Gotowe bibliografie tematyczne / Teacher needs

Gotowa bibliografia na temat „Teacher needs”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 13 lutego 2022

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Artykuły w czasopismach na temat "Teacher needs"

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Leblanc, Patrice R., i Maria M. Shelton. "Teacher Leadership: The Needs of Teachers". Action in Teacher Education 19, nr 3 (październik 1997): 32–48. http://dx.doi.org/10.1080/01626620.1997.10462877.

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Basturkmen, Helen. "ESP teacher education needs". Language Teaching 52, nr 3 (13.12.2017): 318–30. http://dx.doi.org/10.1017/s0261444817000398.

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Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.
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Wiryanto, Tri, Sunardi Sunardi i Joko Yuwono. "The Analysis of Teacher’s Needs toward Science Learning for Elementary Students with Mild Mental Retardation". International Journal of Multicultural and Multireligious Understanding 8, nr 9 (4.09.2021): 54. http://dx.doi.org/10.18415/ijmmu.v8i9.2924.

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Learning media is one of the important things in the child's learning process. The purpose of this study is to determine the teacher's needs of learning media for children with special needs with mild mental retardation in science learning. This research technique uses a qualitative descriptive research method by conducting a needs analysis. The research subject is a teacher at a special school who teaches mild mental retardation. The results showed that the used learning media were not varied. Based on the explanation above, the development of media really needs to be conducted by the teacher. The conclusion of this study found that the learning media used by teachers in science learning still needs to be developed.
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Chu, Man-Wai, Heather L. Craig, Lake B. Yeworiew i Yue Xu. "Teachers’ Unpreparedness to Accommodate Student Needs". Canadian Journal of School Psychology 35, nr 3 (12.05.2020): 210–24. http://dx.doi.org/10.1177/0829573520916610.

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Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers ( F[1, 5.2] = 526.60, p < .05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.
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Alhaji, Ibrahim Muhammad, Wun Thiam Yew i 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, nr 04 (28.02.2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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Vengerov, Alexander. "Who Needs The Teacher?" International Journal of Management & Information Systems (IJMIS) 16, nr 1 (22.12.2011): 27. http://dx.doi.org/10.19030/ijmis.v16i1.6719.

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The purpose of the present paper is to establish, define, and develop a high-level architecture for Systems of Learning from the viewpoint of interdependencies between the processes of self-organization and collective intelligence. The role of the Teacher/Manager therefore changes to the collective learning and intelligence taking the central stage. The paper also develops and justifies several views within the stated viewpoint serving better understanding of the relationship between these processes and offering a common ground for the discussion and development of various implementation scenarios.
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Moreno, N. P., i D. B. Erdmann. "Addressing Science Teacher Needs". Science 327, nr 5973 (25.03.2010): 1589–90. http://dx.doi.org/10.1126/science.1182432.

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Epstein, Ruth. "Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs". TESL Canada Journal 18, nr 2 (30.06.2001): 78. http://dx.doi.org/10.18806/tesl.v18i2.912.

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The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.
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Wright, Diane S., Meena M. Balgopal, Laura B. Sample McMeeking i Andrea E. Weinberg. "Developing Resilient K-12 STEM Teachers". Advances in Developing Human Resources 21, nr 1 (1.12.2018): 16–34. http://dx.doi.org/10.1177/1523422318814483.

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The Problem The US is currently experiencing a shortage of K-12 science, technology, engineering, and mathematics (STEM) teachers, especially in high-poverty communities. The shortage can be explained by both low teacher recruitment and high teacher turnover; however, the reasons why teachers leave the profession are complex. The Solution We argue that teacher professional development programs are often focused on how teachers can meet the needs of their students but ignore how teachers can build their own professional resilience. We draw from research in both teacher self-efficacy and ecological adaptive capacity to propose a revised Teacher-Centered Systemic Reform Model that identifies adaptive capacity as an outcome goal for individuals and school systems. School environments are dynamic (e.g., new policies, student needs, and changing administrators), and as a result, teachers need skills to adapt, enabling them to be resilient while still meeting students’ needs. The Stakeholders Professional development, teacher educators, human resource development (HRD) practitioners, K-12 STEM teachers.
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Mustaqim, Mujahidil. "MENINGKATKAN KOMPETENSI SOSIAL DAN KEPRIBADIAN GURU MELALUI PROGRAM PENGAJIAN DI SEKOLAH, KENAPA TIDAK?" EDUTECH 17, nr 2 (19.12.2018): 188. http://dx.doi.org/10.17509/e.v17i2.12639.

