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Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Home economics teachers Training of"

1

Kostanjevec, Stojan, Francka Lovšin Kozina, and Martina Erjavšek. "THE RELATIONSHIP BETWEEN TEACHERS’ EDUCATION AND THEIR SELF-PERCEIVED COMPETENCE FOR TEACHING HOME ECONOMICS." Problems of Education in the 21st Century 76, no. 2 (April 15, 2018): 175–88. http://dx.doi.org/10.33225/pec/18.76.175.

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Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher's perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training. Key words: teachers' education, teachers' competencies, Home Economics, Home Economics teachers, home economics education.
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2

Suzuki, Akiko. "Research on home economics teacher training curriculum that approaches general-purpose skills by focusing on the essence of the subjects." Impact 2020, no. 8 (December 16, 2020): 15–17. http://dx.doi.org/10.21820/23987073.2020.8.15.

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Home Economics is a mandatory subject in Japanese schools. While the subject teaches valuable life skills, few understand the significance and the science behind this important topic. Professor Akiko Suzuki from the Graduate School of Our Humanities and Social Sciences at Hiroshima University, believes in the value of developing and teaching Home Economics in schools to prepare the children of today for the challenges of tomorrow. Akiko has been working on the curriculum for training Home Economics teachers at the University. In such an uncertain global environment, with the home becoming the centre of not only family life, but also work life, Home Economics is even more important than ever before. Suzuki believes that, through this work, her team can have a big impact on improving and supporting teacher training to provide students with lifelong skills and competencies.
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김경희, Changhoon Lee, and Kisoo Kim. "The Teachers' Recognition on 'Technology and Invention' Unit's Training in Technology/Home Economics." Journal of Korean Practical Arts Education 15, no. 3 (August 2009): 201–20. http://dx.doi.org/10.17055/jpaer.2009.15.3.201.

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4

Olibie, Eyiuche Ifeoma, Chinyere Nwabunwanne, and Dorothy Nkem Ezenwanne. "Teachers’ Improvisation of Instructional Materials for Nigerian Home Economics Curriculum Delivery." International Journal of Adult Vocational Education and Technology 4, no. 4 (October 2013): 74–83. http://dx.doi.org/10.4018/ijavet.2013100105.

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This study was designed to ascertain the challenges of improvising instructional materials by Home Economics teachers at the Upper Basic education level in Nigeria, and as a result identify strategies for enhancing improvisation. The study used survey research design based on two research questions. The sample was four hundred and thirty-one Home Economics teachers in Upper Basic schools in Anambra State of Nigeria. A structured questionnaire, designed on a 5-point scale, was used to collect data. Findings indicated that some of the challenges faced by the teachers include how to: improvise materials to arouse and sustain learners’ optimism and enthusiasm; access expert assistance and technical support; stay informed of innovative developments; have confidence to share ideas with other teachers; interpret research and statistical data; diplomatically handle students’ resistance; align improvised materials with curriculum guidelines and timelines; and develop materials to cater for individual learner’s needs in overcrowded classrooms. Some strategies bothering on teachers’ self and group professional development, training, and Internet literacy were identified as capable of enhancing improvisation. These strategies if implemented might provide the teachers with opportunities to develop more improvisation insights for engaging young people in the highest quality learning activities.
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Lee, Hyewon, and Mi Jeong Park. "A Practical Exploration of Comprehensive Sexuality Education by Home Economics Teachers Based on an Ecological Model of Teacher Agency." Family and Environment Research 60, no. 3 (August 26, 2022): 359–76. http://dx.doi.org/10.6115/fer.2022.024.

