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Статті в журналах з теми "Further teacher training"
1
Hall, Michael. "Research Ethics: Deontological Perspectives." Shanlax International Journal of Arts, Science and Humanities 7, no. 3 (January 1, 2020): 1–6. http://dx.doi.org/10.34293/sijash.v7i3.1326.
Повний текст джерелаАнотація:
The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities.
Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews.
Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations.
This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.
2
Love, Kristina. "Towards a further analysis of teacher talk." Australian Review of Applied Linguistics 14, no. 2 (January 1, 1991): 30–72. http://dx.doi.org/10.1075/aral.14.2.02lov.
Повний текст джерелаАнотація:
Abstract Current systems for analyzing classroom talk require some refinement in order that they may be applied for professional development purposes. Sinclair and Coulthard’s (1975) system is particularly useful as a potential tool for diagnostic purposes, but requires further development at the level of ‘act’ both in order to clarify theoretical frameworks and to provide manageability in terms of its application. This study will present a first approximation towards the development of a more refined system of classifying classroom discourse. In its focus on teacher talk, it will provide a preliminary taxonomy of types of teacher acts. This taxonomy, it is hoped, will both inform existing theory and provide a diagnostic tool in the training of teachers.
3
Islam, Md Tariqul. "Teacher Development Approaches and Strategies in BRAC Nobodhara School." International Journal of Learning and Development 6, no. 1 (January 26, 2016): 25. http://dx.doi.org/10.5296/ijld.v6i1.8846.
Повний текст джерелаАнотація:
Nobodhara School is a new and unique initiative in the education field of Bangladesh. Different teaching learning and assessment strategies are followed in this school to ensure quality education for the learners. Teachers are the key player to ensure quality of education through their facilitation process in the classroom in any educational institution. In this situation, it was important to know the teacher development approaches of Nobodhara School and its implementation in the teaching learning process. The study aimed to know the educational and professional background the teachers and the followed teacher development policy of Nobodhara School. Moreover, practiced teacher development strategies and the implementation of the professional development by the teachers in the classroom were also explored. Mixed methods approach was followed for data collection and analysis from two branches of Nobodhara School in Dhaka city. Data was collected through interview and questionnaire from Training Coordinator, Subject Mentor and Teachers. Different relevant documents and teacher training schedule were also analyzed for collecting required information. Both qualitative and quantitative data were analyzed simultaneously and presented under different emerged themes. In Nobodhara School, orientation training, subject based training and general professional development trainings are provided to the teachers. Teachers found the trainings very helpful for their professional development. On the other hand, for further development and scaling up of such in-house teacher development system, training duration, facilitation methods and feedback mechanism need to be addressed according to the demand of the teachers.
4
Lerman, Dorothea C., Allison Tetreault, Alyson Hovanetz, Margaret Strobel, and Joanie Garro. "FURTHER EVALUATION OF A BRIEF, INTENSIVE TEACHER-TRAINING MODEL." Journal of Applied Behavior Analysis 41, no. 2 (June 2008): 243–48. http://dx.doi.org/10.1901/jaba.2008.41-243.
Повний текст джерела
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Кашицына, Ю., Yu Kashicyna, Т. Гурулева, and T. Guruleva. "Training in the System of Further Vocational Teacher Education." Profession-Oriented School 7, no. 5 (November 14, 2019): 21–27. http://dx.doi.org/10.12737/article_5da029cbcb4da1.42703565.
Повний текст джерелаАнотація:
The article discusses some aspects of improving the system of continuing education of teachers. The importance of the methods of active learning and interactive technologies in the formation of communicative, psychological and pedagogical competencies of teachers is shown. Particular attention is paid to socio-psychological training. The training learning process is described. The article is addressed to teachers and teachers, students of pedagogical universities, methodologists, directors of educational organizations.
6
Hofmeister, Christian, and Matthias Pilz. "Using E-Learning to Deliver In-Service Teacher Training in the Vocational Education Sector: Perception and Acceptance in Poland, Italy and Germany." Education Sciences 10, no. 7 (July 13, 2020): 182. http://dx.doi.org/10.3390/educsci10070182.
Повний текст джерелаАнотація:
For teachers in vocational education and training (VET), lifelong learning and related further training is important to meet the growing demands of the teaching profession. This paper analyses the perception of technology and e-learning of teachers in Poland, Italy and Germany. The innovative aspect of this study lies in its combination of general perceptions of online learning and technology on the one hand and findings in relation to a specific online Teacher Training Tool on the other hand. The aims of this study are to show the relevance of e-learning in teacher training and to measure the perception and acceptance of this form of further training by VET teachers. The results should provide support for the further design and development of online education formats for teachers. The evaluation was carried out using a quantitative cross-cutting study using a standardised questionnaire. The results of an online questionnaire show that the approach of online learning as a form of teacher training was met with great interest among VET teachers and that the perception of one’s own benefit from such a training option was positive. The quality of the online learning units is decisive for the acceptance of e-learning opportunities. One limitation of this study is that the diverse country-specific cultural aspects and systems of teacher training could only be taken into account to a limited extent. This paper enables international comparative research on teacher training to be integrated using e-learning formats.
