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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.
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5
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.
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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.
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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.
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������� and T. Khilenko. "Developing Information Competence of Primary School Teachers." Standards and Monitoring in Education 3, no. 6 (December 17, 2015): 42–45. http://dx.doi.org/10.12737/17281.
Повний текст джерелаАнотація:
The article is devoted to the issue of postgraduate education, namely further vocational education of primary school teachers. The readers will fi nd a model of development of informational competency of a primary school teacher. The article describes the organizational principles of further vocational education process aimed at development of informational competency of primary school teachers. There is a list of educational process conditions of advanced training of primary school teachers, namely: independent work of a teacher, well-organized informational and educational space, organization of individual educational paths of teachers being trained, application of diff erent forms of education during the training process of teachers, opportunity to apply the works of practical value in professional activity as the result of advanced training. Moreover, the article focuses on criteria for determining the levels of formation of information competency of a primary school teacher, and also describes the indicators of each level: low, intermediate and high.
12
Lamond, Bronwyn, and Todd Cunningham. "Understanding Teacher Perceptions of Assistive Technology." Journal of Special Education Technology 35, no. 2 (April 24, 2019): 97–108. http://dx.doi.org/10.1177/0162643419841550.
Повний текст джерелаАнотація:
This research examined Grade 6–10 Ontario Certified Teachers’ ( n = 24) perceptions of assistive technology (AT) and the factors correlated with perceived usefulness of AT. A mixed methods design that included a survey consisting of open- and closed-ended items elicited information about teachers’ AT knowledge and training, their basic computer literacy, their perception of administrative support for access to and implementation of AT, the usefulness of AT, and the factors that encourage or discourage AT use in the classroom. Results of correlational analysis suggested that computer literacy and AT knowledge were significantly positively correlated with perceived usefulness of AT, and a thematic analysis further identified that training and student factors may influence AT use. Implications for preservice and professional development teacher training are discussed, given the consistency of teacher-reported need for greater training opportunities for both students and teachers.
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Ziegelbauer, Christine, and Barbara D'Errico. "ePortfolio in Teacher Education and Academic Further Education." Irish Journal of Technology Enhanced Learning 6, no. 1 (July 6, 2021): 37–46. http://dx.doi.org/10.22554/ijtel.v6i1.78.
Повний текст джерелаАнотація:
Private and professional life is more and more shaped by rapid changes in society and technology. That’s why continuous further education is essential in order to meet the new requirements. In the context of lifelong learning, this article focuses primarily on “learning to learn” as a key competence (European Union, 2018). Therefore, it is essential to develop the ability to self-regulated learning (Zimmerman, 2000) in the first phase of academic training and beyond. Learners must be able to plan, carry out and evaluate their learning process. In order to monitor it successfully, it also requires the ability to reflect.
One instrument that can help learners to regulate their learning process is the ePortfolio (McAllister et al., 2008). In an ePortfolio learners can set their goals individually, document and reflect on their progress with the help of artefacts and thus assess their learning strategies and adapt them, if necessary. Futhermore, outcomes of informal learning can be presented within an ePortfolio as well as outcomes of formal learning activities. For example, in the field of teacher education ePortfolios are used quite widely. The ability to reflect one’s actions is an important aspect of professionalism, which helps teachers to improve their teaching (Schön, 1983). Therefore, it is important, as a prospective teacher, to be able to realistically assess one's own abilities and to know how to acquire new competencies. Teachers have to question their actions constantly and adapt them if necessary. In the German State of Baden-Württemberg keeping an ePortfolio is obligatory for students during the practical phases and is continued in the second phase of training, during the internship. A second field, where ePortfolio is gaining importance, is the academic continuing education. The Academy of Advanced Studies at the University of Konstanz offers academic programmes for professionals. A pilot project will be launched next semester in the part-time bachelor study programme in “Motor Neurorehabilitation” for qualified professional therapists in healthcare. Primarily, the implementation of an ePortfolio in this context aims at giving learners the opportunity to manage and personalise their own digital archive (collection of documents). Secondly, it enables the students to reflect more consciously the inputs and outputs collected - particularly during the time they will be attending their practical internships. Thus, the participants should develop a stronger reflective and critical thinking with regard to the acquired new methods and the experiences collected. Furthermore, the ePortofolio should facilitate group work and encourage interaction with other colleagues (peer review) and/or instructors.
This paper discusses the possibilities of using ePortfolios in teacher training and in academic further education. Based on a theoretical concept for learning and professionalizing with ePortolios in higher education and life long learning, as mentioned before, the potentials in the different fields of application will be presented. Furthermore, we will point out the difficulties and challenges associated with the introduction of an ePortfolio. Finally, an outlook on what is planned for the further development of ePortfolio at the University of Konstanz will be given.
14
Roskvas, Ihor. "Continuing Training of Language Teachers in the UK." Comparative Professional Pedagogy 9, no. 4 (December 1, 2019): 37–44. http://dx.doi.org/10.2478/rpp-2019-0035.
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AbstractThis paper emphasizes the fact that the current socio-cultural conditions in Ukraine put fundamentally new requirements on professional training of future language teachers. Furthermore, the reforms in Ukrainian higher education, including its focus on the implementation of the principles of the Bologna Declaration, expect that continuing teacher training of future language teachers should result in professionally mobile, proactive and independent future language teachers. Therefore, this paper aims to analyze the continuing teacher training of future language teachers in the UK and suggest ways to improve continuing teacher training of language teachers in Ukraine. The paper indicates that the UK is at a turning point today. The country is on its way of leaving the EU, which will significantly change not only its relations with EU countries but also with other countries all over the world. Thereby, the UK needs the skills and capabilities, which will facilitate the understanding of other cultures and languages, to continue to be important for successful international relationships at all levels. The four nations of the UK have approached policy on language education in different ways, which reflect their different linguistic circumstances, and they will continue to do so. The paper states that the model of the UK language teacher includes not only professional qualities but also his or her professional and personal development in the context of professional training and retraining. The paper concludes that the use of the UK’s positive experience in providing continuing teacher training to language teachers and ensuring their professional development discovers some new opportunities for Ukraine. Further research should focus on the peculiarities of the programmes for the professional development of language teachers. It can help to enhance the quality of advanced training of language teachers in Ukraine.
