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Andres, Pavel, e Alena Vališová. "Institutional Education of Teachers of Technical Subjects". Lifelong Learning 3, n.º 3 (2013): 8–22. http://dx.doi.org/10.11118/lifele201303038.
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Technical teacher education is highly relevant from many perspectives nowadays. Educational reform has brought a number of changes, including legislative measures. The end of 2014 is a milestone, bringing the duty of every teacher/educator to commence studies to complete pedagogical qualification as defined in Act No. 563/2004. The need to address the issue of technical teacher education in the Czech Republic is reflected in the many activities that are aimed at finding answers to questions about the objectives, assessment of the quality of teachers and study programs respectively, and institutions that provide these accredited studies. The paper deals with engineering education and educational psychological preparation of teachers of technical subjects. This indicates the specifics of education in the Czech Republic, confronting them also with foreign experience.
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Mondal, Naba Kumar, Suprakash Adhikari e Pritam Das. "Teacher Perfection Level about Environmental Education". JOURNAL OF ADVANCES IN HUMANITIES 3, n.º 2 (15 de agosto de 2015): 193–200. http://dx.doi.org/10.24297/jah.v3i2.5104.
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A study has been done to evaluate the status of consciousness about Environmental Education among the teachers of Technical college and General college in the district of Birbhum and Burdwan,West-Bengal . Study results revealed that in all aspect like of consciousness the technical college teachers showed better perfection than general college teachers. Finally it can be concluded that overall consciousness about Environmental Education of Technical college teacher much better performance than General college Teachers.
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Sandholtz, Judith Haymore, e Brian Reilly. "Teachers, Not Technicians: Rethinking Technical Expectations for Teachers". Teachers College Record: The Voice of Scholarship in Education 106, n.º 3 (março de 2004): 487–512. http://dx.doi.org/10.1177/016146810410600304.
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Despite many efforts at the national, state, and local levels to promote the use of computers in K-12 classrooms, over the past 20 years, the impact of the computer on teaching and learning has been minimal. In this article, we examine how one school district has advanced the use of computers in the classroom by focusing first on curriculum rather than on technology. While national and state technology standards for teachers, as well as educational technology textbooks, tend to start with computer hardware and how to troubleshoot it, teachers in the district described here spend very little time on hardware or troubleshooting. Instead, as a result of district choices with regard to technology, support, and training, teachers are able to bypass the hardware and troubleshooting and move quickly to more productive and inventive uses of technology in the classroom. Our research offers a paradox for furthering the use of computers in classrooms —if we take away expectations for technical skills and allow teachers to focus on developing curriculum, evaluating learning materials, and thinking about how to provide better learning opportunities for their students, teachers are likely to use technology more effectively and creatively in their teaching.
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Sandholtz, Judith Haymore, e Brian Reilly. "Teachers, Not Technicians: Rethinking Technical Expectations for Teachers". Teachers College Record 106, n.º 3 (março de 2004): 487–512. http://dx.doi.org/10.1111/j.1467-9620.2004.00348.x.
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Noga, Henryk. "Professional Development of Information Technology and Technical Education Teachers". Acta Technologica Dubnicae 6, n.º 2 (1 de agosto de 2016): 96–104. http://dx.doi.org/10.1515/atd-2016-0015.
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Abstract Due to normal work duty and responsibilities, the responsibility for students’ motivation and self-development motivates teachers for continuous training and thus to expand their own competencies. It is especially important in case of teachers who graduate technical and information technology (IT). IT teachers should be familiar with the latest technology as well as innovative solutions in the field of didactics of technical subjects.This article concerns issues related to the professional development of information technology and technical education teachers in Poland. An analysis of documents shows the stages of professional development. It also highlights the requirements necessary to fulfill on different levels of a teacher’s professional career.
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Whitley, Victoria P., Travis D. Park, Wendy J. Warner e Erin T. Horne. "Relationship between Career and Technical Education Student Teachers' Self-Efficacy and edTPA Performance". Career and Technical Education Research 44, n.º 2 (1 de outubro de 2019): 88–113. http://dx.doi.org/10.5328/cter44.2.88.
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The edTPA, a validated teacher performance assessment, is being used across the nation to assess the readiness of career and technical education (CTE) student teachers for a successful career in education. The purpose of this study was to gain a better understanding of the relationship between edTPA and both Technology and Agricultural Education student teacher's self-efficacy throughout their student teaching. This quasi-experimental study compared mean of self-efficacy as measured by the Teacher Self-Efficacy Scale (TSES) to edTPA scores from Agricultural Education and Technology Education student teachers at a southern land-grant university. This study found a negative correlation between self-efficacy means at the end of the student teaching semester and overall edTPA score. Self-efficacy in some students was found to decrease after internal submission when given feedback on progress and performance. All participants were shown to increase in self-efficacy from the beginning to the end of the student teacher experience.
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Owais, Amjad Kamal, Suzan Mahmoud Alabidi, Zaydoon Mohammad Hatamleh e Elham T. Hussein. "Technical and Vocational Education and Training in the UAE". International Journal of Emerging Technologies in Learning (iJET) 15, n.º 13 (10 de julho de 2020): 264. http://dx.doi.org/10.3991/ijet.v15i13.13801.
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This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational institutes in UAE. Data were collected from 175 teachers and administrators of Technical Vocational Colleges (TVCs) in the UAE. To ensure a comprehensive exploration of the top-ic, three separate research models were developed and tested. All models were analysed using covariance-based structural equation modelling (SEM) through AMOS version 24. Results showed that there is a positive and significant rela-tionship between teachers’ technology integration, teacher training programmes and accessibility to technical resources/equipment, and the mission and vision of the technical and vocational institutes.
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Nkwadipo, Letlhoname Boitumelo, e Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics". International Journal of Learning, Teaching and Educational Research 20, n.º 9 (30 de setembro de 2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.
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The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.
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Nkwadipo, Letlhoname Boitumelo, e Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics". International Journal of Learning, Teaching and Educational Research 20, n.º 9 (30 de setembro de 2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.
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The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.
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Sijabat, Apriani, Palma Juanta, Revi Gina Gunawan, Lufri Lufri, Asrizal Asrizal e Hardeli Hardeli. "Teachers' Perceptions about the Implementation of Independent Learning Curriculum in Science Education". Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, n.º 1 (21 de janeiro de 2023): 76. http://dx.doi.org/10.33394/j-ps.v11i1.6728.