7
Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Taiwan Defense Education Curriculum Teacher's Essential Ability and the Teachers Cultivate Research of the System." Applied Mechanics and Materials 121-126 (October 2011): 4806–10. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.4806.
Повний текст джерелаАнотація:
Taiwan defense education teacher cultivates research of the system conception. Taiwan's Senior middle school or in university's school the military training and the national defense pass know the curriculum teacher are hold the post by the active duty officer, Master unit for Republic of China Ministry of Education. Recent years the domestic education environment tended to the serviceman to withdraw from the school edition curriculum, did not have the academic license serviceman status teacher, always shouldered the people to accuse it to not to have the card interferes the education according to the teacher and the serviceman, often directed the person question is the military officer is also teacher's this crowd of associations otherwise has the teacher specialized ability. The question lies in this group of military officer teacher not to have the further education to obtain the qualified teacher card, and before the present education system also does not have the defense education curriculum teacher duty, to train with the university which awards cultivates the unit. This research discussion's key is defense education teacher's essential ability and the teachers cultivates the system the relations. We watched proposed that more than school union-like teachers cultivate the organization plan the solution conception. Was the utilization already the qualified teacher, but not yet investigated teacher of the employment, gave the second specialty to give public notice of entrance examination receives training, opened the second specialty teachers to the common teacher to authenticate by the time supplements insufficiency of the teachers. The male even plan is gives comprehensive duty training to the military officer teacher to award the certificate of quality again
8
Shechtman, Zipora. "GENERAL EDUCATION, PROFESSIONAL TRAINING, AND FURTHER EDUCATION IN TEACHER EDUCATION." Higher Education in Europe 13, no. 1-2 (January 1988): 131–36. http://dx.doi.org/10.1080/0379772880130118.
Повний текст джерела
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Lucas, Norman. "Teacher Training Agency: Is there anyone there from further education?" Journal of Further and Higher Education 20, no. 1 (March 1996): 67–73. http://dx.doi.org/10.1080/0309877960200108.
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Augskalne, Inese, and Beatrise Garjane. "FORMATION OF TEACHERS’ COMPETENCES IN FURTHER EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 15. http://dx.doi.org/10.17770/sie2019vol5.3885.
Повний текст джерелаАнотація:
The interest of contemporary society in improving the quality of education is mainly reflected in the issue of educational results - competences - and their provision in the learning process. Introducing the 21st Century educational standards, the development of competencies required for teaching become more relevant. International documents indicate that a teacher should have the ability to teach, effectively use technologies in learning, help students gain transversal competencies. The teacher should be able to participate in research, use innovation, reflect on his/her work, collaborate with colleagues and parents. It is the teacher’s duty to direct the student's individual development.Latvian legislation offers wide opportunities for a person employed in education (especially in vocational and education of interests) to become a teacher. It is possible to work as a teacher after attending a short professional development course in education theory. In that case, competences in education (and the right to work at a school) is certified by the B-course certificate after basic training (72 hours total). The goal of this study is to identify and characterize teacher’s competences in education as acquired by teachers during this course. Research methods are a content analysis of 210 questionnaires filled in by vocational education teachers after attending the course and content analysis of their self-assessment. The results of the research show that teacher’s competences are only partially formed and incomplete. The attitude towards the needs of the student's personality is inappropriate, there is a desire for an authoritarian style.
Дисертації з теми "Further teacher training"
1
Hall, Michael D. "The new further education teacher as an agent of change: A case study of initial teacher training in further education." Thesis, Anglia Ruskin University, 2018. https://arro.anglia.ac.uk/id/eprint/703813/1/Hall_2018.pdf.
Повний текст джерелаАнотація:
The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities.
Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews.
Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations.
This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.
2
Hall, Michael D. "The new further education teacher as an agent of change : a case study of initial teacher training in further education." Thesis, Anglia Ruskin University, 2018. http://arro.anglia.ac.uk/703813/.
Повний текст джерелаАнотація:
The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities. Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews. Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations. This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.
3
Hernon-Jarvis, Jane. "The role of emotions in initial teacher training in English further education." Thesis, University of Lincoln, 2017. http://eprints.lincoln.ac.uk/28655/.
Повний текст джерелаАнотація:
This thesis examines the emerging role of emotional labour in the context of Further Education (FE) colleges in England. These colleges provide Initial Teacher Training (ITT) courses of study for Further Education teachers who are training to become qualified practitioners in the English lifelong learning sector. Using four teacher trainees and four teacher trainers, the thesis explores the nature and scope of how emotional labour can impact on teacher trainees’ learning and the well-being of both teacher trainees and teacher trainers in order to investigate how the insights gleaned would help to develop practice in the field of English ITT in English FE. The findings evidenced that when teaching, a relationship can form. This can be a professional relationship or a relationship that exceeds the boundaries of professionalism. Over a six-month period in 2013/2014 the teacher trainee participants completed an autobiographical life-grid, whilst both trainees and trainers completed a diary and end interview. An exploratory study using two FE colleges and analysis of data using thematic analysis was used to explore the role of emotions in ITT in FE colleges. Two significant findings presented themselves within this thesis. Firstly, the emotional dimensions of a) FE teaching are explored, and b) it is recommended that the support that is given for new teachers in FE in England become an explicit part of the curricula and of staff development in ITT delivery. Secondly, in supporting teaching staff to alleviate the burden of emotional labour, social sharing (i.e. talking about emotional aspects with peers, colleagues) should be encouraged.