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Abstract. This article would like to address a number of issues that indicate the need for increased social competence and teacher personality as the spearhead of education managers in the field. However, this enormous role is not matched by a mature debriefing of these two compe-tencies for the preparation of a professional teacher candidate. Of the 163 SKSs studied, only 26 credits were granted to form social competence and personality. Means only 16% of the propor-tion of courses for these two competencies. So on this, it needs an independent but planned effort to improve the social competence and personality of teachers, such as through pengajian pro-grams for teachers in schools. This article is formulated by using the reseacrh library approach. There are two main subjects that are studied first, the analysis of the needs of the study program on improving social competence and teacher personality. Second, the objective formulation and content of the study program on improving the social competence and teacher's personality. Abstract. This article would like to address a number of issues that indicate the need for increased social competence and teacher personality as the spearhead of education managers in the field. However, this enormous role is not matched by a mature debriefing of these two compe-tencies for the preparation of a professional teacher candidate. Of the 163 SKSs studied, only 26 credits were granted to form social competence and personality. Means only 16% of the propor-tion of courses for these two competencies. So on this, it needs an independent but planned effort to improve the social competence and personality of teachers, such as through pengajian pro-grams for teachers in schools. This article is formulated by using the reseacrh library approach. There are two main subjects that are studied first, the analysis of the needs of the study program on improving social competence and teacher personality. Second, the objective formulation and content of the study program on improving the social competence and teacher's personality.
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Rozprawy doktorskie na temat "Teacher needs"

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Weadon, Helen Ann, i res cand@acu edu au. "Teacher Learning Matters: The interrelationship between the personal and professional lives of rural teachers". Australian Catholic University. School of Education (Victoria), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp171.29082008.

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The aim of this thesis is to highlight the growing understanding that schools and all its members are continually learning. This has provided a new lens for educationists to view the professional and personal needs of teachers. Goodson (1996) refers to the fact that researchers have often omitted the ‘lived voice’ of the teacher in educational research. By this he means that the life stories and experiences of teachers, told by themselves, are ruled out as irrelevant data by many researchers. The early work of Hall and Morgan (as cited in Queensland Consortium for Professional Development in Education (1996)., and later Dreyfus and Dreyfus (1996) who based their work on the stages of nurse development, but adapted to assist with understanding the professional and personal lives of teachers, formed the initial interest in exploring the under researched area of teachers’ lives. This qualitative research study explores the interrelationship between the personal and professional lives of teachers especially those in mid to late careers in rural areas. Participants in this study completed a written survey and then oral contributions through focus groups or interviews. A model which illustrated the critical influences on teachers’ professional learning in their school was developed as a result of the analyses of the teacher data. This model highlighted the need for the provision of professional learning opportunities that incorporate the four major themes which emerged from this study. It also showed the need to maintain a learning culture in a school that is inclusive of all teachers regardless of their life or career stage. Reactions to this model were then obtained from the school principals, and from professionals working in the education system office. These reactions showed distinct variations to those of teachers. The teachers clearly had the view that teacher learning does matter to the life of a learning community. The challenge for rural schools is to provide teachers with professional learning opportunities that incorporate adult learning principles and empower teachers to take control of their own professional and personal learning.
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Jonker, Elizabeth Catharina Johanna. "The needs and demands experienced by teachers in special needs schools : guidelines for teacher support to promote wellness / Elizabeth Catharina Johanna Jonker". Thesis, North-West University, 2005. http://hdl.handle.net/10394/994.

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The aim of this study was to investigate the demands, pressures and needs experienced by teachers in special needs schools (referred to as schools with learners with barriers to learning), with the aim of providing guidelines for teacher support to promote wellness. To attain this aim, the study had the following specific objectives or aims: 1. To determine the demands made on and pressures experienced by teachers as stressors. 2. To determine the needs which teachers experience to alleviate these stressors that arise as a result of the demands and pressures experienced by teachers in a special needs school. 3. The provision of guidelines for teacher support in order to promote wellness. 4. To make recommendations for the promotion of the wellness of teachers in a special needs school. A qualitative research design was considered to be the most appropriate for gaining in-depth insight into the demands, pressures and needs of these teachers. Data was collected through phenomenological interviews and direct observations. This data was then organised into categories and subcategories and direct quotations were presented verbatim. Research findings were compared with the relevant literature to identify existing information and possible differences, and the findings were then recorded in the form of two articles. As explained above, the primary goal of this study was to identify and describe the demands and needs experienced by teachers in special needs schools and to formulate guidelines for support to promote wellness. The study also showed that students need mentally and physically fit adults who can guide them as they find their way in the world. It is thus necessary to develop and promote the use of programmes and instruments to identify specific needs and stressors, so as to more accurately predict, prevent and alleviate demands that can be detrimental to health, and to provide and support guidelines to promote wellness in teachers..
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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De, Geest Els. "Hearing the teacher voice: teacher's views of their needs for professional development". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82455.

