/10.3390/educsci10030081.

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Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.

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Islam, Md Tariqul. "Teacher Development Approaches and Strategies in BRAC Nobodhara School". International Journal of Learning and Development 6, n. 1 (26 gennaio 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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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers". International Journal Pedagogy of Social Studies 4, n. 1 (30 giugno 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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Opiola, Kristie K., Daniel M. Alston e Brandi L. Copeland-Kamp. "The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach". Professional School Counseling 23, n. 1_part_2 (gennaio 2020): 2156759X1989918. http://dx.doi.org/10.1177/2156759x19899181.

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This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.

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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy". Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, n. 2 (26 dicembre 2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.004.

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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.

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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy". Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, n. 2 (26 dicembre 2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.009.

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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.

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Byndas, Olena. "Professional Training of Foreign Languages Teachers in Austria". Comparative Professional Pedagogy 4, n. 2 (1 giugno 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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Hawrot, H. "Dental teacher training". British Dental Journal 230, n. 5 (marzo 2021): 274. http://dx.doi.org/10.1038/s41415-021-2799-0.

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Doan, Gerald R., e Linda Lydiard. "Collegiate Teacher Training". American String Teacher 39, n. 4 (novembre 1989): 12–13. http://dx.doi.org/10.1177/000313138903900405.

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TERHART, EWALD. "Teacher-Training Reform". European Education 36, n. 1 (gennaio 2004): 29–49. http://dx.doi.org/10.1080/10564934.2004.11042347.

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Pelini, Eunice Sanya. "Training Tomorrow’s Teacher". International Journal of Learning: Annual Review 16, n. 4 (2009): 1–12. http://dx.doi.org/10.18848/1447-9494/cgp/v16i04/46235.

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Spalding, Elizabeth. "Snapshots: Teacher Training". English Journal 97, n. 1 (1 settembre 2007): 20. http://dx.doi.org/10.2307/30047202.

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Morningstar, Mary E., e Debra T. Benitez. "Teacher Training Matters". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 36, n. 1 (febbraio 2013): 51–64. http://dx.doi.org/10.1177/0888406412474022.

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Webb, B. "Teacher Training Essentials". ELT Journal 66, n. 3 (21 giugno 2012): 414–16. http://dx.doi.org/10.1093/elt/ccs027.

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De Alencar, Kalleu, e Francisco De Assis Francelino Alves. "TEACHER TRAINING ITINERARIES". Revista Gênero e Interdisciplinaridade 4, n. 02 (5 maggio 2023): 121–38. http://dx.doi.org/10.51249/gei.v4i02.1322.

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Abstract (sommario):

The profession of teaching is something dedicated to teaching. For some, it becomes a priesthood, necessary to be born with the proper “gift” for the teaching profession, being considered an ancient function, permeated by all the millennia of humanity. In view of this, it is commonly questioned about the obstacles and bad weather of the profession. The present work deals with the itineraries of teacher training, a discussion about the daily transfer carried out by academics of the Higher Degree in Chemistry at the Federal Institute of Ceará - IFCE Campus Maracanaú, coming from Maranguape, Caucaia, Pacatuba, Fortaleza, and even Horizonte , bringing the confrontations that the respective students face in order to fulfill the “dream” of teaching, of completing their higher education and obtaining a diploma. For this, a questionnaire was applied to 10 students of the course, between the ages of 18 and 25 years, consisting of 10 subjective items that sought to identify the perception of the researched subjects about the difficulties of access and locomotion to the educational institution. As a result, we obtained varied responses from academics regarding the difficulties, but in all, the same link was observed, in which they report on how the focus of completing the graduation and the pleasure of the act of teaching bring motivation and make such ailments ridiculous, when compared with the aligned perspectives of these teachers in training. In short, we concluded the research having the objectives outlined being achieved.

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CELEBI, Alper, Nurdan OZRECBEROGLU, Gunsel CAKIR GUNES e Yelda SERIN GEZERCAN. "Teacher Training Policies and Determination Of Inadequacies". Asian Journal of Contemporary Education 6, n. 2 (22 luglio 2022): 136–47. http://dx.doi.org/10.55493/5052.v6i2.4549.

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Research conducted in this study aims to determine teachers' opinions regarding how the primary school teacher training policies of the Turkish Republic of Northern Cyprus (TRNC) can be improved. For this purpose, 50 teachers working in primary education institutions were selected to determine the study group. Teachers' opinions were collected through semi-structured interviews. Within the framework of the data obtained from the semi-structured interview forums, it has been tried to determine what are the points that are not considered sufficient in the primary school teacher training policies. Based on the results obtained, there were negative or unpopular opinions regarding teacher training, opinions about the training program adopted, opinions on teachers' competence, opinions on which gains should be prioritized in teacher training programs, opinions about which courses and topics should be included in teacher training programs, and opinions on teacher training in general.