4
Turner, Stanley. "An interrelated approach to teaching mathematics in further education." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/10505.
Повний текст джерелаАнотація:
Reports and consultative documents published at national level since about 1980 have indicated that British Industry must look to modern technology and also educate and train its workers on a 'broad base', with an 'integrated' approach. Traditionally, and still very much the mode of operation, teaching has been confined within subject boundaries. A research group was established by Professor Bajpai consisting of the author, Mr Rod Bond (Burleigh Community College, Loughborough) and a few others working overseas to investigate a teaching strategy based on an interrelated approach to teaching mathematics. Measurement was chosen as the first topic of investigation using this approach which then formed the basis for further research undertaken by the two research workers of the group whose work is reported in the form of two theses. This thesis aims to show that mathematics is naturally related to science and technology in industrial practice and that when taught in an interrelated way it would be more interesting and have more relevance to real applications in technology-based employment at craft and technician levels. To help establish the case experiments carried out by the author are referred to; these include a few case studies, a questionnaire survey and results analysed from more than five hundred basic mathematics tests. The various kinds of mathematics taught in further education are described and compared with mathematics in a practical context as seen from a case study within an engineering training school. Next a survey of mathematics at work shows that, like the training school, there is a task associated with the mathematics which is also related to science or technology or both. Another case study in the pharmaceutical industry lends further support to the way mathematics is used in industry. Much of the mathematics also seems to be basic and used in association with measurement and a particular task. It was decided by the research group that a tape/slide programme on measurement for students and educators should be developed by the author and tested in different situations. Teaching modules on relevant mathematical topics based on the interrelated approach were constructed for students with strong support from industry in the form of materials and advice. Testing of these modules, in their original and revised forms after feedback, is described. These trials were also carried out in other establishments. Modules based upon the interrelated approach developed by the author formed a basis for promoting the underlying philosophy behind this approach. These were presented to educators in in-service training and staff development programmes in the north western region of the UK with success. Observations and conclusions drawn clearly indicate that this type of method makes mathematics more interesting and relevant for students of different abilities and backgrounds. Finally pointers are given in the thesis as to the wider use and promotion of this approach for teaching mathematics in further education.
5
Modiba, Matabe Rosa. "Experiences of Life Orientation teachers in teaching career guidance in rural high schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62890.
Повний текст джерелаАнотація:
In South Africa, there are various stakeholders involved in career guidance services (Stead & Watson, 2006, P.160). The teaching of career guidance within the context of Life Orientation (LO) at schools is the responsibility of Life Orientation teachers. This study explores the experiences of Life Orientation teachers in teaching career guidance in rural high schools at Lephalale Municipality. The study used qualitative approach to obtain rich information about the experiences of Life Orientation teachers in teaching career guidance at rural high schools. The study was conducted in two rural high schools in the Palala North Circuit of Lephalale Municipality. The sample comprised of two Further Education and Training (FET) Phase Life Orientation teachers from two rural high schools (one from each school). The participants were purposefully and conveniently selected. The data was collected by means of the semi-structured interviews. The data was analysed using the inductive thematic data analysis where themes, subthemes and categories emerged. The findings of the study reflected both the negative and positive experiences of Life Orientation teachers in respect of their teaching of careers and career choices, training and support needs, and the career- related activities such as career exhibitions in which both the learners and LO teachers participate. The results of the study will be shared with the two schools in the Palala North Circuit and the Department of Education, Waterberg District in the Limpopo province. It is hoped that the results generated by the study might assist the training personnel or facilitators (education or subject specialists) to know the type of training and support that LO teachers require and to also inform policy makers to develop a model of teaching career guidance at rural high schools.Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted
6
Hobley, Janet. "The lost disciplines : an examination of the changes to the knowledge content of Further Education Initial Teacher Training (FEITT) between McNair (1944) and FENTO (2007)." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019856/.
Повний текст джерелаАнотація:
The premise initially taken was that between 1944 and 2007 the vertical discourse of Further Education Initial Teacher Training (FEITT), in the discrete form of the disciplines of Sociology, Psychology and Philosophy (Bernstein, 1996) had been eroded over time as a result of increased government regulation. This view was subsequently refined through the research process which involved analysis of archive documents, survey questionnaires to current providers of FEITT and follow-up interviews with a range of FEITT trainers. A conceptual framework (Barnett, 2006) that drew on Bernstein's concepts of classification, framing and re-contextualisation of vertical discourse within vocational education and training was one significant factor in this change of focus. The research shows that whilst a comparison of the documentation suggests that the vertical discourse has become fragmented, the data provided by current courses indicates that the vertical discourse remains strong, albeit in an altered and 'recontextualised' form. The conclusion is that the 'vertical discourse' of FEITT has changed in terms of its'classification and framing', from the original discipline, and knowledge based epistemological stance of early programmes, through a process of what Barnett describes as 're-classificatory' or'dual re-contextualisation'. What the data reveals is that, in this new 'form', the re-contextualisation of disciplinary knowledge becomes a significant factor and one that requires teacher educators, to 'face both way', in the delivery of vertical discourse, that is more locally derived and context specific than in former FEITT courses.