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Harris, Barry, of Western Sydney Nepean University i Faculty of Education. "A study of a process to assist teachers determine their professional development needs". THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.

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The professional development of teachers is a continuing issue that concerns both teachers and organisational administrators. This study is concerned with one aspect of this broad issue: the manner in which teachers determine their professional development needs in the context of the varying individual and organisational changes they face. To conduct this study a process to assist teachers determine their professional development needs was developed, implemented and evaluated. This occurred as a series of case studies with a group of teachers drawn from the N.S.W. Department of School Education. Throughout the study a number of key issues are considered. These include teachers' responses to professional and personal change, an examination of a holistic range of potential needs, and techniques that teachers are able to use to appraise and validate their needs. The study sought to gain new understanding of the processes used by teachers in their professional development needs analysis, and to develop a model that can be used by teachers and schools for these purposes.
Doctor of Philosophy (PhD)
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De, Geest Els. "Hearing the teacher voice: teacher''s views of their needs for professional development". Turning dreams into reality: transformations and paradigm shifts in mathematics education. - Grahamstown: Rhodes University, 2011. - S. 87 - 91, 2012. https://slub.qucosa.de/id/qucosa%3A840.

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Hinchcliff, Elizabeth Bowers. "Exploring Teacher Beliefs of Adolescent Developmental Needs Through Positive Student Comments of their Teachers". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8966.

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This study seeks to qualitatively examine the intersection between teachers' practical reasoning and beliefs, adolescent developmental needs, and positive teacher-student relationships. Positive comments about middle school teachers were gathered anonymously from middle school students (grades 6-8; ages 11-14) and coded according to four developmental domains: physical, social, emotional, and physical. Chi square analysis was used to determine statistical significance of which domains students alluded to most often when describing their teachers. The six middle school teachers who were mentioned most frequently in the student comments participated in semi-structured, open-ended interviews in which they were asked about the developmental needs of their students and responded to positive comments that students had made about them. Cross-case analysis was used to compare teacher attitudes and beliefs about teacher-student relationships and adolescent developmental needs, as well as to reveal practices teachers enacted in response to perceived needs. Findings suggest that teachers interpret a majority of student actions as indicative of underlying emotional needs, and that they use emotions as an entry point through which they can attend to the needs of students not just emotionally, but socially and cognitively as well. Teachers revealed in what ways they integrate developmentally appropriate classroom practices into their teaching based on their assumptions of need, including providing students a safe environment and using different types of humor in the classroom. Teacher perspectives on the characteristics of the ideal teacher surfaced, as well as how teachers tend to position themselves against students within the teacher-student relationship. Suggestions for teacher preparation programs as well as practicing teachers to place a greater focus on intentional developmentally appropriate teaching practices are given.
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Cameron, Margaret. "Early childhood environmental education : teacher attitudes and training needs /". Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.

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Yalcin, Tugba. "Classroom Teachers And Teacher Educators&#039". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612167/index.pdf.

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This cross sectional survey study examined the perceptions of classroom teachers in urban regions of Kars Province including its towns and teacher educators in Kafkas University about the new elementary school curriculum in Kars Province. It also revealed their perceptions about the strengths and weaknesses of the elementary school curriculum, students&rsquo
educational needs from the window of local characteristics of Kars, and classroom teachers&rsquo
needs with regard to the new elementary school curriculum. The data were collected from classroom teachers based on the responses they gave on a survey questionnaire and from interview data with teacher educators that was collected through a semi-structured interview form. Data gathered were analyzed utilizing content analysis method. The major findings of the study revealed the following about that the new elementary school curriculum: (1) active student understanding and common skills were mentioned
(2) its appropriateness to students&rsquo
level
(3) relevancy to students&rsquo
everyday life
(4) its comprehensiveness
and (5) variety that were somehow achieved. On the other hand, the findings also showed that there were problems with regard to the new elementary school curriculum: (1) lack of parental involvement to educational process in Kars
(2) over crowding of classrooms
(3) insufficient materials in schools
(4) insufficient in meeting local characteristics and conditions of Kars.
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Abu, Hassoun Laila Ali. "Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers’ Perspectives of Effective Teaching and Teacher Needs". University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430326146.