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This study aims to: Describe teachers' perceptions about the implementation of the independent learning curriculum in science education and describe the constraints felt by teachers in implementing the independent learning curriculum as well as solutions to overcome these obstacles. This type of research is a case study. The sample in this study was a science teacher at SMP DR Wahidin Sudirohusodo Medan, who were selected using a purposive sampling technique and developed using a snowball sampling technique. Data collection was carried out through interviews and questionnaires. Data analysis techniques were carried out in an interactive descriptive manner. The results of this study indicate that the teacher's perception is positive because they welcome the implementation of the independent learning curriculum, supported by adequate socialization and training so that they can apply the concept of learning science in accordance with the independent learning curriculum. Constraints experienced by teachers in the form of technical and non-technical constraints. There are several factors that become obstacles, namely, the first is the inadequate quality of the teacher's human resources, the second is that the facilities and learning resources are minimal or the infrastructure is inadequate and the teacher is clueless, the third teacher is comfortable with the old standard and has no experience in learning independent study.
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Azimbayeva, Zh A. "THE CONTENT OF THE STUDY OF TECHNICAL UNIVERSITY TEACHER’S PROFESSIONAL AND PEDAGOGICAL ACTIVITY AT CONDITIONS OF INNOVATIONS". Vestnik Orenburgskogo gosudarstvennogo universiteta 230 (2021): 65–70. http://dx.doi.org/10.25198/1814-6457-230-65.
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The interest to organization of higher technical education teacher’s activity in conditions of innovative changes was due to internal and external factors. They influence to the development of higher education as a whole and activity of teachers individually. The society has necessity in specialists of new format — socially and professionally active engineers with outlined personal features and unique competencies. This requirement is directing technical universities to preparation of engineers of new formation. The rapid scientific and technical progress, integration of innovations to educational process of higher technical university are presenting new requirements to the teacher activity, that are connected with necessity to work in conditions of high competition and to use opportunities of educational environment and infrastructure of higher educational institution for the purpose of organizing the interconnection of all participants of educational process. Technical university today is undergoing changes into the center of new technologies generation in preparation of technical staff. Now, it is being changed to a “hub” — the network of corporations that work with customers and suppliers of innovations the way they provide the transfer of technologies to modern market of consuming. These factors show high requirements to professional and pedagogical staff of university, teacher activity and their personal features and competencies. The article tried to analyze professional-pedagogical activity of higher education teacher, professionalism of which is undergoing the increase of requirements. We noted that teachers have necessity to tackle society challenges and adequately react on innovative changes in order to keep competitiveness and high demand. Based on found transformative changes at technical universities, problematic aspects of readiness of higher education teacher to complete professional and pedagogical activity in conditions of innovations were analyzed. The necessity of forming new environment, changing professional behavior of teachers at higher technical education was noted based on research of professional-pedagogical activity of teacher. It is connected with strengthening the role of teacher not only as a knowledge medium, but as an agent of changes in education and interpreter of innovative tasks.
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KOŽUCHOVÁ, Mária, e Jana ČOPÍKOVÁ. "TEACHERS´ AND PUPILS´ ATTITUDES TOWARD TECHNICAL EDUCATION". Journal of Technology and Information 8, n.º 2 (27 de outubro de 2016): 25–41. http://dx.doi.org/10.5507/jtie.2016.011.
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Zirkle, Chris, Jeremy Jeffery e Laine Shrewe. "A Longitudinal Study of Alternatively Licensed Career and Technical Teachers". Career and Technical Education Research 44, n.º 1 (1 de julho de 2019): 23–47. http://dx.doi.org/10.5328/cter44.1.23.
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Retaining qualified career and technical education teachers (CTE) is crucial to the continued supply and reduced demand of these types of teachers. Demographic data and emerging trends of CTE teachers were analyzed for those teachers who completed a summer workshop as part of alternative licensure. Some of the emerging trends included shifts in retention rates during certain school years, years in which enrollment was highest for each gender, and changes in employment status within education. Conclusions and discussions derived from the study were a need for teacher educators to become aware of a diverse classroom of alternative CTE teachers, CTE teachers completing continuing education and degree requirements, and legislative policies that impact retention rates.
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Danilaev, D. P., e N. N. Malivanov. "Technological Education and Engineering Pedagogy". Education and science journal 22, n.º 3 (29 de abril de 2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.
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Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.
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Stephens, Geralyn E. "Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms". International Journal for Research in Vocational Education and Training 2, n.º 2 (31 de agosto de 2015): 119–35. http://dx.doi.org/10.13152/ijrvet.2.2.4.
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Industry professionals are permitted to teach in Michigan's federally funded Career and Technical Education (CTE) secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA) provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relationships between the age and educational backgrounds of AOA teachers and their use of specific instructional activities and a statistical relationship between their years teaching in the CTE classroom and the degree of collaboration with academic, industry and occupational colleagues. While AOA teachers are confident in their ability to share occupational knowledge and skills, they lack an extensive awareness of authentic assessment strategies. Recommendations include establishing Teacher Mentoring programs, where both academic and occupational peers serve as mentors to AOA teachers
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Othman, Hasyamuddin, Samihah Sarpan, Norathirah Nabila Abd Mutalib, Reyanhealme Rohanai, Elia Md Zain e Wan Azrul Shafuan Wan Hassan. "The Effectiveness of Vocational Teacher Training Program in Enhancing Communication Skills Among Prospective Vocational Teachers". Journal of Engineering Education Transformations 35, S1 (1 de janeiro de 2022): 218–23. http://dx.doi.org/10.16920/jeet/2022/v35is2/22131.
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Abstract: Malaysia moves forward to increase the number of high skilled laborers in 2025. This expectation, however, reflects the readiness of education institutions in offering good students preparation before getting into the real workplace environment. Teacher is one of the crucial models in an education system that may impart with the dynamic changes in student skills acquisition and thus the development of generic skills among future teachers are seems necessary, especially communication skills itself. As in Malaysia, the efforts in the development of teachers' skills in communication have been fully established and implemented in the curriculum of the Vocational Teacher’s Training Program. This study was done to distinguish the perceptions of students in mastering the Interpersonal Communication Skills among Technical and Vocational Education and Training (PLTV) students after attending the Vocational Teacher Training Program. The sample consists of 200 respondents with a total of 158 prospective teachers of undergraduate students from the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia (UTHM) as well as 42 people of prospective teachers of undergraduates from the Faculty of Technical and Vocational, UPSI. The methodology that has been used is descriptive and inferential statistics through a questionnaire with a five-point scale and Cronbach Alpha coefficient of 0.954. The analysis showed no significant difference between students who participated in the program and not participate program. This is, however, the overall mean value among students attending the program is slightly higher than students not attending the program indicating that this program is statistically able to improvise students’ skills in the future. Therefore, the empowerment in the implementation of the Vocational Teacher’s Training Program seems crucial so that it could continuously strengthen the communication skills among prospective teachers. Keywords: interpersonal communication skills, program bina insan guru vokasional (bigv), prospective vocational teacher program, teacher training program
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Ivanchuk, Anatolii, Tetiana Zuziak, Oksana Marushchak, Anatolii Matviichuk e Viktor Solovei. "TRAINING PRE-SERVICE TECHNOLOGY TEACHERS TO DEVELOP SCHOOLCHILDREN’S TECHNICAL LITERACY". Problems of Education in the 21st Century 79, n.º 4 (10 de agosto de 2021): 554–67. http://dx.doi.org/10.33225/pec/21.79.554.