7
Koopman, Oscar. "Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79884.
Повний текст джерелаАнотація:
Thesis (PhD)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: This study investigated a single research question, that is: How do teachers experience the implementation of the Further Education and Training (FET) National Curriculum Statement (NCS) for Physical Science? The focus of the study was on searching the inner consciousness of Physical Science teachers as they engaged with the teaching of the subject on a daily basis. It is in the inner consciousness where one finds the truth about people’s perceptions, beliefs, emotions, challenges and convictions about/towards phenomena that the study sought to determine. In so doing, this study searched for phenomenological truth about the daily realities Physical Science teachers are faced with, as they implement the NCS. Phenomenological truth is floatable, precarious in nature, and subject to an individual’s perception of truth. It is important to note that phenomenological truth makes no reference to absolute truth. At the time this study was conducted the NCS was the only policy document with legal status for schools in South Africa. As a result the NCS influences and directs the pedagogical practices of teachers. This is because the NCS has a specific expectation of Physical Science teachers with regards to their understanding of the content, the delivery of the content, the learning environment, and professionalism. Through searching the consciousness of teachers, they revealed how they experienced what they do in the Physical Science classroom. In other words, how they experience what, how, when and who they teach. Probing into the consciousness of teachers and how they experience the implementation of the NCS provides valuable insight into the quality of curriculum delivery. This study did not only focus on the implementation of the NCS, but also examined why it might be difficult for teachers to change their practices. Phenomenology is both a theory and a method. The study was guided by the ideas of Edmund Husserl - who is regarded by many phenomenologists as the father of phenomenology, Martin Heidegger, Maurice Merleau-Ponty, and many other phenomenologists. Husserl (cited in Derrida, 1967) believed that we should begin any explanation with experience, which is a scientific description that does not presuppose any significance of the existence of the metaphysical world. By delving into the complexities of experience one can locate the flowing life of an individual’s consciousness as it occurs. Husserl posited the belief returning to the things themselves (cited in, Derrida, 1967; Spanos, 1976; Groenewald, 2004) to describe the purity of experience as data. In this study I sampled three teachers and employed a phenomenological methodological framework to capture their lived experiences. I used one-on-one semi-structured face-to-face interviews to construct the data. In addition, field notes were used to turn the direct experiences and observations of the participants into vivid descriptions. In phenomenology researchers use field notes to make the voice of people heard in the text. I drew on Husserl, Heidegger and Merleau-Ponty’s philosophical pathways that a person must be understood from his position within a specific time and place to present the findings. The major finding in this study showed that the teachers’ consciousness, with respect to Physical Science teaching was negatively influenced by the legacy of apartheid-education. This negative consciousness through which they framed their thoughts and filtered their ideas became the collective mindset through which they personified their teaching. The study revealed that the delivery of the NCS (by the teachers) was mostly axiomatised by old habits and images in their thoughts engrained in their memory under apartheid education. The findings also showed that their (teachers’) consciousness with regards to the NCS unconsciously oscillated between the present and the past and that they continuously and unconsciously bring the past (old ideas and beliefs) into the present. The teachers constantly have to struggle against the phenomenological self or attitude and ceaselessly suppose and follow thoughts of pre-comprehension or preconception.
AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die volgende navorsingvraag te beantwoord: Hoe ervaar onderwysers die implementering van die Verdere Onderwys en Opleiding (VOO) Nasionale Kurrikulum Verklaring (NKV) vir Fisiese Wetenskap? Die hoofdoel was om meer insig te verkry oor wat binne onderwysers se psige plaasvind soos hulle op ‘n daaglikse basis hul uitleef in die Fisiese Wetenskapsklaskamer binne die raamwerk van die NKV. Dit is binne die psige waar hul persepsies, diepgewortelde waardes, emosies, en uitdagings rondom die NKV rus. Om hierdie rede is die studie geïntresseerd om die fenomenologiese waarheid van die alledaagse realiteite waarmee hulle aanhoudend gekonfronteer word, te myn. Fenominologiese waarheid is vloeibaar en verskil van persoon tot persoon en hou geen verwysing met absolute waarheid nie. Toe hierdie studie plaasgevind het, was die VOO NKV die enigste wettige beleidsdokument vir die deelnemers. Die onderwysers was dus verplig om die voorgeskrewe beginsels soos in die NKV saamgevat toe te pas in die voorbereiding en aanbieding van hul lesse. Die NKV beskryf in diepte die inhoud vir elke graad (10-12), hoe die inhoud aangebied moet word, die klaskamer atmosfeer, asook die professionalitiet van die opvoeders. Al die antwoorde soos saamgevat in laasgenoemde, lê bine die psige van die onderwysers. Die ondersoek van die psige van die onderwysers lei tot ‘n begrip van hoe, wat en waarom Fisiese Wetenskaps-onderswysers doen wat hulle doen. Alhoewel die fokus van hierdie studie op die implementering van die NKV is, dra dit ook by tot groeiende kennis aangaande hoekom onderwysers dit moeilik vind om hulle praktyke te verander wanneer dit kom by die hernuwing van ‘n kurrikulum. Fenomenologie is beide ‘n navorsingsmetode en ‘n teorie. Die literatuuroorsig van hierdie studie is geinspireer deur die idees