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Gregware, Kailee M. "What experienced teachers believe : a study of select teachers' perceptions on teacher efficacy and Maslow's Hierarchy of Needs". Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1235.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education
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Książki na temat "Teacher needs"

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Benton, Peter. Special needs and the beginning teacher. London: Continuum, 2000.

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Ken, Jones. The consultant teacher: Special educational needs. Stratford-upon-Avon: National Council for Special Education, 1987.

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Jones, Ken. The consultant teacher: Special educational needs. Stratford-upon-Avon: National Council for Special Education, 1987.

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Laws, Steve. Become a computer literate special needs teacher. Scunthorpe: Desktop Publications, 1996.

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Carol, Ouvry, Special Educational Needs Policy Options Group., Economic and Social Research Council., Cadbury Trust i National Association for Special Education Needs., red. Teacher education for special educational needs: Special Educational Needs Policy OptionsGroup paper. Stafford: NASEN Enterprises, 1993.

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Sanacore, Joseph. Student diversity and learning needs. Bloomington, Ind: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 1997.

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Special needs in the classroom: A teacher education guide. London, England: J. Kingsley Publishers, 1994.

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J, O'Shea Lawrence, i O'Shea Dorothy J, red. Student teacher to master teacher: A practical guide for educating students with special needs. Wyd. 2. Upper Saddle River, N.J: Merrill, 1998.

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J, O'Shea Lawrence, i O'Shea Dorothy J, red. Student teacher to master teacher: A practical guide for educating students with special needs. Wyd. 4. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2006.

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J, O'Shea Lawrence, i O'Shea Dorothy J, red. Student teacher to master teacher: A practical guide for educating students with special needs. Wyd. 3. Upper Saddle River, N.J: Merrill/Prentice Hall, 2002.

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Części książek na temat "Teacher needs"

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Andrew, Dudley. "Every Teacher Needs a Truant". W A Companion to François Truffaut, 219–41. Oxford: Blackwell Publishing Ltd, 2013. http://dx.doi.org/10.1002/9781118321591.ch11.

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Johnson, Brad, i Hal Bowman. "It’s the Kid Who Behaves the Least Who Needs You the Most". W Dear Teacher, 36–37. New York, NY: Routledge, 2021. | Identifiers: LCCN 2020043269 (print) | LCCN 2020043270 (ebook) | ISBN 9780367645809 (hardback) | ISBN 9780367622213 (paperback) | ISBN 9781003125280 (ebook): Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-30.

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Yang, Luxin. "Experienced Teachers’ Professional Development: Needs and Paths". W Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_127-1.

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Dawson, R. L. "Special Needs (Parental Involvement)". W Teacher Information Pack 3: Parent and Home, 153–60. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-09001-3_16.

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Hollins, Etta R., i Connor K. Warner. "Responding to Needs, Mandates, and Standards". W Rethinking Teacher Preparation Program Design, 135–56. New York, N.Y. : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003150633-8.

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Mani, R. S. "Quality of Teacher and Global Needs". W Teacher Education in the Global Era, 317–25. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4008-0_20.

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Stahl, Garth, Erica Sharplin i Benjamin Kehrwald. "Meeting the Needs of Pre-service Teachers Through Teacher Training". W Real-Time Coaching and Pre-Service Teacher Education, 3–11. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6397-8_1.

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Czerniawski, Gerry, Ann MacPhail, Eline Vanassche, Marit Ulvik, Ainat Guberman, Helma Oolbekkink-Marchand i Yvonne Bain. "Researching the professional learning needs of teacher educators". W Teacher Educators and their Professional Development, 28–42. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge research in teacher education: Routledge, 2021. http://dx.doi.org/10.4324/9781003037699-3.

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Johnson, Brad, i Hal Bowman. "Of Course He Behaves That Way, Acts Like That, and Does Those Things; That’s Why He’s in Your Class, He Needs You". W Dear Teacher, 62–63. New York, NY: Routledge, 2021. | Identifiers: LCCN 2020043269 (print) | LCCN 2020043270 (ebook) | ISBN 9780367645809 (hardback) | ISBN 9780367622213 (paperback) | ISBN 9781003125280 (ebook): Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-48.