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Based on an ecological model of teacher agency, the purpose of this study was to examine the relevance of HE (home economics) subjects and CSE (comprehensive sexuality education) for HE teachers, and their implementation in HE classes. To achieve this, a survey was conducted with HE teachers nationwide for which 243 responses were collected, and interviews were conducted with five HE teachers who were actively practicing CSE. The results of the survey and interview were as follows. First, HE teachers strongly recognized the relevance of HE subjects and the topic of CSE with an average score of 4.63 (out of 5 points), and practiced CSE at an average of 72.23% (97.12%~43.21%) in their class. Second, based on the ecological approach model of teacher agency, the factors facilitating the CSE practice of HE teachers included: childbirth and parenting experienced as parents, experiences of students encountering sexual problems in school, the philosophy and content of HE subjects, positive feedback from students and support from fellow teachers, and intention to help students in their lives. Conversely, HE teachers cited a lack of sexual education experience as learners, complaints from parents, weakness of HE teacher networks, lack of specific statements in curriculum and textbooks, insufficient class content and teacher training, and lack of absolute class time. This study is significant in revealing that CSE is highly relevant to the contents of HE subjects and is already being practiced in HE classes.
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Chen, Ke. "Training Mode Design of ESP Teachers in Universities of Science and Engineering." Advanced Materials Research 712-715 (June 2013): 3129–32. http://dx.doi.org/10.4028/www.scientific.net/amr.712-715.3129.

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With the development of global economy and science, the research on ESP teaching has become increasingly the focus of scholars at home and abroad, and the development of ESP teachers is the key factor to ESP teaching. Through the research on professional development of ESP teacher in University of Science and Engineering of Shaanxi Province, we analyze the factors that have influence on ESP teachers development, finally put forward the idea that training mode of ESP teachers in University of Science and Engineering must be based on students' occupation demand, and ESP teachers should constantly update their knowledge structure. Only in this way, can the quality of ESP teacher in University of Science and Engineering be promoted, and they will develop into applied teachers who can be in line with the future direction of economic development in China.
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Lee, Hyunjung. "Needs analysis for development of training program for newly appointed Home Economics teachers - Focusing on the participants of first-grade teachers qualification training -." Korean Home Economics Education Association 30, no. 1 (March 31, 2018): 15–28. http://dx.doi.org/10.19031/jkheea.2018.03.30.1.15.

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Kim, Ye Lim, and Jung Hyun Chae. "Teachers' Levels of Use and Stages of Concern Regarding Metaverse-based Classes in Home Economics Education." Family and Environment Research 60, no. 3 (August 26, 2022): 331–44. http://dx.doi.org/10.6115/fer.2022.022.

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The purpose of this study was to identify a support method for the introduction of metaverse-based classes (MBC) in home economics (HE) education. This was achieved by diagnosing the stages of concern and levels of use exhibited by HE teachers applying the concerns-based adoption model (CBAM). Questionnaires were sent to a convenience sample of middle- and high-school HE teachers using the KSDC (Korea Social Science Data Center). Overall, 271 responses were received, and the data were analyzed using KSDC E-STAT 3.0 and SPSS 28.0.1.1. The results were as follows: First, regarding the level of knowledge of MBC, the introductory level was the most common (139 respondents, 51.3%,), followed by the beginner level (81, 29.9%), the intermediate level (28, 10.3%,), the advanced level (12, 4.4%), and the master level (11, 4.1%). Average responses on a 5-point Likert scale to questions about the use of metaverse in HE classes were as follows: possibility (4.02), necessity (3.82), and usefulness (3.90). Second, HE teachers' stages of concern in MBC were as follows (in descending order): unconcerned - stage 0, and information - stage 1 (86.9), personal - stage 2 (85.6), management - stage 3 (80.9), collaboration - stage 5 (57.5), consequence - stage 4 (57.4), and refocusing - stage 6 (55.2). Third, the use of MBC was highest for orientation - level 1 (173 respondents, 63.8%), followed by non-use - level 0 (34, 12.5%), preparation - level 2 (29, 10.7%), mechanical - level 3 (15, 5.5%), refinement - level 5 (8, 3.0%), renewal - level 7 (8, 3.0%), routine - level 4 (3, 1.1%), and integration - level 6 (1, 0.4%). Many HE teachers had heard about MBC but were in the introductory level of not knowing what it is, and at the stage of being unconcerned or wanting to know about MBC. Of the 271 respondents, only 35 used metaverse in classes. Therefore, it is necessary to provide teacher training opportunities that provide basic information on the significance and implementation of MBC for HE teachers. Also, an MBC guideline book should be developed and distributed to HE teachers. Finally, a teacher community meeting is needed to share the expertise of teachers with substantial experience in using MBC.
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Winters, Grace, and Helen Maguire. "'A time of constant innovation!' - The impact of the COVID-19 pandemic on the teaching of food practical Home Economics in Ireland, and learning for future best practice: an explanatory mixed methods study." Routledge Open Research 1 (October 19, 2022): 18. http://dx.doi.org/10.12688/routledgeopenres.17558.1.