van Edmund Husserl, wat bestempel word as die vader van fenomenolgie, asook Martin Heidegger, Maurice Merleau-Ponty, en veskeie ander fenomenoloë. Derrida (1967) is oortuig daarvan dat enige verduideliking akkuraat beskryf kan word indien geleefde ervaring in ag geneem word. Geleefde ervaring spreek direk tot die onderliggende psige van ‘n individu, en deur die psige te ondersoek, is dit moontlik om ‘n individu se oortuigings ten opsigte van sy/haar geloof, persepsies en uitdagings, asook hoe die individu reageer op hierdie aspekte te verstaan. Husserl gebruik die uitdrukking ‘returning to the things themselves’ wanneer hy verwys na die belangrikheid en oorspronlikheid van ervaring (vermeld in, Derrida, 1967; Spanos, 1976; Groenewald, 2004). Om hierdie rede is ‘n fenomenologiese metode gevolg om die lewenservaringe van drie swart onderwysers vas te vang. Hierdie fenomenologiese vertolkende ondersoek word deur veelvoudigemetodes van inligtingsinsameling gekenmerk. Inligting in hierdie studie oor die deelnemers se ervaringe is vekry deur middel van individuele onderhoude, en die ontleding van die inhoud daarvan. Addisionele inligting is verkry deur veldnotas. Die doelwit van die veldnotas was om die deelnemers se direkte ervaringe en waarnemings in besonderhede te beskryf. Die ontledingsbenadering van elke deelnemer is gedoen binne die raamwerk van Husserl, Heidegger en Merleau-Ponty wat gegrond is op teorieë wat die belangrikheid van plek en tyd uitbeeld. Die resultate van hierdie studie het getoon dat die onderliggende psige van elke deelnemer deur die nalatenskap van apartheid negatief beïnvloed is. Hierdie negatiewe denkpatrone waardeur die onderwysers se idees formuleer vorm die kollektiewe ingesteldheid waardeur hulle hul onderrigswêreld skep. Verder het die studie onthul dat hul aanbieding van die NKV meestal gedryf word deur ou gewoontes wat binne hul denke gekristalliseer het. Hulle vind dit dus moeilik om deur hierdie ou gewoontes te breek. Hul denke wissel gedurig tussen die verlede en die hede en roep die verlede voortdurend binne die hede. Alhoewel die bevindinge van hierdie studie gekoppel is aan plek en tyd is daar ‘n konstante struweling tussen die fenomenologiese self en hul ou gesette denke.
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Strydom, Verena Zita. "The support needs of life orientation teachers in the Further Education and Training Band." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6837.
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Thesis (MEdPsych)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.
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Barnard, Jane. "Factors affecting the use of computer assisted learning by further education biology teachers." Thesis, n.p, 1999. http://ethos.bl.uk/.
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Van, Staden Shauwn Quinton. "Teaching strategies utilized by non-special education teachers in inclusive further education and training classrooms." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1921.
Повний текст джерелаАнотація:
Dissertation (Magister Educationis(Education Management))--Cape Peninsula University of Technology, 2010The Policy Document, Education White Paper 6 (Department of Education, 2001) states that all learners irrespective of their barriers to learning and development, have a right to be educated in ordinary schools, together with their peers. The inclusion of learners who are deaf/hearing impaired in mainstream Further Education and Training (FET) classrooms means that these learners are no longer being taught by special educators who are trained to cater for their special needs. In this study the learners are taught in regular classrooms by non-special education subject teachers who have had no formal training in how to teach learners with special needs specifically learners who are deaf/hearing impaired. A qualitative exploratory design with multiple methods for data collection (questionnaires, informal discussions, nonparticipant classroom observations and video footage) was employed in this study. A non-random purposive sampling which consisted of three non-special education subject teachers who teach two learners who are deaf/hearing impaired in the Further Education and Training phase at two mainstream educational institutions participated in the research. The aim of this study was to explore the kind of strategies these teachers use when they mediate learning in classrooms where there are deaf/hearing impaired learners. The study has indicated that while the educators might express a lack of confidence in their abilities, they do cater for the needs of deaf/hearing impaired learners who experience barriers to learning albeit in different ways.
Книги з теми "Further teacher training"
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Ltd, York Consulting. Evaluation of further education initial teacher training bursary initiative. Nottingham: DfES, 2004.
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Ofsted. Framework for the inspection of initial teacher training of further education teachers. London: Ofsted, 2004.
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1944-, Walker Stephen, ed. Teaching, training and learning: A practical guide. Sunderland: Business Education, 1992.
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Parsons, John Keith. Pickup in initial further education teacher training: A case study of the management of curriculum development. Wolverhampton: Wolverhampton Polytechnic, 1992.
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Cranton, Patricia. Becoming an authentic teacher in higher education. Malabar, Fla: Krieger Pub. Co., 2001.
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Foden, Frank. Part-time teachers in further education: A study of the origins, background and development of training programmes, withspecial reference to the evolution of the teacher training programmes of the City and Guilds of London Institute, the Royal Society of Arts and the Regional Advisory Councils for Further Education. Leeds: Study of Continuing Education Unit, School of Education, University of Leeds, 1993.