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Saie Mehraban, Reza, Asad Hejazi, Seyyed Rasoul Hosseini e Mohammad Azizi. "Entrepreneurship Teacher Training; Transformational Strategies for Teacher Training in Iran". Quarterly Journal of Managing Education In Organizations 12, n. 3 (1 ottobre 2023): 181–216. http://dx.doi.org/10.61186/meo.12.3.181.

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Mary, BIDDULPH, e SHIMURA Takashi. "Effects of Initial Teacher Training Reform in England on Subject Teacher Training: Example of Geography Teacher Training". E-journal GEO 14, n. 2 (2019): 404–12. http://dx.doi.org/10.4157/ejgeo.14.404.

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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.

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

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Tammaro, Rosanna, e Anna D'Alessio. "Teacher Training and Digital Competence". International Journal of Digital Literacy and Digital Competence 7, n. 2 (aprile 2016): 1–10. http://dx.doi.org/10.4018/ijdldc.2016040101.

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Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

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Map, Jurnalmap, Muhammad Syamsul Anam e Indra Prasetyo. "PENGARUH PELATIHAN PENINGKATAN KOMPETENSI DAN MOTIVASI TERHADAP KINERJA GURU SMKN 4 BOJONEGORO". MAP (Jurnal Manajemen dan Administrasi Publik) 2, n. 01 (8 luglio 2019): 61–72. http://dx.doi.org/10.37504/map.v2i01.171.

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ABSTRACT This study aims to analyze the description and influence of both the training on improving competence, motivation and performance of teachers at SMK Negeri 4 Bojonegoro. The population in this study were all teachers of SMK Negeri 4 Bojonegoro who teached assignments at the time the research was conducted. The total population is 66 people. The sampling technique used was census sampling. The sampling census in this study was all members who became the study sample. The samples in this study were 66 SMK Negeri 4 Bojonegoro teachers. The data analysis technique used in this study is In this study, the analysis technique used was simple linear regression. The results of the data analysis showed an increase in competence, teacher motivation and the performance of Bojonegoro Vocational High School 4 teachers in good categories. The training to improve the competency and motivation of teachers together significantly increased the performance of the teachers of SMK 4 Bojonegoro. The training to increase the competence and motivation of each teacher partially pushed significantly towards the performance of teachers in Bojonegoro 4 Vocational High School. Among the training on increasing competency and motivation of teachers who have a dominant influence on teacher performance at Bojonegoro 4 Vocational School is teacher motivation. Keywords: training in increasing competence, motivation, performance

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Sudana, I. Made. "Analisis meta pada manajemen pasca pelatihan untuk meningkatkan produktivitas guru di SMK". Jurnal Pendidikan Vokasi 1, n. 1 (28 febbraio 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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Perines, Haylen. "Educational Research Training in Teacher Training Programs: The Views of Future Teachers". International Education Studies 14, n. 1 (26 dicembre 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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Drushlyak, Marina, Artem Yurchenko, Anatolii Rozumenko e Olena Semenikhina. "EFFECTIVE FORMS OF IN-SERVICE TEACHER TRAINING". OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, n. 10 (2021): 77–88. http://dx.doi.org/10.28925/2414-0325.2021.108.

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Recently, when choosing types of in-service teacher training, the emphasis has shifted towards increasing the activity of participants in the educational process. Therefore, more effective are those types that are based on active interaction and intensive communication, based on unique life and professional experience and willingness to share it. Among such types of in-service teacher training, the authors distinguish participation in trainings, during which attention is paid to the practical development of skills through their own educational experience, and master classes, during which attention is paid to practical demonstration of creative solutions to a problem, new methodology, technology, author's model. The Department of Computer Science of Makarenko Sumy State Pedagogical University developed short courses of in-service teacher (computer science, physics, mathematics) training of Sumy region, which are focused on the formation / development of skills to create computer animations to support the educational process which was organized as trainings and master classes. The pedagogical experiment consisted in a comparative study of the effectiveness of selected learning forms (training or master class) for heterogeneous groups (groups of teachers with different experience). In addition, the following things were determined: degree of use of IT in professional activities, willingness to use computer animation at lessons, self-assessment of skills to develop computer animations for the learning purpose. According to the results of the experiment, it was found that the master class was more effective for teachers with less than 10 years of experience, and training – for teachers with more than 10 years of experience.

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Moreno, Salvador. "Teacher Training weekend for E.G.B. teachers (Heinemman-A.P.A.C.)". Comunicació educativa, n. 4 (27 dicembre 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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Nikoobin, Atefeh. "Iranian EFL Teachers' Perceptions Toward Teacher Training Courses". International Journal of Linguistics, Literature and Translation 4, n. 12 (13 dicembre 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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