15
Ponomareva, Nadiia. "THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER." Educational Discourse: collection of scientific papers, no. 25(7-8) (September 21, 2020): 57–72. http://dx.doi.org/10.33930/ed.2019.5007.25(7-8)-5.
Повний текст джерелаАнотація:
As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.
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Sleet, Kaysha, Susan B. Sisson, Dipti A. Dev, Charlotte Love, Mary B. Williams, Leah A. Hoffman, and Valarie Blue Bird Jernigan. "The Impact of Responsive Feeding Practice Training on Teacher Feeding Behaviors in Tribal Early Care and Education: The Food Resource Equity and Sustainability for Health (FRESH) Study." Current Developments in Nutrition 4, Supplement_1 (September 20, 2019): 23–32. http://dx.doi.org/10.1093/cdn/nzz105.
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ABSTRACT Background Establishing healthy eating habits early affects lifelong dietary intake, which has implications for many health outcomes. With children spending time in early care and education (ECE) programs, teachers establish the daytime meal environment through their feeding practices. Objective We aimed to determine the effect of a teacher-focused intervention to increase responsive feeding practices in 2 interventions, 1 focused exclusively on the teacher's feeding practices and the other focused on both the teacher's feeding practices and a nutrition classroom curriculum, in ECE teachers in a Native American (NA) community in Oklahoma. Methods Nine tribally affiliated ECE programs were randomly assigned to 1 of 2 interventions: 1) a 1.5-h teacher-focused responsive feeding practice training (TEACHER; n = 4) and 2) TEACHER plus an additional 3-h training to implement a 15-wk classroom nutrition curriculum (TEACHER + CLASS; n = 5). Feeding practice observations were conducted during lunch at 1 table in 1 classroom for 2- to 5-y-olds at each program before and 1 mo after the intervention. The Mealtime Observation in Child Care (MOCC) organizes teacher behaviors into 8 subsections. Descriptive statistics and the Shapiro–Wilk test for normality were calculated. Paired t tests were calculated to determine change in each group. Results A mean ± SD of 5.2 ± 2.0 (total n = 47) children and 1.7 ± 0.5 (total n = 14) teachers/center were observed at baseline, and 5.6 ± 1.7 (total n = 50) children and 1.7 ± 0.7 teachers (total n = 14) were observed/center postintervention. Total MOCC scores (max possible = 10) improved for TEACHER (6.1 ± 0.9 compared with 7.5 ± 0.3, t = 4.12, P = 0.026) but not for TEACHER + CLASS (6.5 ± 0.8 compared with 6.4 ± 1.0, t = −0.11, P = 0.915). No other changes were observed. Conclusions Teacher intervention–only programs demonstrated improvements in responsive feeding practices, whereas the programs receiving teacher and classroom training did not. Greater burden likely decreased capacity to make changes in multiple domains. We demonstrated the ability to implement interventions in NA ECE. Further research with larger communities is necessary. This trial was registered at clinicaltrials.gov as NCT03251950.
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Niyibizi, Emmanuel. "Modelling in Teacher Education: Beliefs of Teacher Educators in Rwanda." African Journal of Teacher Education 10, no. 1 (April 11, 2021): 87–105. http://dx.doi.org/10.21083/ajote.v10i1.6371.
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The study aims to explore teacher educators’ beliefs about role modelling in teacher education in Rwanda. This study hopes to contribute to filling the gap created by limited empirical study available on teacher educators and the relevance of role modelling for high quality teacher training. The study was designed as an exploratory qualitative research using semi-structured interviews of 20 purposively and conveniently selected teacher educators. Content analysis was used to analyze collected data. The findings reveal that participating teacher educators believe that role modelling is an important component in the process of teaching teachers. Moreover, participants hold beliefs about role modelling as implicit exemplar practices and behavior. They think that teaching teachers involves not only providing knowledge but also serving as a good example in both teaching practices and behavior at training institutions as well as in the society. The study concludes that both implicit and explicit modelling should be included in the overall reflections of policy, research and practice of pedagogy of teacher education and especially in the professional development of teacher educators. Further empirical studies are recommended about the implications of implicit modelling on student teachers’ learning outcomes.
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Komar, Oleh, Anhelina Kolisnichenko, Svitlana Derkach, and Tetiana Kapeliushna. "NEWLY QUALIFIED FOREIGN LANGUAGE TEACHERS’ ADAPTATION IN PROFESSION: CHALLENGES, PROBLEMS, FIRST ACHIEVEMENTS AND FURTHER PROSPECTS." Advanced Education 8, no. 18 (June 22, 2021): 35–45. http://dx.doi.org/10.20535/2410-8286.228211.
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Ukrainian reforms in higher education and participation of universities in different international programmes open new perspectives for quality assurance rising. This study focuses on the foreign language teachers’ professional readiness during their initial period of work and provides an important opportunity to advance the understanding of the main changes in education and their influence on newly qualified FL teachers’ adaptation in the profession. The concept of “foreign language teachers’ training” is studied in the context of the pedagogical field, determining the personality of the future teacher, professional suitability; content of education, application. These prerequisites of newly qualified FL teachers are defined as reasonable and desired for further professional development. As a qualitatively oriented study, the purpose of the suggested investigation was to find out newly qualified teachers’ experience, serious challenges, benefits and, moreover, to explore best practices in order to support newly qualified teachers in their initial career. A variety of qualitative and quantitative tools of survey for collecting data was applied for measurement as a basic study design. The main study findings outline perplexing problems for the FL teachers to solve: paperwork, time management, low salaries and affective filters. Another important finding was that newly qualified teachers need a mentor who can give a methodological support. The results show a significant importance in “New generation School Teacher” programme further implementation in the FL teachers training course.