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Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the “Utility machinery” course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students’ readiness level to study technical phenomena was determined. At the formative stage, the students’ readiness to develop children’s technical literacy was measured. At the control stage, students’ readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university. Keywords: multidisciplinary approach, narrative approach, technical phenomena, technology teachers
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Rosenkränzer, Frank, Tim Kramer, Christian Hörsch, Stephan Schuler e Werner Rieß. "Promoting Student Teachers’ Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson". Higher Education Studies 6, n.º 4 (22 de novembro de 2016): 156. http://dx.doi.org/10.5539/hes.v6n4p156.
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<p>The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers’ Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed Pedagogical Content Knowledge (PCK). But the effective development of this knowledge is empirically uncertain. This article reports the effects of three different interventions (technical course, didactic course, mixed course) in promoting student teachers’ reflective Content Related Knowledge for teaching systems thinking. Participants analyzed a videotaped lesson of 6th graders learning about the ecosystem lake and identified weak aspects in the teacher’s CK and PCK. The results revealed that student teachers’ reflective Content Related Knowledge for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a mixed course with equal technical and didactical input seems to be most effective in fostering student teachers’ reflective Content Related Knowledge for teaching systems thinking.</p>
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Alhassan, Usman Ndagi, e HATIB MUSTA’AMAL AEDE. "A PROFESSIONAL COMPETENCE FOR TECHNICAL AND VOCATIONAL EDUCATION TRAINING TEACHERS AT TECHNICAL COLLEGES IN NIGER STATE, NIGERIA". Asia Proceedings of Social Sciences 6, n.º 1 (22 de abril de 2020): 49–52. http://dx.doi.org/10.31580/apss.v6i1.1230.
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A significant amount of concern has been expressed about all the way in which technical vocational Education training (TVET) is taught in Nigeria and particularly in technical collegesin Niger State. This concern stems partly from the fact that the nation cannot grow its human and material resources effectively without sufficient and well-trained manpower at all educationallevels. The study therefore investigates the professional skills training needs of technical vocational teachers in technical colleges in Niger State. The sample method used for the survey.The study population comprised of all technical college teachers in Niger state; the sample included all the sixty (60) technical teachers that made up the population. For data collection,professional training competencies Needs of Technical Vocational Teachers Questionnaire were used. The test-retest method was also used to determine the coefficient of reliability of which0.72 was obtained. The data collected were analyzes using the statistical method Mean and Standard deviation. The findings from this study showed that the teachers of technical colleges inNiger state of Nigeria are not exposed to workshops, seminars, conferences and other means of acquiring basic technical knowledge, skills and attitudes and that innumerable teachers oftechnical colleges are not competent. It was therefore recommended that all technical teacher training institutions function in performance as a matter of necessity and produce anappropriate curriculum which will take on the necessary skills for our new technical teachers in training and those already in the field through in-service training.
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UYANGÖR, Nihat, Hasan Hüseyin ŞAHAN e Mustafa TANRIVERDİ. "Teachers Perceptions towards Modules Used in Vocational and Technical Education". American Journal of Educational Research 2, n.º 9 (26 de agosto de 2014): 775–81. http://dx.doi.org/10.12691/education-2-9-11.
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Saidan, Saidan. "Peningkatan Kompetensi Profesionalitas Guru Madrasah Melalui Pendidikan dan Pelatihan ( Sebuah Analisis Terkait Materi Diklat)". Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman 8, n.º 01 (11 de agosto de 2020): 95–109. http://dx.doi.org/10.24952/di.v8i01.2705.
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Research is an Analysis Related to Training Materials ". The background of this research is a question that always arises from stakeholders about the existence of education and training (Training) both in terms of Substantive Technical Subject Based Education (Mapel) and Non-Mapel in increasing the professionalism of madrasah teachers. The study used a qualitative descriptive approach with survey and interview methods. The formulation of the problem is "Can Substantive Technical Education for Subject Based Education or Non-Subject Education Can Improve Madrasah Teacher Professionalism?" The results showed that the Substantive Technical Training of subject teachers can only improve the professional competence of teachers related to the mastery of content or teaching material, structure, concepts and scientific thought patterns that support the subjects being taught. Whereas Non-Subject Substantive Technical Training can improve teacher competence in terms of professional and methodological development. To increase teacher professionalism that is intact both in the formulation of content, learning methodology and also competence in terms of ongoing professionalism and reflective action must go through both the Training which is subject based and non-subject.
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Aida, Shakiyeva, Zhorabekova Ainur, Alipbek Ardak, Akeshova Madina, Kudabayeva Perizat e Rizakhojayeva Gulnara. "Formation of professional competencies of a future foreign language teacher in the field of distance education". World Journal on Educational Technology: Current Issues 14, n.º 1 (31 de janeiro de 2022): 268–81. http://dx.doi.org/10.18844/wjet.v14i1.6724.
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The aim of this study is to evaluate the opinions of teacher candidates and teachers related to foreign language teaching through distance education and to make forward-looking recommendations in line with these views. The study group consists of 30 teacher candidates who studied foreign language teaching at various universities in Kazakhstan during the 2020–2021 academic year and 35 English teachers who teach English in secondary schools in Almaty. The study was carried out within the scope of qualitative research and research data were collected with two semi-structured interview forms created by the researcher. The data obtained from the research are categorised by content analysis. As a result of the study, teacher candidates found distance education more inefficient in education than formal education and inadequate to provide distance education. Teachers, on the other hand, saw distance education as advantageous in terms of saving time and space, disadvantaged by student motivation, teacher inexperience and technical glitches. As a result of the research, it has emerged that urgent solutions are needed to eliminate the need to provide a separate education on distance education to teacher candidates and teachers, student motivation and technical problems.