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Background: The ongoing global pandemic of SARS-CoV-2 (COVID-19) (WHO, 2020) utterly disrupted traditional modes of education nationally and internationally. Mastering online teaching imposed by the COVID-19 pandemic was challenging for many teachers. The purpose of the study was to illuminate the challenges experienced by food practical Home Economics teachers, investigating their ability to innovate, adapt and proceed with food practical classes during the COVID-19 pandemic. This study also aimed to discover best practical methodologies for online and face-to-face food practical classes while looking forward with reimagined approaches to teaching and learning for a post-pandemic world and documented teachers experiences, agency, adaptations and innovations. Methods: Both qualitative and quantitative research methods were employed to meet study objectives. Data was gathered in the Republic of Ireland via 132 questionnaires with Home Economics teachers and semi-structured interviews with six Home Economics teachers. Results: Results revealed that COVID-19 imposed serious challenges on teachers who nonetheless adapted well to the changing environment. They employed innovation and determination to proceed with practical classes in very challenging working environments, resulting in many positive educational advances. Teachers up-skilled, reflected and collaborated to proceed safely with practical’s and deduced best practice methodologies which in a number of cases arose from trial and error. Findings were employed to produce frameworks for best practice when conducting food practical Home Economics classes (both online and face-to-face). These frameworks have national and international relevance in considering new models of teaching in which authentic teaching can occur and provide alternative pedagogies and technologies to support the food practical. Conclusion: This study recommends more technological training for Home Economics teachers, specifically regarding practical classes, as well as support for physical working environments, collaboration and innovation. This research is focused on how teaching can be reimagined, strengthened and valued to inform future teaching and learning models.
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Samborska, Olena. "Some Peculiarities in Training Future Masters in Technology Education in European Countries." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 126–31. http://dx.doi.org/10.1515/rpp-2017-0060.

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Abstract In the article, the importance of studying foreign experience in order to improve quality of future Masters’ training in higher education institutions has been justified. The main peculiarities of training Masters in Technology education in European countries, namely, in Germany, Sweden and France have been outlined. It has been revealed that European education systems aim at developing future handicraft and technology teachers’ practical abilities and skills. It has been established that organization of teacher placements in each European country somehow differs: in Germany, teacher placement lasts approximately one or two years; in Sweden, teacher placement is rather cross-cutting; in France, teacher placement contributes to individualizing future technology teachers’ training. It has been determined that syllabi for training handicraft and home economics teachers in Germany are oriented toward not a specific discipline, but toward a set of specialties within the framework of general professional industry. It has been specified that modern challenges and paradigm shifts in education have led to implementation of the latest reform in training Future Masters in Technology Education in Sweden. It has been justified that modern French teacher education, in particular, education of technology teachers, is based on the principles of individualization. It has been noted that syllabi of European higher education institutions are rather variative, yet they always contain three types of disciplines – compulsory, partially elective and completely elective. Based on the research findings, it has been concluded that exchanging experience is extremely necessary nowadays and will contribute to improving Ukrainian system of teacher education. It has been determined that education systems in Germany, Sweden and France possess several advantages, namely, information openness, a diversified network of higher education institutions, favourable conditions for lifelong learning.
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Дисертації з теми "Home economics teachers Training of"

1

Arifin, Ngah Hamsiah. "Perception of teacher trainees toward the home economics course in the teacher training colleges in Malaysia." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998arifinn.pdf.