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Belmaz, Ya. "PARTNERSHIP BETWEEN UNIVERSITIES, SCHOOLS AND PUBLIC ORGANIZATIONS IN TEACHER PREPARATION FOR GIFTED CHILDREN (US EXPERIENCE)." Innovative Solution in Modern Science 3, no. 39 (May 19, 2020): 36. http://dx.doi.org/10.26886/2414-634x.3(39)2020.4.
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The article deals with the problem of gifted children. It focuses on the teacher preparation for gifted children. The author analyses the American experience of partnership between universities, schools and public organization in the process of teacher preparation for work with gifted and talented children.It is stated that in the United States, reform of partnerships between different organizations in the preparation of teachers for work with gifted children begins at the level of university training programs for such teachers, extends to schools, where teachers with gifted children work, and further covers the society as a whole.Key words: gifted children, teacher preparation, university training program, partnership, public organization, school.
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Wati, Nurul. "Teacher Training For Making HOT (Higher Order Of Thinking) Tests." Asian Journal of Science Education 1, no. 1 (October 4, 2019): 1–9. http://dx.doi.org/10.24815/ajse.v1i1.13545.
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Higher Order Of Thinking (HOT) based tests are very necessary for students, because in addition to increasing student understanding, HOT-based learning instruments can also improve the abilities and skills possessed by students. The purpose of this training is to hone the teacher's skills in preparing HOT-based tests and find out the participants' responses to the activities carried out. The stages of community training activities are: coordination of the implementation team with partners and LPPM Unsyiah, preparation of materials, identification of problems by partners, training of teachers, data analysis and reporting of activities. The subject of this training is Physics Teacher at the SMA Negeri 1 Meulaboh. The target of this activity is to equip partner teachers with basic knowledge and experience in developing HOT-based tests, able to properly compile HOT-based physics questions. The outputs produced are (1) service report; (2) HOT question preparation module and (3) Articles that will be published in the Journal. The results of the training activities carried out went well, targets that had been set previously had been achieved well. Physics teachers already have the knowledge to develop HOT-based questions and will continue to develop further. Through the results of the questionnaire analysis the responses of the participants obtained good responses. Where the physics teacher at SMA Negeri 1 Meulaboh felt helped by the existence of this training activity and wanted to be applied in the learning process.
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Volyarska, Olena. "IMPROVEMENT OF PROFESSIONAL TEACHER DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 143–52. http://dx.doi.org/10.33989/2226-4051.2016.14.171605.
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Comprehensive analysis of scientific studies of national and foreign scientists showed that the problem of the teachers’ professional development improvement has been represented in theoretical and practical philosophical, psychological and pedagogical science. The analysis of development of the postgraduate education tendencies, life-long professional education of adult learners, long-term scientific and pedagogical experience have revealed the relevance of research in the improving of the teachers professional development. This research has been appropriated by the increased requirements for postgraduate education and traditional approaches to the development of the teachers’ professional competences and by the necessity to cope with the existing stereotypes, changing attitudes and approaches to the teachers’ professional growth.The aim of the research is to identify the spheres of improvement for the professional development of teachers in the system of postgraduate education.The interpretation of the teachers’ professional development has been defined as an increase of their professional competence in the result of practical experience and prolonged purposeful and coordinated self-education in the conditions of formal, non-formal and informal adult education.The main directions of improvement of Ukrainian teachers’ professional development in our in-service teacher training include: 1) systematic implementation of educational innovation in postgraduate education content; 2) development of the blended forms of teacher training for providing educational possibilities for various special optional courses, trainings and seminars on full-time training conferences, consultations, participation in online conferences, electronic forums, chats on the distance remote basis; 3) creation of a system of the various modular courses and teacher trainings, which provides a clear definition, diagnosis and monitoring of professional competence components, based on a modular educational technology and which is one of the modern innovations in adult education; 4) development of partnership subject-subject interaction in in-service training, where the participants of training activities are oriented to the professional development, personal and professional growth.The results of studies have stated that a comprehensive personal training for teachers should be oriented to the development of their willingness to increase the effectiveness of the professional activities. In the further researches we consider the necessity of studying and generalization of international and national databases on the teachers’ continuous professional development.
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Yakovleva, Irina, Sergey Yakovlev, and Vera Khitryuk. "Training of pedagogical personnel for inclusive education children with disabilities." SHS Web of Conferences 98 (2021): 04005. http://dx.doi.org/10.1051/shsconf/20219804005.
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With the spread of inclusive education, new requirements are imposed on a teacher, including their readiness to teach, educate, and help with the development of children with special educational needs. Scholars recognize the need to amend the training of general education teachers (primary school teachers and subject teachers) to form their readiness to teach school children with disabilities. The study presents an analysis of modern Russian research on this issue using methods of analysis, systematization, and comparison of modern approaches to teacher training for inclusive education of children with disabilities. The study reveals Russian scholars’ understanding of the term “readiness for inclusive education of children with disabilities” and a list of professional and personal qualities, value-semantic guidelines, and professional competencies that an inclusive education teacher should have. Scientific approaches to the training of such a specialist (competency-based, integrated) and proposed forms of education are critically analyzed, and issues of content and new technologies used in preparing a teacher for this type of professional activity (contextual, project-based learning) are considered. The study reveals the shortcomings of the modern situation in the preparation of a general school teacher for inclusive teaching of children with disabilities, and the authors’ view on changing the form of such training is proposed. As a result of the analysis, prospects for further research in the field of teacher training for inclusive education of children with disabilities are highlighted.