Keywords: distance education, advantages of distance education, disadvantages of distance education, foreign language teacher candidates, foreign language teachers, teacher opinions
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Kalmykova, Olga Yu, Natalia V. Ryumina, Svetlana N. Parfenova e Natalya V. Sukhankina. "Lifelong learning as a major trend in personnel training: theoretical and practical aspects". Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 19, n.º 4 (22 de dezembro de 2022): 135–48. http://dx.doi.org/10.17673/vsgtu-pps.2022.4.11.
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The problem of forming conflictological competences of pedagogical staff in educational organization, which is associated with the increasing stressfulness of the organizational environment and multifunctional activities of teaching staff, is presented in the paper. The analysis of conflictological competences, which need to be formed within the framework of continuous conflictological education of university teachers, is given. The paper analyzes the methods and content of the module Conflict and Stress Management in the Educational Process of the retraining program Teacher of Higher Education. The aim of the research is to develop methodological recommendations aimed at improving the level of conflictological and stress-competence of teachers of Samara State Technical University, involving the use of modern educational technologies. This objective is achieved by means of the following tasks: conducting expert surveys (respondents: teachers and students of the university) in order to determine methods and techniques for improving conflictological and stress competence of teachers; creating training and methodological materials for students of professional development program Education Process Management: Psychological and Pedagogical Competence of a Technical University Teacher and retraining program Teacher of Higher Education in Samara State Technical University. Team-building for the students and teachers of the university. The study was conducted in several stages. Objectives of the theoretical stage of the research: to substantiate the significance of increasing the level of conflictological and stress competences of university teachers. Objectives of the diagnostic stage of the research: to monitor the level of professional stress of teachers; to conduct an expert survey to assess the significance of increasing the level of conflictological and stress-competences of university teachers. The respondents of the expert survey were the trainees of the professional development program Management of Educational Process: Psychological and Pedagogical Competence of a Technical University Teacher and the retraining program Teacher of Higher Education of Samara State Technical University. The following methods were used in the research: expert survey, observation, questionnaires, methods of quantitative and qualitative analysis of the results obtained. The experience of teaching the discipline Conflict and Stress Management in the Educational Process as part of the retraining programme Teacher of Higher Education of Samara State Technical University is presented. The prospective of the study is the further improvement of teaching methods to develop conflictological and stress-competence of teachers.
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Lavonen, Jari, Heidi Krzwacki, Laura Koistinen, Manuela Welzel-Breuer e Roger Erb. "In-service teacher education course module design focusing on usability of ICT applications in science education". Nordic Studies in Science Education 8, n.º 2 (1 de setembro de 2012): 138–49. http://dx.doi.org/10.5617/nordina.523.
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Teachers face challenges in adopting ICT applications for science teaching and learning. An in-service teacher education course module addressing the needs of science teachers particularly was developed through a design-based research (DBR) project. The course module is designed to improve the readiness of teachers in choosing ICT applications for science education and taking the technical and pedagogical usability of the application into account. An international survey showed that clarifyingthe needs and constraints of using ICT applications in science education as well as introducing and discussing both technical and pedagogical usability with the teachers was important. Moreover, a theoretical analysis of the usability of ICT applications offers various views on meaningful learning and motivational aspects of science teaching and learning. In this paper, we report what we learned from the experience of designing the course module, which is described and discussed in terms of theoutcomes of both the theoretical and empirical problem analysis.
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Horn, Ilana Seidel, e Britnie Delinger Kane. "What We Mean When We Talk about Teaching: The Limits of Professional Language and Possibilities for Professionalizing Discourse in Teachers’ Conversations". Teachers College Record: The Voice of Scholarship in Education 121, n.º 6 (junho de 2019): 1–32. http://dx.doi.org/10.1177/016146811912100604.
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Background Long-standing calls to infuse technical language in teaching—what we call the Professional Language Project—have been revived in recent years along with the core practices movement in teacher education. The Professional Language Project has been identified as a desired outcome of research and a potential benefit to teacher education. Objective Drawing on sociolinguistic studies of teachers’ sensemaking, we critique the Professional Language Project to show its limits in making the intended contribution to teaching and teacher education. Research Design This analytic essay uses a practice perspective on both language and teaching to interrogate the premises of the Professional Language Project. Specifically, we hold up its goals against empirical findings about how teachers use language to make sense of instructional decisions in their workplaces. Conclusions Empirical studies of teachers’ in situ language use point to two fallacies in the Professional Language Project. First, the presence or absence of technical terms in teachers’ talk does not relate to the depth of their sensemaking or instructional sophistication, indicating that technical terms do not accomplish the conceptual goals that some Professional Language Project advocates suggest. Second, a prevailing common-sense discourse culture in teaching often results in conceptual slippage in the use of technical terms, leading words to be absorbed into existing conceptual systems more than they catalyze new understandings.
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Abdulwahab, Suleiman, e Haruna Rasheed Sa'i. "Refocusing Technical Teachers' Education Programmes towards Youth Empowerment". IOSR Journal of Humanities and Social Science 19, n.º 10 (2014): 69–73. http://dx.doi.org/10.9790/0837-191066973.
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Danilaev, D. P., e N. N. Malivanov. "The Technology Education System Staffing: Problems and Solutions". Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, n.º 1 (28 de janeiro de 2021): 60–72. http://dx.doi.org/10.31992/0869-3617-2021-30-1-60-72.
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The strategic objective of modern technological education is to prepare children for life in a high-tech competitive world. The implementation of this task encounters the problems of material and technical equipment of educational institutions and their staffing. An integrated approach based on the pooling of all resources and efforts of interested parties is needed to organize a technological education modern system. Training programs for teachers should take into account their interdisciplinary nature, and include the psychological, pedagogical, and natural-science components, so as technical aspects. The important segment of technology education is training of technical specialists without pedagogical background to work at schools and universities, as well as training of school teachers and university lectures based on the modern technological order. In this regard, a new look at the IGIP programs is possible, these program goals and objectives interpretation should be applied to the teacher training within the system of high-school technological education.The article considers the approaches to solving the problems of high-school technological education system staffing, presents the comparative analysis of the current educational programs. The experience in training technical university teachers, masters of industrial instruction, technology teachers should be adjusted in accordance with the global changes in science, technique and technology.