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Mentoring teachers in post-compulsory education: A guide to effective practice. 2nd ed. Abingdon, Oxon: Routledge, 2012.
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Cunningham, Bryan. Mentoring teachers in post-compulsory education: A guide to effective practice. 2nd ed. Abingdon, Oxon: Routledge, 2012.
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The changing landscape of the academic profession: The culture of faculty at for-profit colleges and universities. New York: Routledge, 2006.
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Great Britain. Scottish Office. Review Committee forthe Initial Training of Further Education College Lecturers. Initial training of further education college lecturers: Report of the Review Committee for the Initial Training of Further Education College Lecturers. Edinburgh: Scottish Office Education Dept, 1993.
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Loo, Sai. "Training of FE teachers with occupational/vocational experiences." In Vocationalism in Further and Higher Education, 78–90. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315670331-7.
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Chitez, Mădălina, Roxana Rogobete, and Alexandru Foitoş. "Digital Humanities as an Incentive for Digitalisation Strategies in Eastern European HEIs: A Case Study of Romania." In European Higher Education Area: Challenges for a New Decade, 545–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_34.
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Abstract The modern university has the potential to turn into a nexus of digital embracement and innovation, thus responding to both strategic planning for higher education and societal demands. Priorities in digitalisation strategies (White Paper ‘Bologna Digital 2020’, Rampelt et al. 2019) for higher education institutions (HEIs) are actively promoted, and their implementation is in progress throughout Europe. However, the embedding of the digitalisation reform at the institutional level is considerably uneven from one country to another, with Eastern European HEIs lagging behind (Conrads et al. 2017). The aim of this position paper is to present and discuss the case of digital humanities (DH) as an incentive for digitalisation strategies at Eastern European universities. We briefly contextualize the configuration of DH initiatives in the region by using the results of the Digital Humanities Survey and propose the case study of Romania, where we investigate the implementation status of such initiatives. We further exemplify the process of developing a DH centre and evaluate the institutional impact of the recently created research centre CODHUS, from the West University of Timişoara, Romania, the second DH centre in the country. The strength of the new centre relies on its capacity to converge cross-disciplinary expertise with digital technologies. The centre intends to develop computational solutions and digital tools for research, course development and assessment. CODHUS is also a digital-competence training centre for teachers and students, with the purpose of bridging the gap between teaching strategies and goals, on one hand, and students’ digital experiences and expectations from HEI, on the other. The study offers a multiple-lens perspective on the integration of digital-intensive research initiatives, such as DH, into the Bologna process. We argue that DH centres can support further HE developments which contribute to building “new learning ecologies” (Galvis 2018) and creating an “education area with digital solutions” (Rampelt 2019).
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"Standards, training and qualifications." In Teacher Professionalism in Further and Higher Education, 33–52. Routledge, 2007. http://dx.doi.org/10.4324/9780203397299-8.
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Hernández, Patricia Gómez, Carlos Monge López, and Alba García Barrera. "Challenges about MOOCs in Teacher Training." In Professional Development and Workplace Learning, 1268–88. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch069.
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MOOCs seem to be a good way to deliver training to a large number of teachers and to facilitate their professional development in those areas whose skills are scarce, requires an update or needs further deepening. In this chapter a test is carried out to make an approach to the current state of affairs, taking sample students from an on-site university and an open university. This study also allows investigating if there may be differences between both groups. Using case studies, a questionnaire was administered to 37 pre-service teachers, showing a relative great knowledge about MOOCs by participants. In conclusion, the studied universities must design, develop and divulgate these courses as a pedagogical resource for initial and continuous teacher training. This chapter completes the book section with discussion on research involving ‘RIA and education practice of MOOCs', as such it provides a fitting commentary for the topic of ‘educational training design'.
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Viswanathan, Revathi. "Effectiveness of Teacher Training in Using Latest Technologies." In Advanced Methodologies and Technologies in Modern Education Delivery, 893–907. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch069.
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In this chapter, the author discusses the workshop that she conducted for teachers (who represented various Indian states) to train them to use handheld devices for teaching language skills. Further, she sheds light on the responses given by the participants, which reflected the effectiveness of the program.
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Viswanathan, Revathi. "Effectiveness of Teacher Training in Using Latest Technologies." In Encyclopedia of Information Science and Technology, Fourth Edition, 7635–46. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch664.
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In this chapter, the author would elaborately discuss the workshop, which she conducted for teachers (who represented various Indian states) and trained them in using the hand-held devices for teaching language skills. Further, she would throw light on the responses given by the participants, which reflected the effectiveness of the program.
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"Conclusion." In Reforming Teacher Education for Online Pedagogy Development, 274–96. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5055-8.ch012.
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Chapter 12 serves as a conclusion chapter for the entire text. This chapter reiterates the importance of acquisition and learning and, in particular, the importance of balancing acquisition and learning for online teacher training. This chapter also focuses on identifying future trends in online teacher training and potential directions for institutions, accreditation committees, and higher education in general to pursue. In addition, this chapter further argues for the flexibility of an online teacher training program utilizing acquisition and learning to present the argument that this concept is within reach for all universities that should want to further the training of their online instructors.