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Holloway, David. "Reforming further education teacher training: a policy communities and policy networks analysis." Journal of Education for Teaching 35, no. 2 (April 20, 2009): 183–96. http://dx.doi.org/10.1080/02607470902927233.
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McAleer, John, and Gerry McAleavy. "The Introduction of Mandatory Teacher‐Training in Further Education in Northern Ireland." British Journal of In-Service Education 13, no. 3 (September 1987): 123–27. http://dx.doi.org/10.1080/0305763870130303.
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Stark, Sheila. "Experiencing a Competence Based Teacher Training Programme in Further Education: Student Perspectives." Journal of Further and Higher Education 16, no. 1 (March 1992): 74–84. http://dx.doi.org/10.1080/0309877920160109.
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Stark, Sheila. "Initiating a Competence Based Teacher Training Programme in Further Education: Staff Perspectives." Journal of Further and Higher Education 16, no. 2 (June 1992): 80–89. http://dx.doi.org/10.1080/0309877920160209.
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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 13, 2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.
Повний текст джерелаАнотація:
The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 14, 2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.
Повний текст джерелаАнотація:
The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 9 (September 6, 2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.
Повний текст джерелаАнотація:
The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
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Amalia, Nur, and Fitni Wilis. "Improving teacher quality through classroom action research." Journal of Community Service and Empowerment 2, no. 3 (October 28, 2021): 133–39. http://dx.doi.org/10.22219/jcse.v2i3.17934.
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Classroom Action Research Training for Aisyiyah PAUD Central Java Teachers to Improve the Quality of Learning delivered by the Principal and Teacher Training of PAUD 'Aisyiyah PWA Central Java, this activity aims to: 1) instill awareness in PAUD 'Aisyiyah teachers on the importance of Classroom Action Research 2) improve skills prepare proposals for Classroom Action Research 3) provide assistance related to Classroom Action Research, 4) train teachers to be able to provide treatment to the subjects studied, so that they experience positive changes. The methods used in this training are presentations, discussions, case studies. This training activity was attended by 142 teachers from PAUD 'Aisyiyah in Central Java. The results of the service are theoretically successful, this can be seen from the enthusiasm of the training participants who actively ask questions about the problems they encounter related to the steps of preparing the CAR proposal, but judging from the practice of preparing the proposal the results have not been satisfactory, because only 15% of participants can prepare a CAR proposal properly. and 33% is considered sufficient, while 52% of participants have not succeeded in compiling a CAR proposal. It is not easy to write CAR, it requires independent effort training from the teacher concerned to solve the problems faced in PBM. In general, PAUD 'Aisyiyah Central Java teachers need further assistance in writing Classroom Action Research.
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Davydova, Svitlana. "Use of Multimedia Technologies in the Training of Teachers of Fine Arts." Ukrainian Journal of Educational Studies and Information Technology 5, no. 4 (December 29, 2017): 67–77. http://dx.doi.org/10.32919/uesit.2017.04.06.
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The article states that the training of young professionals, in particular teachers, is the main task of national educational systems, especially higher education. In the modern world, the transformation that rocked the society in the late XX – early XXI centuries is prevailed, and the education sector was particularly affected. The rapid growth of information volumes, globalization processes, innovations in the field of information and communication technologies prompt to change the approaches to understanding the essence of studying. Nowadays, the studying goes beyond the standard education - the acquisition of skills and abilities under the guidance of a teacher within an educational institution. The leading countries of the world are making significant efforts to provide high-quality training and further information support to highly skilled professionals. In Ukraine, the idea of reforming the system of higher education in line with the growing demands of the global information society is supported at the state level. The existence of a number of underestimated advantages of the use of new technologies is mentioned, this concerns multimedia technologies and the possibility of their introduction into the educational process of future teachers of fine arts. For example, the opportunity not only to read the facts, but also to familiarize students with video chronicles, reproductions of posters, paintings and photographs, fragments of feature films that allow multimedia technologies.
The author considers the conditions of use of multimedia technologies by the teacher in the educational process and the role of the teacher himself in the professional training of specialists from different fields and especially teachers. The concepts of «multimedia», «multimedia technologies», «multimedia tools», «multimedia information», «multimedia products» are expounded. The article analyzes the scientific works on the application of multimedia technologies in the educational process. The main reasons for changing the teacher's role in professional activity are found out. Based on the analysis, the teacher's ability to use multimedia technologies in the educational process is determined.
The article notes that the main task of vocational education of a modern teacher is not only the acquisition of knowledge, but also the mastery of information and telecommunication technologies for the formation of comprehensive and general cultural skills of work with information. During the study, it was substantiated that the introduction of multimedia technologies into the educational process of higher education institutions that train teachers of fine arts, will increase their professionalism and competitiveness in the labor market. It emphasizes that for the modern teacher of fine arts it is important not to accumulate knowledge, but to be able to operate and replenish it, to navigate in the information space. An analysis of trends in further education informatization shows that in the future the value of multimedia applications in this area will increase, because knowledge that provides the required level of professional qualification is always subject to rapid changes.
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Yeromenko, Olha. "Digitization of the process of primary school teacher training." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 255–64. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-255-264.
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The paper deals with the issue of introducing digital innovations in the process of training primary school teachers. It has been identified that digital literacy is becoming a priority for teachers today, therefore particular attention in the training of primary school teachers should be focused on the formation of digital competencies. The paper describes the peculiarities of digitization of the process of training primary school teachers and identifies ways to organize work with students using digital tools and technologies within blended learning. The educational concept of blended learning has been considered. Emphasis has been placed on the implementation of the «flipped classroom» model, using a mixed synchronous educational environment, which means simultaneous work with students in the classroom and online connection for those who cannot be present in the classroom. It has been proposed by the author to use the method of self-organized educational space for the organization of students’ independent work with the use of digital technologies in face-to-face classes. It has been stressed that the teacher under such an arrangement of training plays the role of facilitator, whose primary task is to organize group activities. The conditions which determine the success of further digitalization of the process of primary school teacher training have been presented.