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Zhong, Zezhou. "Innovation of "Dual system" Talent Training Mode of Preschool Education Specialty Based on High-quality Specialized Training Goal--Taking Quanzhou Preschool Education College as an Example". Advances in Education, Humanities and Social Science Research 1, n.º 1 (9 de maio de 2022): 385. http://dx.doi.org/10.56028/aehssr.1.1.385.
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The pilot reform of the normal education"dual system" technical skills training mode was carried out by Quanzhou Preschool Education College.Through the innovation of the college-district-Kindergarten work together,preschool education professional "dual system" technical skills training mode solve the kindergarten teachers to accept higher education and learning, get through and widening the channels of kindergarten teacher training and development effectively, improve the preschool education teachers' quality greatly. It has demonstrated and promoted the reform of vocational education personnel training mode in the new period.
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Zhu, Yongchuang, e Shengzhao Gong. "Demonstration of the Distinguished Teacher Studio Leads the Exploration and Practice of Teachers’ Teaching Innovation Team". Journal of Contemporary Educational Research 6, n.º 9 (5 de setembro de 2022): 10–15. http://dx.doi.org/10.26689/jcer.v6i9.4300.
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The work of the distinguished teacher studio is based on activities and has the characteristics of learning, demonstration, and academic. The “double-qualified” distinguished teacher studio is an important way to help the development of vocational education teachers and cultivate outstanding “double-qualified” teachers. It is also an important carrier to improve teachers’ teaching, practice, and scientific research ability, to promote the “three education reform” of vocational education, and to train high-quality technical personnel.
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Administrator, Administrator, Chusnul Chotimah, Indra Prasetyo e Ruddy Winarko. "PENGARUH DIKLAT DAN MOTIVASI TERHADAP KEMAMPUAN GURU MENYUSUN RPP INOVATIF DI GUGUS 06 KECAMATAN BOJONEGORO". Jurnal Manajerial Bisnis 2, n.º 01 (19 de março de 2019): 1–13. http://dx.doi.org/10.37504/jmb.v2i01.114.
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This study aims to describe the ability of teachers in Cluster 06 of Bojonegoro Subdistrict in trainingand motivational teachers. The addition was to find out the training and teacher motivation thatinfluenced the teacher's ability in Cluster 06 of Bojonegoro District. The population in this study wereall teachers of Clusters 06 of Bojonegoro District as many as 35 people. This study uses a quantitativeapproach with an explanatory research type. The number of samples in this study proved to be 35teachers. In this study, researchers used hypothesis testing. Hypothesis testing is done to determine therelationship and influence between variables and dependencies in the hypothesis. The steps taken are bydetermining the influence of the research variables and the price of the hypothesis formulated. The resultsof data analysis showed that the ability of the Cluster 06 District of Bojonegoro teachers in training andmotivational teachers was in good category. What influences the teacher in the education and trainingand teachers in Cluster 06, Bojonegoro District consists of the level of formal education, technicaltraining that has been followed, the ability to master and understand technical tasks.Keywords: education and training, teacher motivation, teacher ability
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Adilovna, Ganieva Sharifa. "OF TEACHERS OF TECHNOLOGICAL EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS DESIGN AND ORGANIZATION BASED ON ZION TECHNOLOGIES". European International Journal of Multidisciplinary Research and Management Studies 02, n.º 03 (1 de março de 2022): 93–100. http://dx.doi.org/10.55640/eijmrms-02-03-14.
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The purpose of conducting research on the problems of technological education, career guidance is to address issues related to the characteristics of education and training, the development and practical application of effective methods, the use of technical means.
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Kuimova, Marina Valeryevna, Galina Ya Dzoz e Ekaterina V. Gerasimchuk. "Emotional burnout in professional activity of a technical university teacher". Contemporary Educational Researches Journal 5, n.º 2 (15 de janeiro de 2016): 70. http://dx.doi.org/10.18844/cerj.v5i2.237.
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Higher education makes high demands on a teacher, his knowledge, pedagogical skills and personal features to ensure that he meets the demands of students and the requirements of employers. Teachers are constantly asked to innovate and update their competences and improve students learning outcomes. High requirements for professionalism, permanent workload, necessity for regular update of knowledge and inefficacious management style may lead to emotional burnout. The authors study the causes of emotional burnout, research the burnout syndrome among university teachers whose length of teaching experience is over 20 years based an a short questionnaire and give recommendations for further studies. Keywords: emotional burnout; higher education; job satisfaction; occupational stress; teacher burnout.
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IBRAHIM, Samaher Khalil, e Mohammad Saadi LAFTA. "TECHNICAL INTEGRATION AND ITS APPLICATION FOR ART EDUCATION TEACHERS FROM THE POINT OF VIEW OF SUPERVISORS". RIMAK International Journal of Humanities and Social Sciences 03, n.º 07 (1 de setembro de 2021): 48–60. http://dx.doi.org/10.47832/2717-8293.7-3.5.
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The current research problem was established through the following question: What are the characteristics of technical integration (cognitive, skill, and behavioral)? What are the mechanisms for applying it to art education teachers? As the current research aims to identify the characteristics of technical integration (cognitive, skill, and behavioral) of art education teachers from the point of view of the supervisors specialization. The research community consisted of the art education supervisors in the Karkh side, who were (35) supervisors. A sample of (20) supervisors with a specialization in art education on (the Karkh) side were selected, who could be reached through electronic communication means. To achieve the goal of the current research, the researcher built her research tool represented by the questionnaire, which consisted of (4 domains and 41 paragraphs), as it covered all the characteristics of technical integration (cognitive, skill, and behavioral) that the art education teacher is supposed to display. The most important conclusions are: 1.the majority of art education teachers use the most appropriate methods and decoration. 2.Art education teachers have school exhibitions involving learners to display paintings.
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Duckor, Brent, e Daniel Perlstein. "Assessing Habits of Mind: Teaching to the Test at Central Park East Secondary School". Teachers College Record: The Voice of Scholarship in Education 116, n.º 2 (fevereiro de 2014): 1–33. http://dx.doi.org/10.1177/016146811411600201.