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von Hohenberg, Sara Clemm, and Maggie Broderick. "The Role of Teacher Dispositions in a Global Teaching Context." In Interdisciplinary Approaches Toward Enhancing Teacher Education, 221–40. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch012.
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Dispositions are a vital aspect to teacher preparation. Dispositions provide the holistic view to teaching future teachers that is often missing in teacher preparation programs. Commonly, the focus of training in teacher preparation programs is on pedagogical and content specific instruction. However, teacher preparation programs have a greater responsibility to further prepare candidates through dispositional development. In the 21st century, it is imperative that teachers are communicatively and culturally competent. Teacher dispositions relate directly to 21st century skills. This chapter focuses on defining dispositions, explaining their significance in teacher preparation programs and establishing how dispositional training can be employed in practical settings. Including teacher dispositions as an integral aspect of teacher preparation globally could help to establish meaningful and clear connections regarding what is truly needed for successful intercultural and international education in the 21st century.
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Saglam, Asli Lidice Gokturk. "Information Superhighway and Continuous Professional Development for the Networked Teachers." In Facilitating In-Service Teacher Training for Professional Development, 260–75. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch015.
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This chapter focuses on the impact of technology on teacher training through online communities of practice (CoP) and investigates its potential for facilitating continuous professional development for the educators who can create personal learning networks on the web. Wenger's Community of Practice Theory (1998) and Garrison et al.'s (2000) Community of Inquiry (CoI) are explored as underlying theories of CoP. Furthermore, examples of online communities of practice will be briefly enlisted. The chapter will provide brief information how online learning is operationalized within the confines of CoP. The chapter will also discuss role of online communities of practice for teachers' continuous professional development with reference to current literature, explore challenges and focus on suggestions and avenues for further research.
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Weidinger, Wiltrud, and Rolf Gollob. "School-Based In-Service Teacher Training and Peer-to-Peer Learning as an Element of Professionalization." In Global Perspectives on Teacher Performance Improvement, 123–48. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9278-6.ch008.
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The IPE (International Projects in Education) Centre of the Zurich University of Teacher Education (PHZH) deals with questions of lifelong learning of teachers in many of its international collaborations. The chapter deals on the one hand with the question of how the continuing education of teachers is organized in Switzerland, what successful forms and approaches are, and on which learning theories they are based. Learning from colleagues in peer-mentoring programs as one element of school development is presented from various perspectives. The concept of school-based in-service teacher training (SITT) is presented and discussed for a successful implementation on school level. In addition, practical examples from various cooperation projects around the world are briefly presented to explain how experiences can be further developed thanks to careful cooperation and to learn from this that teachers around the world perhaps learn most effectively from their colleagues if there is a good concept behind this approach.
Тези доповідей конференцій з теми "Further teacher training"
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Goryunova, Liliya V. "Further Teacher Training As A National System Component Of Professional Teacher Development." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.5.
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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.
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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.
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Gillespie, R. Brent, M. Sile O’Modhrain, Philip Tang, David Zaretzky, and Cuong Pham. "The Virtual Teacher." In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0250.
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Abstract This paper introduces the virtual teacher, a device or agent that supplements an environment in order to facilitate acquisition by a human user of a manual skill. Like the virtual fixture, a virtual teacher generally acts as an aide or facilitator to task execution, but unlike the virtual fixture, the virtual teacher is present only during training periods. During eventual task performance the teacher is absent. The virtual teacher’s objective, implicitly understood by the user, is to promote independent mastery over the task. We review and organize common paradigms for the teaching of manual skills in real-world settings and use these as inspiration for the design of virtual teachers. In particular, we are interested in the ways in which a teacher, real or virtual, can demonstrate a strategy or impart a ‘feel’ for a task by guiding movement of the pupil’s hand. A pilot study involving 24 participants was used to test the virtual teacher concept with a simulated crane moving task. The present virtual teacher implementation did not significantly improve learning curves. However, further performance interpretations indicate that the lack of positive effect can be remedied with modifications to the virtual teacher that address component skills and ensure suitability to various initial skill levels.
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Predanocyová, Ľubica, Gabriela Jonášková, and Melánia Feszterová. "APPLICATION OF TEACHER COMPETENCES IN EDUCATIONAL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/01.
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"The requirements for the quality of the teacher's pedagogical work and its assessment are constantly increasing. The paper focused on knowledge related to teacher competence. It resulted from research activities in several scientific research projects (e.g. the Slovak Research and Development Agency, Evaluation of Teacher Competencies), implemented at the University of Constantine the Philosopher in Nitra (Slovakia). The team of Slovak experts and teachers monitored (researched) the possibilities of identifying a complex of relevant professional competencies that need to be taken and developed. Overall, the research work within the national survey in the Slovak Republic was determined ten essential competencies of a teacher. The aim of the paper is to introduce the competence of a teacher - the competence to develop a positive climate in the classroom. The positive climate in the classroom acts to shape the relationship between teacher and pupils. It affects the results of the pupil team and uses not only education but also training. Today (current) school is oriented on the personal and social development of the pupils. It is reflected not only in good school results, but also in the complexity of pupil values. As part of the research process, the participating experts and pedagogues developed tools and criteria for the evaluation and self-assessment of the teacher's quality and the teacher's applied competencies in educational practice. These competencies were presented through case studies and the use of the implementation of the AAA evaluation methodology model. We consider it important to point out that the teacher should be a professionally qualified pedagogue who is always competent to educate and train. The essential condition for his further qualification growth is, at the same time, focused on attention and his own self-improvement."