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Ariani, Farida. "Meningkatkan Ketrampilan Guru dalam Menyusun Perangkat Pembelajaran melalui Training Perangkat Pembelajaran." Journal of Elementary School (JOES) 3, no. 1 (June 28, 2020): 14–28. http://dx.doi.org/10.31539/joes.v3i1.1305.
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The purpose of this study is to improve teacher skills in developing learning tools. This research method is classroom action research. The results of the first cycle to further improve teacher skills in developing learning tools. In the first cycle, the teacher had begun to understand and was able to arrange the learning kit even though it was not maximal because the scores obtained from observations were 106 with a maximum score criterion 168 The completeness criterion was 75% of the total score which was 126 which meant the teacher's skills in preparing the learning device were sufficient well. In cycle II, the teacher has begun to understand and is able to compile the learning tools and is maximized because the score obtained from observations is 163 with a maximum score criterion of 168, the completeness criterion is 75% of the total score of 126. It was concluded that the teacher's skills in compiling the devices learning has been very good in compiling syllabi, compiling annual programs, and semester programs.
Keywords: Teacher Skills, Training, Learning Tools
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Rysbek, Maussumbayev, Toleubekova Rymshash, Abilmazhinova Bayan, Mugauina Gulbaram, Baibaktina Axaule, and Kaziyev Karas. "Developing the research potential of a social teacher in the context of digital technologies." Cypriot Journal of Educational Sciences 17, no. 3 (March 31, 2022): 971–80. http://dx.doi.org/10.18844/cjes.v17i3.7004.
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In the system of modern domestic education, the problem of professional-pedagogical activity of teachers is one of the most popular and relevant, deserving separate empirical research and further practical study. This article aims to consider the role of a social teacher in society and reviews the research potential of a social teacher. Opportunities such as advanced training courses in research capacity development, ICT courses, speech at scientific conferences, participation in professional competitions, project works, master classes, and participation in network communities of social teachers are identified. The features of each opportunity noted in the development of research capacity are discussed in detail. Essential features of the notion's potential and research potential are disclosed in the article. Structural elements of the pedagogical model on three stages of teacher’s research potential development at the system of further professional training. Keywords: ICT courses; network community; research potential; social teacher.
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Lei, Man, and Jane Medwell. "Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context." Asia Pacific Education Review 22, no. 2 (April 13, 2021): 169–79. http://dx.doi.org/10.1007/s12564-021-09686-w.
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AbstractIn March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.
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Kabir, Mohammed Humayun. "Managing Curricular Innovation and Teacher Training: Bangladesh Perspective." IIUC Studies 12 (December 10, 2016): 9–26. http://dx.doi.org/10.3329/iiucs.v12i0.30578.
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This study aims at finding out the necessity of teachers training to put into practice the LT(Communicative Language Teaching) based English textbooks (English for Today series i.e. EFT) in Bangladesh at school and college levels where Grammar-Translation-Literature based curriculum had been followed for decades. Using a mixed methods approach, I conducted the study by engaging the teacher participants in the questionnaire response, interviewing them, observing their classes and consulting different official reports and research findings. The study revealed that majority of our English teachers are not trained up at all to use these CLT textbooks though they feel that training might definitely skill them well and make them efficient enough to handle the newly designed EFT textbooks more effectively. It further revealed that even trained up teachers cannot create a truly communicative environment in the classroom as the existing testing system encourages students to memorize answers to some probable questions rather than engage them in communicative activities. This paper ends with some recommendations to overcome this existing hopeless situation.IIUC Studies Vol.12 December 2015: 09-26
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Hickey, Grainne, Sinead McGilloway, Lynda Hyland, Yvonne Leckey, Paul Kelly, Tracey Bywater, Catherine Comiskey, Anne Lodge, Michael Donnelly, and Donal O’Neill. "Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis." Journal of Early Childhood Research 15, no. 2 (June 14, 2015): 174–94. http://dx.doi.org/10.1177/1476718x15579747.
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Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teachers were randomly allocated to an intervention group (n = 11 teachers; 110 children) or a waiting-list control group (n = 11; 107 children). The sample also included 63 ‘high-risk’ children (33 intervention; 30 control), who scored above the cut-off (>12) on the Strengths and Difficulties Questionnaire for abnormal socioemotional and behavioural difficulties. Teacher and child behaviours were assessed at baseline and 6 months later using psychometric and observational measures. Programme delivery costs were also analysed. Results showed positive changes in teachers’ self-reported use of positive classroom management strategies (effect size = 0.56), as well as negative classroom management strategies (effect size = −0.43). Teacher reports also highlight improvements in the classroom behaviour of the high-risk group of children, while the estimated cost of delivering the Incredible Years Teacher Classroom Management Training Programme was modest. However, analyses of teacher and child observations were largely non-significant. A need for further research exploring the effectiveness and cost-effectiveness of the Incredible Years Teacher Classroom Management Training Programme is indicated.
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Shatalova, E. A. "Distant professional training of additional education teachers at Pedagogical University." Alma mater. Vestnik Vysshey Shkoly, no. 11 (November 2021): 48–52. http://dx.doi.org/10.20339/am.11-21.048.
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Examined are possibilities of an innovative approach to improving the qualifications of teachers of additional education on the example of the Altai State Pedagogical University. The advanced training program for teachers of additional education “Professional activity of a teacher of additional education in modern socio-cultural conditions” contributes to the development of the competencies necessary for the professional activity of a teacher of additional education in accordance with the requirements of the professional standard “Teacher of additional education for children and adults”. The innovative content of distance education for this category of teachers is dictated by changes in the regulatory framework of pedagogical activity, namely, the approval of the 2018 “Professional standard for teachers of additional education for children and adults”, new requirements of innovative projects of the Development Program of an educational institution. The remote form of organizing advanced training courses for teachers of additional education at the Altai State Pedagogical University serves as an experimental platform for further designing retraining programs for teachers of additional education and contributes to obtaining high-quality advanced training for specialists from the most remote parts of the region without interruption from work. The presented program of distance courses for advanced training will have positive results in terms of promoting IR technologies in the educational space of the Altai Territory.