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Background/Context Educational researchers and policymakers have often lamented the failure of teachers to implement what they consider to be technically sound assessment procedures. In recent years, the belief that teachers are unwilling or unable to implement appropriate assessment procedures has contributed to the rapid expansion of high stakes, standardized testing in schools. Supporters of No Child Left Behind (NCLB) have contrasted teachers’ assessment practices with standardized testing, arguing that teacher-created classroom assessments lack the technical characteristics required to produce trustworthy measures of student learning or compare large populations of students. Research Question/Focus of Study Through a case study of New York City's Central Park East Secondary School (CPESS), in the years when it served as a model for progressive American school reform, Duckor and Perlstein demonstrate the usefulness of an alternative to reliance on the technical characteristics of standardized tests for constructing and judging assessments: teachers’ self-conscious and reasoned articulation of their approaches to learning and assessment. Research Design In order to determine CPESS teachers’ assessment practices and the process through which they were developed, Duckor and Perlstein conducted semi-structured oral history interviews with a sample of CPESS teachers. They triangulated teachers’ recollections through a content analysis of course assignments, rubrics, grading reports, and other artifacts of assessment at CPESS. The sources of this data included published accounts of CPESS and primary sources provided by teachers or uncovered in archival research. Conclusions/Recommendations Duckor and Perlstein conclude that when teachers are given opportunities for genuine, shared reflection on teaching and learning and classroom practices are tied to this understanding, fidelity to what they call the logic of assessment offers a more promising framework for the improvement of schooling than current forms of high-stakes, standardized accountability. Thus, instead of expecting teachers to rely on data from standardized assessments or replicate features of standardized testing in their own assessment practices, researchers, policymakers and teacher educators should promote fidelity to the broader logic of assessment.
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Urrutia, Francisco. "Desempeño docente en formación cívica y ética: Estudio empírico y recomendaciones de política pública para el nivel secundaria en México". education policy analysis archives 28 (21 de dezembro de 2020): 188. http://dx.doi.org/10.14507/epaa.28.5255.
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The purpose of this article is to expose the process and results of a research on a study on teacher practices in order to understand the opportunities and ways to improve their performance in the class on civics and ethics. The author carried out teacher performance analysis and assessment on the basis of a methodology for the qualitative analysis of classroom situations and a model of standards for teacher performance in the classroom. The study allowed the author to build a series of recommendations for policy decisions, oriented to the improvement of teacher performance. The teaching practice elements defined as connection among subjects, differentiated attention, student-to-student assessment, and self(student)-assessment received the lowest scores among the group of evaluated teachers. Thus, Mexican teachers require training and support in these specific elements. The elements with the highest scores for the evaluated teachers were: student-student learning relations, didactic resources, directed activities, interpersonal relationships and teacher’s assessment of students The standards for teacher performance in the classroom and its evaluation model have proven to be relevant and useful tools for diagnosing the need for improvement in teaching practice, and therefore for reporting the training and technical assistance required by teachers and schools.
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Macdonald, Doune, e Richard Tinning. "Physical Education Teacher Education and the Trend to Proletarianization: A Case Study". Journal of Teaching in Physical Education 15, n.º 1 (outubro de 1995): 98–118. http://dx.doi.org/10.1123/jtpe.15.1.98.
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Drawing on evidence from an Australian physical education teacher education (PETE) program, this paper argues that the preparation of physical education teachers implicates PETE in the trend to proletarianize teachers’ work at the same time that national claims for increased professionalization are being made. The core physical education program and its PETE component was characterized by narrow utilitarian, sexist, scientistic, and technicist approaches to the field of physical education. More specifically, the PETE program represented teaching as technical and unproblematic rather than as a critical and intellectual endeavor, and its faculty and students were accorded a subordinate status within the department.
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Ferreira, Celeste, Mónica Baptista e Agnaldo Arroio. "INTEGRATING VISUALIZATIONS IN SCIENCE TEACHING: TEACHERS’ DIFFICULTIES AND PEDAGOGICAL APPROACHES". Problems of Education in the 21st Century 57, n.º 1 (25 de dezembro de 2013): 48–60. http://dx.doi.org/10.33225/pec/13.57.48.
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This study is a qualitative research where it tries to finding out and analyze the teacher’s pedagogical approaches and difficulties to introduce visualizations in science classroom. The use of visualizations in classroom has increased substantially, especially since the development of Information and Communication Technology (ICT). Fourteen in-service teachers were investigated across a teachers’ training course to seek their difficulties and pedagogical approaches for integrating these tools in teaching and learning sequences (TLS). During the training teachers were invited to build in group (five groups) teaching learning sequences about some science content using visualizations. The methodology is qualitative and a case study design was adopted. It was analysed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers’ groups and a final report about the TLS application in classroom. These teachers present mainly pedagogical difficulties in order to select the suitable resource and to realize the full potentialities of these resources and sometimes the role of the teacher towards students and resources in the classroom. The technical barriers were the lack of school computers and appropriated software. The results suggest that these teachers are using mostly constructivist approaches to incorporate the visualizations in classroom trying to take advantage of the interactivity that some of these tools allow. Two groups fall more in transmission view, using this resources mostly to present information and the rest tried to use this resources to build inquiry tasks. They chose above of all multimedia tools to enhance particular concepts and skills and sometimes to innovate presentations. Some difficulties related to pedagogical approaches and technical barriers to use these resources are discussed. Key words: approaches, difficulties, visualizations, teacher pedagogical education.
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Rao, Madasu Bhaskara. "Motivation of teachers in higher education". Journal of Applied Research in Higher Education 8, n.º 4 (10 de outubro de 2016): 469–88. http://dx.doi.org/10.1108/jarhe-08-2015-0066.
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Purpose Motivation is the process that accounts for an individual’s intensity, direction and persistence of effort toward attaining a goal (Robbins and Judge, 2008). Teacher motivation is vital to the growing and evolving field of higher education, yet it is not investigated enough. Need for rapid growth of higher education, issues in compensation, developments in information technology and dearth for teaching and technical skills brought teacher motivation to the center stage. The purpose of this paper is to apply McGregor’s Theory X and Theory Y to study teacher motivation in higher education. Design/methodology/approach An empirical study was conducted through survey method. A questionnaire was designed to elicit responses from randomly selected respondents. Findings Teachers in higher education were classified under Theory X and Theory Y styles. The relationship between teaching style and specific motivators in the class and on the job, preferred teaching methods and classroom management techniques were investigated. Research limitations/implications Application of McGregor’s Theory X and Theory Y to understand teacher motivation in higher education provided interesting and new insights. Social implications This study would have implications for teacher-student fit and institution-teacher fit in learning environments. Originality/value The nature of a teacher’s way-of-being matters to his/her motivation and performance in classroom. Implications exist for teacher recruitment and teacher training programs in relation to the profile of students and identifying and implementing right methodologies for classroom performance. This study has andragogical implications for classroom teaching, relationship with students and parents and interpersonal relationships among peers and education administrators.