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Dubakov, Artyom, Julia Olar, and Tatyana Khilchenko. "DISTANCE FURTHER TRAINING COURSE OPPORTUNITIES IN THE DEVELOPMENT OF METHODOLOGICAL COMPETENCE OF A FOREIGN LANGUAGE TEACHER." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0144.
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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.
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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.
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Crespo, Begoña, and Angela Llanos Tojeiro. "EMI Teacher Training at the University of A Coruña." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8117.
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TThe aim of this paper is to offer an overview of how an EMI (English as a Medium of Instruction) programme was designed at the University of A Coruña (Spain) to implement courses taught in English by its teaching staff. The final goals of this initiative were twofold: to attract an increasing number of foreign students through mobility or as new admissions; and to promote internationalisation at home for both students and lecturers. Some of the steps taken in this process (from coaching to EMI) are explained as well as the principles on which a particular teaching methodology for non-native speakers of English is based. Content knowledge and a B2 level of English is presupposed, but a further level of teacher professionalism is aspired to, involving commitment, reflection, responsibility. A shift in focus, from teacher- to student-centred learning is required. Instructors should show their students how to learn and guide them along their learning paths. This implies a shift in the original mindset that is strongly rooted in particular teaching traditions. Communicative competence is also a key factor: knowing how to transmit and communicate is at least as important as the material content itself, and lecturers should be good communicators.
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Rodionova, Irina, Olga Titova, Nickolay Kalinin, Ekaterina Konisterova, and Irina Golovina. "PROFESSIONAL DEVELOPMENT OF A NOVICE TEACHER IN DISTANT EDUCATIONAL ENVIRONMENT VIA A PERSONALLY-ORIENTED FURTHER PROFESSIONAL TRAINING PROGRAM." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0706.
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"Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4289.
Повний текст джерелаАнотація:
[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.
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Lukács, Bence, and Sandra Hofhues. "OERlabs: Strategies for University-wide OER Advancement." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9316.
Повний текст джерелаАнотація:
As part of the project ‘OERlabs – jointly training student(-teachers) for Open Educational Resources (OER) use’ at the University of Cologne, Germany, various university stakeholders participated in an open developmental process through attending Multi-Stakeholder Dialogues (MSD). The goal was to sensitize and educate student teachers for Open Educational Resources. During a 6-month process the stakeholders collaboratively explored the challenges and developed solutions for initiating and advancing the use of OER during teacher training. This paper provides the solutions developed by the participants with the help of an impact-effort-matrix, which enabled the stakeholders to assess and evaluate all solutions accordingly. A key to this development was the participatory nature and open dialogue process among all relevant stakeholders, i.e. student teachers, administrators, lecturers and university leadership. A majority of the solutions can be described as low-effort but high-impact, therefore showing a promising outlook for further innovation and organizational development in regards to implementing new technologies.
Звіти організацій з теми "Further teacher training"
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3750.
Повний текст джерелаАнотація:
The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.
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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.
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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.
Повний текст джерелаАнотація:
One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa, and Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3889.
Повний текст джерелаАнотація:
In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.
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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.
Повний текст джерелаАнотація:
The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3897.
Повний текст джерелаАнотація:
The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.
Повний текст джерелаАнотація:
Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.
Повний текст джерелаАнотація:
The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Astafieva, Mariia M., Oleksii B. Zhyltsov, and Volodymyr V. Proshkin. E-learning as a mean of forming students' mathematical competence in a research-oriented educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3896.
Повний текст джерелаАнотація:
The article is devoted to the substantiation of approaches to the effective use of advantages and minimization of disadvantages and losses of e-learning as a mean of forming mathematical competence of students in the conditions of research-oriented educational process. As a result of the ascertaining experiment, e-learning has certain disadvantages besides its obvious advantages (adaptability, possibility of individualization, absence of geographical barriers, ensuring social equality, unlimited number of listeners, etc.). However, the nature of these drawbacks lies not as much in the plane of opportunity itself as in the ability to use them effectively. On the example of the e-learning course (ELC) “Mathematical Analysis” (Calculus) of Borys Grinchenko Kyiv University, which is developed on the basis of the Moodle platform, didactic and methodical approaches to content preparation and organization of activities in the ELC in mathematics are offered. Given the specifics of mathematics as a discipline, the possibility of using ELCs to support the traditional learning process with full-time learning is revealed, introducing a partially mixed (combined) model. It is emphasized that effective formation of mathematical competence of students by means of e-learning is possible only in the conditions of research-oriented educational environment with active and concerned participation of students and partnership interaction. The prospect of further research in the analysis of e-learning opportunities for the formation of students’ mathematical competence, in particular, research and investigation tools, and the development of recommendations for the advanced training programs of teachers of mathematical disciplines of universities are outlined.