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Fitriyah, Fifi khoirul, and Amin Siti Maghfirotun. "ICARE Based Training: An Effort to Empower Teachers in Writing Action Research Classroom in Tuban District, East Java, Indonesia." Community Development Journal 5, no. 3 (December 14, 2021): 271–79. http://dx.doi.org/10.33086/cdj.v5i3.2269.
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Many sources mention the low quality of education in Indonesia. Through the action research classroom, gradual changes began. The essence of an action research classroom is the evaluation of learning. The benefit of this program is to improve the teacher's ability to conduct classroom action research. In addition, the mastery of writing action research classroom is also useful for increasing teacher credit scores for promotion. The target of this program is teachers in the Tuban Regency under the auspices of the Teacher Learning Center (PBG). The purpose of this activity is to improve understanding and ability to write action research classroom. The implementation method is through a series of training activities for one year using the ICARE model. The result of the activity is an increase in the teacher's understanding of the training material. In addition, the output of this activity is a report on action research classrooms. Based on the results of the activity output, the weakness of the teachers is in the literature review process and writing references. The teacher's advantage is creating innovative learning. The recommendation for further community service activities is a need for assistance to improve the ability to find literature reviews for teachers.
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Porcedda, Maria Elisabetta, and Juan González-Martínez. "CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review." Enseñanza & Teaching: Revista Interuniversitaria de Didáctica 38, no. 1 (November 27, 2020): 49–68. http://dx.doi.org/10.14201/et20203814968.
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This systematic literature review aims firstly at highlighting lacks and suggestions and/or good practices in clil teacher training, analysing and crossing the results, obtained from academic repositories; then at contributing to reach an optimal level of training for clil teachers, highlighting good practices as suggestions to fill the lacks.
The 39 documents, which describe studies and mostly practices from almost all the European countries, have been obtained by Scopus, Educational Resources Information Centre (eric), ScienceDirect and partially Google Scholar, through the descriptor «clil teacher training» and a post-reading selection of the articles. Their qualitative data provided an exhaustive picture of the comprehensiveness of results, required by the method of systematic reviews.
clil results to be a complex approach, involving many aspects which need to be considered. It is primarily perceived to be as engaging for students as demanding for teachers, due to its being learner-centred, with a large use of icts and online tools, as its implementation through a new pedagogy and modern teaching strategies, such as flipped-classroom and task-based. This is the theoretical starting point of the different actions and policies set up in the countries to train teachers for clil. But the results of this review, which draw the characteristics to take into account to train future clil teachers, underline the need of pre-service teacher training at University, hitherto generally disregarded in favour of in-service preparation. Concerning this latter, from the stakeholders in particular it is suggested continued update in clil method and research; further collaboration with colleagues, especially telecollaboration, which can be the answer to the need of clil update and to share good practices in authentic online communities; last but not least, further pedagogical preparation and management of icts, because clil aims to change the traditional schooling.
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ŠEBEN ZAŤKOVÁ, TÍMEA, and MARIÁN AMBROZY. "VET TEACHERS IN SLOVAKIA AND CHALLENGES FOR THEIR COMPETENCES IMPROVEMENT." AD ALTA: 11/02 11, no. 2 (December 31, 2021): 244–49. http://dx.doi.org/10.33543/1102244249.
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The common problem of the many countries that´s identified by many policy makers, educators, economists and other professionals is the problem of high level of youth unemployment rate. Properly prepared workforce for the European economy are current challenges for the teacher and training community. The need to update vocational education teaching (further VET) - teachers’ qualifications and competences is very urgent in the all countries of EU. This study deals with teacher preparation in Slovakia and concisely describes selected results of questionnaire survey on vocational education teacher competences. The study provides an introduction to the theme of teacher competence improvement through small survey conducted at Slovak university of Agriculture in Nitra and suggests some challenges for solution in VET teachers preparation. There is a need of innovative practical approach to stimulating and develop key competences among students in VET institutions. This need is also connected with the quality of VET teachers and the professional teacher competences development in teachers’ preparation and in their further education.
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Krystopchuk, Tatiana. "NATIONAL STANDARDS AND MODELS OF PROFESSIONAL TRAINING IN THE EU COUNTRIES." Pedagogical Process: Theory and Practice, no. 1-2 (2019): 106–12. http://dx.doi.org/10.28925/2078-1687.2019.1-2.106112.
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The article analyzes the standards of professional training of specialists in the countries of the European Union. The models and structure of professional future teachers training in France are described. The stages of professional training of specialists, in particular, secondary school teachers in France, are highlighted: a stage of general university training; a stage of professional training combined with theoretical classes; a stage of professional training, which includes didactic training and pedagogical internship; a stage of continuing education that provides opportunities for further training and self-improvement. A description of the standards for teacher training in the United Kingdom of Great Britain and Northern Ireland is presented. It is noted that the most common model for future teacher training in the United Kingdom of Great Britain and Northern Ireland is the parallel model. The program of the parallel model includes the following sections for the future teacher training: general (basic) courses (compulsory for all applicants of education); psychological and pedagogical cycle of disciplines (studying of these disciplines is supplemented by various types of pedagogical practice); one or two subject courses; professional courses. It is determined the skills that a teacher must possess in accordance with the National Standard of a qualified teacher, in particular, the ability to plan and determine the strategic objectives of training for all class students; the ability to determine the requirements for the student’s learning outcomes; the ability to find the methods and content of the students’ learning activities according to their level; the ability to take into account different cultural, national, ethnic, religious, gender, other characteristics and needs of students; the ability to work in a team; the ability to work with parents; the ability to plan students’ extracurricular activities. It is mentioned that the national standard of a qualified teacher of England and Wales contains of three sections: professional values in the teacher’s activity (Professional Values and Practice); Knowledge and Understanding; Teaching. The main content of the teacher training program in Ireland is considered.