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Sumantri, Hadi. "IMPLEMENTASI KURIKULUM 2013 SMK NEGERI KOMPETENSI KEAHLIAN TEKNIK GAMBAR BANGUNAN DI DKI JAKARTA". Jurnal PenSil 5, n.º 1 (1 de fevereiro de 2016): 45–52. http://dx.doi.org/10.21009/jpensil.v5i1.9841.
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This research was aimed in order to know the implementation of 2013 Curriculum at Contruction Technical Drawing Competence on the aspects of: (1) Teachers’s standard of assessment, (2) The standard of teacher and education staff in this case the competence of teacher and headmaster, (3) The standard of facilities.
This research is comprise to desriptive and quantitative research. The populationo this research was the entire of State Vocational High Schools in DKI Jakarta which have implemented 2013 Curriculum. There were 3 schools as research sample which was gotten by simple random sampling method. The respondents consisted of 3 vice principals of Curriculum, 3 head of contructrion technical drawing competence, and 10 representative students of each teacher in the school. The data collection of this research was gotten by questionnaire, observation, and documentation.
The result of this research showed that the aspects of : (1) the teacher’s standard of assessment at the schools whic implemented 2013 Curriculum reached the average 83 % in very good criteria, (2) the standard of teachers and education staff reached the average 83 % in very good criteria for teachers competence, and the average 73 % in good criteria for headmaster competence, (3) the standard of facilities that support the implementation of 2013 Curriculum reached the average 94 % in very good criteria
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Akgunduz, Devrim, e Canan Mesutoglu. "STEM education for Industry 4.0 in technical and vocational high schools: Investigation of teacher professional development". Science Education International 32, n.º 2 (31 de maio de 2021): 172–81. http://dx.doi.org/10.33828/sei.v32.i2.11.
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The goals of this study were to investigate technical and vocational education (TVET) teachers’ progress in their knowledge, perceptions, and competencies related to Industry 4.0 components and Science, Technology, Engineering, and Mathematics (STEM) within the context of a professional development program. A case study design was followed to reveal in-depth information on teacher improvement. Data sources included the Teacher Knowledge Survey, Teacher Perceptions Survey, and Industry 4.0 and STEM Competencies Survey. Results indicated significant improvement in teachers’ Industry 4.0 competencies and their content knowledge of Industry 4.0 components and STEM. Teachers reported a culture of collaboration in their school, increased teacher and student motivation, and positive attitudes toward TVET with implementation of the STEM PD program. The results point to the need to help teachers in designing certain aspects of STEM lesson plans including the integration of mobile programming, robotic programming and virtual reality meaningfully into the lesson content. Further implications for research and practice are presented in light of the findings.
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Vrazhnova, Marina Nikolaevna, Mark Socratovich Anastasov e Galina Yurievna Nikiporets-Takigawa. "Impact of professional self-improvement on the effectiveness of teachers in distance education". Revista Tempos e Espaços em Educação 14, n.º 33 (30 de julho de 2021): e16159. http://dx.doi.org/10.20952/revtee.v14i33.16159.
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Distance education requires the teacher to conduct systematic classes with the student, methodologically competent use the developed content for distance learning, means of communication, and educational resources of the Internet, as well as implement technical support for the educational process. The purpose of the study is to develop educational and methodological support for the process of professional self-improvement of teachers in higher education institutions when working remotely. The study analyzes the role of a teacher in the distance learning system, identifies the types of teacher’s activities, as well as the requirements and conditions for their successful work. Working online expands and renews the teacher’s role, makes them a mentor-consultant who coordinates the cognitive process, constantly improving their course and increasing creativity and qualifications in accordance with innovations. Based on empirical research using the survey method, the dynamics of teachers’ readiness to work online before and after passing the interdisciplinary course “Distance Education Technologies in the Educational Process of the University” were determined. Positive results in the formation of teachers’ readiness to work online after completing the course were obtained. The study concluded that the readiness of teachers to work remotely can be increased if the appropriate educational and methodological support is developed and implemented in higher education institutions, which will lead to an increase in the effectiveness of teachers’ work.
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Chinonso Okolie, Ugochukwu, Elisha Nwonu Elom, Catherine Uchechukwu Osuji e Paul Agu Igwe. "Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects". International Journal of Training Research 17, n.º 1 (2 de janeiro de 2019): 21–34. http://dx.doi.org/10.1080/14480220.2019.1602207.
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Rosada, Admila. "The Effectivity Of Empathic Love Therapy To Increase Subjective Well-Being And Teacher Readiness In Inclusive School". Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, n.º 2 (11 de janeiro de 2020): 248–63. http://dx.doi.org/10.14421/al-bidayah.v11i2.282.
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Inclusive education has been done in Indonesia since Law on the National Education System Number 20 the year 2003 is declared. Implementation evaluation of this inclusive education shows that teacher’s readiness in conducting inclusive classroom is still in a low level, whereas the teacher is one of the four pillars in education. The teacher feels hard to facilitate special educational needs children, so influence his/her subjective wellbeing. The education ministry has organized some technical training about inclusive education. Some research shows that the training is only focused on the theory, regulation, and technical implementation, so no session facilitates the teacher’s affection domain. Empathic Love Therapy is a therapy series with a transpersonal approach to recognize self. This research aims to know the effectiveness of Empathic Love Therapy in increasing teacher subjective wellbeing and readiness in inclusive school settings. Research instrument to collecting data uses subjective wellbeing scale and teacher readiness scale. The subjects in this research are ten shadow teachers from Yogyakarta Inclusive School Forum. The result of this research shows that Empathic Love Therapy is useful in increasing teacher subjective wellbeing, but it is not sufficient to increase teacher’s readiness to conduct inclusive classrooms. The description of this result is explained in the discussion chapter.
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Haddon, Elizabeth. "Multiple teachers: multiple gains?" British Journal of Music Education 28, n.º 01 (14 de janeiro de 2011): 69–85. http://dx.doi.org/10.1017/s0265051710000422.
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This paper explores the concept of instrumental/vocal learning when studying the same instrument or voice with more than one concurrent teacher. In this context, teachers may be working as a team, or one or both teachers may not know of the other's contribution to a student's learning. Qualitative data from music students and teachers at the University of York sheds some light on this often hidden learning context. This paper examines students’ reasons for studying with more than one teacher; their views on negotiating teacher demands; teacher–student–teacher dynamics; and assessment of the success of this context for learning. Teachers’ views are considered through discussion of their attitudes to this context, and their evaluation of its effect on their teaching. Findings suggest that although there may be problems for students regarding issues of teacher loyalty and dealing with conflicting advice, there are also many benefits including exposure to a greater range of musical and technical ideas and added pedagogical insight. There are also potential benefits for teachers if they are working as a team.