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Johnson, Brad, i Hal Bowman. "You Can’t Pick and Choose Which Kid Needs You and Which Kid Doesn’t, Your Students Will Forever Be Better Actors than You Are a Teacher". W Dear Teacher, 10. New York, NY: Routledge, 2021. | Identifiers: LCCN 2020043269 (print) | LCCN 2020043270 (ebook) | ISBN 9780367645809 (hardback) | ISBN 9780367622213 (paperback) | ISBN 9781003125280 (ebook): Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-8.

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Streszczenia konferencji na temat "Teacher needs"

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Zheng, Xiaoying. "Preschool Teachers' Short-term Training Strategy based on Teacher Needs". W 2015 International Conference on Education Technology, Management and Humanities Science (ETMHS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/etmhs-15.2015.130.

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Budarina, Anna O. "Diversification Of An Educationalist: Redesigning Postgraduate Programmes In Response To Public Needs". W 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.15.

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Alkadri, Hanif, Nellitawati Nellitawati, Yuskal Kusman i Ayu Tia Ningrum. "Needs Analysis for Tutor Teacher of Extracurricular Programs". W Proceedings of the Padang International Conference on Educational Management And Administration (PICEMA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/picema-18.2019.3.

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Mannila, Linda, Lars-Åke Nordén i Arnold Pears. "Digital Competence, Teacher Self-Efficacy and Training Needs". W ICER '18: International Computing Education Research Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3230977.3230993.

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Burganova, Nafisa T. "Compendium Of Volunteer Support For Persons With Special Needs". W IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.49.

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Magomedova, Zamira Sh. "Special Education Program For Elementary Schoolchildren With Special Needs". W IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.51.

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Hašková, Alena, i Eva Malá. "Training Needs of Technology Teachers in the Context of Teacher ́s Competences Evaluation". W WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.60.

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Yolcu, Ece, i Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" W HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education
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Lukashenia, Zoya, Lidia Chepikova i Hanna Rudneva. "Consulting Support of Technologization of Professional Practice of a Teacher". W 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.049.

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The article presents the results of experimental work on consulting support of professional practice of a teacher, which introduces local innovations. These innovations are initiated by teachers who need advice on developing a project to implement them in their professional activities. Innovative changes developed by the teacher infringe the order in the implementation of existing professional practice, which leads to the need for its technologization. The presented circumstances actualize consulting support as a form of teacher training directly at the workplace. The purpose of the research stated in the publication is to identify the impact of consulting support on the formation of competencies of consulted ones on the implementation of local innovations developed by them in their own professional practice. Consulting support of technologization by teachers-clients of their own professional practice, after the introduction of local innovative changes, was implemented in a mixed type, combining offline and online formats. The authors of the publication propose to evaluate the success of participants in consulting support for the products developed in its process: the project of technologization of professional practice and the program for its implementation. The obtained data were statistically processed using the parametric method of variance analysis. Statistical processing of the data obtained confirmed the effectiveness of this approach. Professional growth and motivation of educational institution specialists are regulated with statistical accuracy by consulting, which acts as an educational management practice. The consulting on the development of local innovations should be carried out continuously to support the teacher's strategically significant needs, and not just their fragmentary situational requests.
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Doecke, Phil. "Session 5: Inclusive Education | Special Education - Teacher Education in Australia: Confronting Concerns, Constraints, and Challenges". W World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0024.

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Raporty organizacyjne na temat "Teacher needs"

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Lavadenz, Magaly, Elvira Armas i Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Villines, Meredith. Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.425.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi i Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, sierpień 2021. http://dx.doi.org/10.5399/osu/1148.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Seger, Marilyn. A Study of Special Preparation and Training Needs of Middle School Teachers. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1226.

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Komba, Aneth, i Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), marzec 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita i Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, maj 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Whiteley, Teresa. The Effectiveness of a Self-directed Inservice Program to Educate Teachers about the Classroom Needs of Students with Hearing Impairment. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6991.

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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Berry, Barnett, i P. Ann Byrd. Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachers. Digital Promise, czerwiec 2019. http://dx.doi.org/10.51388/20.500.12265/104.

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This paper points to teaching policy issues that need to be addressed if micro-credentials are going to spur the transformation of professional learning that researchers call for and teachers seek. The paper also documents what a growing number of states and districts, as well as the nation's largest teachers' union, are doing with micro-credentials.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong i Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), luty 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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