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Tovkanets, Hanna. "Lifelong Learning in Enhancing Professional Teacher Training in the European Countries." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 23–27. http://dx.doi.org/10.2478/rpp-2018-0015.
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Abstract Research relevance is determined by the need to enhance teacher education, consolidate teachers’ further professional and personal development, increase the prestige of the teaching profession. The article focuses on enhancing professional training of teachers in the European countries under the conditions of lifelong learning. Based on the study and analysis of reseaches by Ukrainian and foreign scholars and some statistical information, the peculiarities of teaching and teacher training have been justified. Mentoring has been described as a way of transferring experience, knowledge, abilities and skills from one age group to another, or from one person to another. It has been found that mentoring aims to provide support and promote self-realization in professional activity. Lifelong learning has been defined as a programme for thinking and activity development. The statistical data on the needs of teacher development and thematic demand and supply in lifelong learning have been analyzed. It has been emphasized that modern trends in the development of lifelong learning for teachers in the EU countries include consolidation and rationalization of organizational structures with the purpose of developing the national systems of postgraduate teacher education based on scientific principles of organization and management theory, as well as orientation towards reaching the balance between the interests of all participants, partners, central authorities of education management, regional and local education authorities, school administration, teachers; stimulating innovative activities of teachers, etc. It has been concluded that taking into account European experience in organizing lifelong learning for teachers will allow Ukraine to enhance professional training of teachers, professionalization in self-education, their reflexive practice of searching for effective ways to integrate the latest technologies into the education process.
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Seikkula-Leino, Jaana, Timo Satuvuori, Elena Ruskovaara, and Heikki Hannula. "How do Finnish teacher educators implement entrepreneurship education?" Education + Training 57, no. 4 (May 11, 2015): 392–404. http://dx.doi.org/10.1108/et-03-2013-0029.
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Purpose – The purpose of this paper is to ascertain how the people who train Finnish teachers implement entrepreneurship education in the guidance they provide. The authors show how learning through, for and about entrepreneurship manifests in the self-evaluations of Finnish teacher educators. Design/methodology/approach – Data were collected in spring 2012 with a quantitative survey questionnaire to 100 teacher educators and training teachers for vocational and general education, to rectors and managers. Findings – The teacher educators used a relatively large number of the pedagogical models and methods pursued in entrepreneurship education, such as problem based learning, experiential and practical descriptions of situations, and they also encouraged their students to take responsibility and to be self-directed. These can be seen to specifically support learning for entrepreneurship. On the other hand there would still be room for improvement as regards the teacher educators’ guidance through entrepreneurship. Practical implications – It would be appropriate in entrepreneurship education to take account of prospective teachers’ authentic experiences of entrepreneurship. For example, in teacher training greater use could be made of practice enterprises, co-operative operations, on-the-job learning and methods such as the Young Enterprise business incubator. Originality/value – The European Union places particular emphasis on the further development of entrepreneurship education in teacher training. The study opens up perspectives on what kinds of skills teacher educators impart to prospective teachers who will continue in working life until the 2070s.
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Chen, Jialiang. "Research on the Effect of Peer Feedback Training in English Writing Teaching—A Case Study of Students in Business English Major." English Language Teaching 14, no. 6 (May 13, 2021): 12. http://dx.doi.org/10.5539/elt.v14n6p12.
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Based on peer feedback, this paper further explores the application of peer feedback training to English writing teaching in China. From the theoretical perspective, compared with teacher feedback, peer feedback is beneficial to motivate students to take the initiative in learning, practice the student-centered concept, and promote cooperative learning among students. Peer feedback training, namely peer feedback under teacher intervention in this paper, combines the advantages of teacher feedback and peer feedback, which can not only be accepted by learners but also achieve significant pragmatic effects. From a practical point of view, peer feedback training can be applied to teach large groups of students, thus reducing the pressure and burden of teachers and improving the quality of peer feedback. The results also show that peer feedback training mainly works during the training stage rather than the modification stage. It is crucial to pay attention to the mechanism of peer feedback training and apply it to practice to promote the quality of English writing teaching.
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Osuch, Wiktor. "Kompetencje w zakresie komunikacji interpersonalnej w dobie postępujących procesów globalizacji." Przedsiębiorczość - Edukacja 7 (January 1, 2011): 333–46. http://dx.doi.org/10.24917/20833296.7.26.
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The subject of the research presented in this article is evaluation of competence of Geography and Entrepreneurship teachers and students who are teachers-to-be. In the teacher training process the crucial role is played by competences, developed mainly in the course of studies and during school practice. The author of this article has for over ten years conducted research on the students’ development of subject competence and didactic competence including the research on Geography teacher-trainees. Personal and interpersonal competencies of graduates of higher education significantly affect their chances on the ever-changing labour market. The presented research results should become an impulse for further analyses and reflection concerning the development of competence in teacher-trainees. Research in this area should successfully contribute to optimization of the teacher-training process, including Geography and Entrepreneurship teachers (not only in Poland), and to the development of an effective and efficient model of education and competence acquisition by graduates.
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Shaikh, Khalid Hussain, Ikhtiar Ahmed Ghumro, Asif Ali Shah, Faiz M. Shaikh, and Tahira Afridi. "IMPACT ANALYSIS OF HEC- BASED TRAINING PROGRAMS ON THE PERFORMANCE OF THE UNIVERSITY TEACHERS IN PAKISTAN." Australian Journal of Business and Management Research 01, no. 06 (January 8, 2012): 35–40. http://dx.doi.org/10.52283/nswrca.ajbmr.20110106a04.