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Izmagambetova, Raissa, Nabuova Roza, Medeubayeva Kenzhekhan, Bainazarova Tursynay e Karsybayeva Raissa. "The problem of evaluating primary school students in the online education process". Cypriot Journal of Educational Sciences 17, n.º 1 (31 de janeiro de 2022): 265–78. http://dx.doi.org/10.18844/cjes.v17i1.6704.
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Distant education studies carried out during the COVID-19 pandemic period are handled at different education levels and from different perspectives. The purpose of this research is to evaluate the problem of evaluation of primary school students in online education with the opinions of teachers. This research was carried out by using qualitative research methods. The study group of the research consisted of 25 classroom teachers working in various primary schools in Almaty, Kazakhstan, in the 2021-2022 academic year. A semi-structured interview form was used as a data collection tool in the research. As a result of the research, teachers stated that face-to-face education is more advantageous than distance education in the evaluation of students. The teachers categorized the problems they encountered in the field of measurement and evaluation during the distance education process as technical problems, communication problems, method problems, and student problems. They suggested technical support, communication support, choosing the appropriate method, and motivating the students as the solution to the problems.
Keywords: Distance education; evaluation; online education; teacher opinions
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Trifonoff, Karen M. "Creativity, Art and Cartography in Geographic Education". Cartographic Perspectives, n.º 33 (1 de junho de 1999): 49–59. http://dx.doi.org/10.14714/cp33.1020.
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Elementary children can learn about maps, but what they do learn depends in large part on the background and training of the teacher. Teachers who engage in mapping activities often lack training in the technical aspects of map making, along with a lack of knowledge of the role of art, design, and creativity in the cartographic process. An activity designed to help elementary and middle school teachers integrate artistic perspectives and mapping is outlined. The workshop proved to be an effective vehicle for increasing teachers' knowledge of both map making and art and gave them an outline for a map making activity that could be adapted to any grade level.
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Anglum, J. Cameron, Andrew R. Diemer, Walter G. Ecton e Tuan D. Nguyen. "We need to know more about CTE teachers". Phi Delta Kappan 104, n.º 6 (março de 2023): 18–23. http://dx.doi.org/10.1177/00317217231161535.
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Over the past year, debates over the prevalence, distribution, and effects of teacher vacancy and underqualification have dominated many education narratives. Authors J. Cameron Anglum, Andrew R. Diemer, Walter G. Ecton, and Tuan D. Nguyen consider these debates in the context of growing interest in career and technical education (CTE) in high school settings. Research on secondary CTE teachers, including the quantification of teacher shortages in specific CTE content areas, remains insufficient to inform effective recruitment and retention policies. This dearth of scholarship on CTE teachers undermines the improvement of CTE programs.
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Piwowarska, Ewa. "Technical Education and Arts Education in the Opinions of Teachers of Early School Education – Selected Issues". Journal of Education, Technology and Computer Science 32, n.º 2 (2021): 61–65. http://dx.doi.org/10.15584/jetacomps.2021.2.7.
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Technical education and arts education in younger years of elementary school often contribute to final effects of the activities undertaken by children. This process is connected with the human need to create objects, which apart from being more or less useful should be also beautiful. The study focuses on the difficulties some early school education teachers have to distinguish activities related to tasks carried out within the scope of technical education and those related to arts education. It should be underlined that children’s ability to create objects of practical use is mostly emphasized by the principles and aims of technical education, whereas the purpose of art activities is to help children discover beauty by collecting experience. Despite such assumptions, a significant part of the respondents does not notice any distinctive variations between these educational areas, stating that the distinctions are blurred and indicating that selected art tasks are parts of technical classes.
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ABU MUKH, Yasmeen Nzam, e Safia TARTEER. "THE SUDDEN SHIFT IN DISTANCE EDUCATION IN PALESTINIAN UNIVERSITIES: TECHNICAL SUPPORT AND PROFESSIONAL QUALIFICATION". International Journal of Humanities and Educational Research 03, n.º 06 (1 de dezembro de 2021): 429–38. http://dx.doi.org/10.47832/2757-5403.6-3.31.
Texto completo da fonteResumo:
This study aimed to identify the types of technical support provided by Palestinian universities to teachers in distance education in the light of the Covid-19 crisis. It examined the possibilities of developing technical support and qualifying teachers that can be provided by the information and communication technology center in there in order to improve the quality of distance education from the teachers' point of view. The researchers used the interview as a tool for the study, and the results obtained were analyzed using the grounded theory in qualitative research. The results showed that the support provided to them was the result of psychological, professional and social motives that affected the phenomenon, and the researchers recommended the need to train teachers on the use of distance education, and the demand for it and the use of applications in education, and the study also recommended that teachers improve their attitudes towards distance education.
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Azimbayeva, Zh A. "The PREPARATION OF TEACHERS OF HIGHER TECHNICAL EDUCATION TO ACTIVITIES IN CONDITIONS OF INNOVATIVE CHANGES". BULLETIN Series of Pedagogical Sciences 72, n.º 4 (15 de dezembro de 2021): 152–60. http://dx.doi.org/10.51889/2021-4.1728-5496.18.
Texto completo da fonteResumo:
The modern requirements of society, industry and government to technical university graduates define the direction of new studies at technical education. The task for modern university is seen at preparation of innovative specialists of technical education, that are able to work in conditions of unknown future, technical risks, and dangers; to construct technologies of high order with consideration of humanly accepted values and ethical norms. The success to achieve this task is provided by the preparation of teachers of technical education to organize innovational educational program, that faces requirements of society of new innovational tenor; to form professional-oriented education environment for future engineers and to organize different forms of interaction (remote, mixed, tutor-based and etc.); to master competencies of new type (scientifical-research based, managerial, entrepreneurial). The aim of the article is to find the degree of readiness of teachers to organize own activity and activity for students in conditions of innovative changes. The scientific novelty of research is based on enriching ideas of activity-based approach with knowledge on specific features of higher technical education teacher activity, that work with students of engineering majors; professional psychological-pedagogical, methodical, didactical tasks that they solve in organizing the educational process. The practical importance is seen at the opportunity to use the resource for conducting further research, studying difficulties of higher technical education teachers, development of scientific materials for listeners of increasing qualification courses.