Повний текст джерелаАнотація:
The current research investigates the HEC based training for the University teachers in Pakistan and its impact on the performance on University teachers. The Higher Education Commission (HEC) in Pakistan seeks to improve the quality of teaching by University teachers. The Commission has initiated different forms of training according to the areas of expertise in order to improve skills and impact on the performance of University teachers. HEC based training plays a crucial role in the personal development among the University Teachers in Pakistan. Survey was conducted from 200 University teachers who have recently got training from HEC skill development or professional development training from HEC from all provinces. Structural questionnaire was design for reliability and accuracy the data. Analysis and evaluation was done by using GENSTAT statistical software. Major findings of the study showed that training should be provided according to discipline and more interactive training should be design for the University teachers. It was revealed that HEC based training not only equipped with knowledge but also improving the confidence level of the University teacher. Moreover due to the government policies, rules and regulations, such as introduction of the Tenure Track System, the and hiring the foreign faculty in various all Public sector universities it also has impact on the performance of students in job market. It revealed that teacher training was beneficial for professional development as well as for teaching performance. It also suggested that improved knowledge, skills and attitudes was necessary for the teacher aides to support the teaching program and facilitate learning and communication. It was further revealed that effective teacher aides required competencies in broad areas of human relations, instructional activities, non-instructional activities, and basic skills. The study concluded that basic and advanced level training is necessary for future training programs in Pakistan and 190 respondents responded to the questionnaires, by producing 95.0% response rate. Among which 70 % were male respondents and 30% were female respondents
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Bukabayeva, B. E., Z. A. Kemelbekova, and G. A. Erzhanova. "FORMING AND DEVELOPING CLIL-TEACHER’S COMPETENCES." BULLETIN Series of Pedagogical Sciences 71, no. 3 (September 15, 2021): 38–45. http://dx.doi.org/10.51889/2021-3.1728-5496.04.
Повний текст джерелаАнотація:
The article deals with the relevance of the foreign language and professional training of CLIL teachers in Kazakhstan. On the basis of scientific sources, the analysis of the concepts CLIL, BICS, CALP, according to the definitions given by domestic and foreign authors was carried out. Currently, researchers are actively exchanging their views on the methods of forming foreign language professional competence and professional competence of CLIL specialists. The formation of the competence of a CLIL teacher is one of the main goals of multilingual education. As you know, today it is possible to further develop the quality of education through the effective use of the results of the teacher's professional activity. Since, a specialist is “tomorrow's competitive specialist in the labor market” who has received knowledge from a competent and professional teacher becomes a decisive force in the development of economy, technology, science, politics and society as a whole. Professional foreign language competence and professional competence are carried out only when the CLIL-teacher actively implements and develops his skills by attending courses and using them in practice. The importance and content of the language training module and the vocational training module that a CLIL teacher acquires at the end of the module are also considered in this article.
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Zascerinska, Jelena. "TVET TEACHER TRAINING IN SOUTH AFRICA: LITERATURE REVIEW." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 295–304. http://dx.doi.org/10.17770/sie2022vol1.6816.
Повний текст джерелаАнотація:
In the light of the annually increasing TVET learners’ enrolment numbers,TVET lecturers are central in TVET institutions. However, TVET teachers’ training in South Africa is under-explored.The research aim is to analyse literature on TVET teachers’ training in South Africa underpinning the elaboration of directions of further research. Literature review served as the research method was implemented in November-December 2021. The obtained data were structured in accordance with the previously established criteria. Summarising content analysis was performed. The conclusion is that the research done in the field of TVET lecturers’ training programmes in South Africa is fragmentedly presented to the scientific community. The structuring content analysis allows finding that the research in the field of TVET lecturers’ training programmes does not address TVET lecturers’ digital skills despite their impact on human being everyday life in the light of COVID-19 pandemic. Another finding is the entrepreneurship education is not embedded into TVET lecturers’ training programmes, too. Future work will include the implementation of empirical studies in the field of the analysis of TVET training programmes in South Africa. The novelty of the research is reflected in the directions of further work.
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Romaniuk, S. "CURRENT TRENDS OF TEACHER TRAINING IN UKRAINIAN ABROAD." Aesthetics and Ethics of Pedagogical Action, no. 23 (August 4, 2021): 195–210. http://dx.doi.org/10.33989/2226-4051.2021.23.238280.
Повний текст джерелаАнотація:
The article analyzes the modernization processes in the modern education system of Ukraine, primarily in the formation of its pedagogical potential. The expediency of using in this sphere the achievements of foreign states in which Ukrainians live is substantiated. It has been proved that the most significant experience in training pedagogical staff for the Ukrainian schooling system in the diaspora has been developed in Canada. It is carried out by universities and university colleges. It is established that their educational and professional programs include academic courses, professional courses, and practical activities at school (educational practice). The task of these courses is to provide future teachers with knowledge of the subjects they will teach at school. The curricula include mandatory fundamental disciplines (development of children/adolescents, education of children with special needs, methods of teaching different subjects, theory of learning, etc.) and optional courses of professional direction offered by universities. The peculiarities of training teachers of Ukrainian disciplines in Alberta, Saskatchewan, and Toronto universities and the organization of their further professional growth by public institutions of Canadian Ukrainians are analyzed. It was established that Ukrainian studies in Canadian universities have a degree structure of training specialists and cover three levels: Bachelor, Master, and Ph.D. However, different universities have different Ukrainian language training programs and, accordingly, their graduates have various opportunities for further employment. It was found that postgraduate education and professional growth of Ukrainian school teachers are provided by public organizations of foreign Ukrainians (World Coordinating Educational Council, Congress of Ukrainians of Canada, School Councils, etc.). They organize summer teacher training courses, seminars, webinars, online training, etc. The ideas of foreign experience, which it is advisable to creatively implement in the activities of institutions of higher pedagogical education in Ukraine, are distinguished.