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Ahmad, Rubiah. "Perceptions, practices and factors to improve food and nutrition education of home economics teachers in teacher training colleges in Malaysia." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ahmadr.pdf.

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3

Kunkwenzu, Esthery D. "Critical competencies for effective teaching : perceptions of home economics teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/918.

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Home economics is a multi-faceted, inter-disciplinary, integrated field of study drawing from a multitude of disciplines including sociology, psychology, anthropology, chemistry, physics, architecture and the arts (Henry, 1995). As a school subject, home economics in Malawi is taught at primary school, secondary school as well as at university level. This study explores home economics teachers' perceptions of competencies critical for teaching the subject. Data was collected from secondary school home economics teachers in Malawi. The study is a qualitative investigation of how experienced teachers describe effective teaching of the integrated home economics syllabus, and what they perceive as critical competencies for meeting the goals and objectives of the course. The research design included interviews, Observations and discussions of curriculum and teaching documents. Using the ETHNOGRAPH computer program, the data was analysed to identify significant patterns of meaning and behaviour which related to the teaching of home economics in Malawi. This study noted that home economics teaching in Malawi was faced with problems resulting from the conditions in the environmental context of the schools, These problems did not only affect teaching performance, but also the way teachers perceived competent practice. The findings of this stud) provide useful information to extend the understanding of the nature of home economics teaching in Malawi. The information can be useful for the planning of more effective preservice and inscrvice teacher education programs and for the development of curriculum support materials.
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Mndebele, Comfort Baphumuze Sikhumbuzo. "Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163822/.

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Shommo, Mahasin Ibrahim. "A review of the role of problem solving and other critical thinking skills in the secondary home economics curriculum of the Sudan with an empirical study of the in-service training of teachers." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:3806.

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Chapter I summarises the development of the Critical Thinking (CT) movement and previous studies of developing Critical Thinking Skills (CTSs), with particular focus on the methods used in teaching them in the Home Economics (HE) context. One method, Problem-Solving (PS)o was chosen to teach CTSs in Sudanese secondary schools for girls. A four-day in-service training course in teaching PS was conducted with all the HE teachers of Omdurman.To investigate the effect of teaching PS on students' learning in HE lessons, achievement tests were developed on 3 HE topics and were conducted on 234 students. Tests on the first two topics were conducted before and after the in-service course. T-test analysis was conducted on the mean scores of the results obtained, to compare students' learning of HE on the two occasions. it was found that the differences between the mean scores of the tests conducted prior to the in-service course and those carried out after it, were very highly significant, in favour of teaching PS-style lessons. A test on the third topic was conducted on all groups of students to investigate differences between classes.To show how trained teachers implemented the PS techniques acquired during the In-service course, a diary study was conducted on the three topics taught.Questionnaires were developed and administered to the teachers who participated in the In-service course to find out their opinions about the experience of teaching PS, both in the in-service course and In their own classes. Teachers' views were also obtained by means of semi-structured interviews.The findings of the study support the use of PS method in teaching HE. Some implications of the findings for the development of initial and in-service teacher training, as well as curriculum modification In Sudanese secondary HE education are highlighted, and suggestions made for further research.
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Garosas, Elfriede S. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1015966.

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[From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
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Bowen, Cathy Faulcon. "Financial management training needs of Extension home economists /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658174598.

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Smith, Bettye Prelow. "Job satisfaction of Home Economics teachers in Ohio." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225393566.

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Dwyer, Sharon K. "The home satisfaction and work satisfaction of home economics teachers in Virginia." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/44631.

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Home satisfaction, work satisfaction and the presence or absence of children were quantitatively assessed using responses from 132 Virginia vocational home economics teachers. Analysis of variance was used to examine whether home satisfaction and the presence or absence of children made a significant difference in work satisfaction. Those items which teachers found most and least satisfying in both their work and home situations were also identified. The analysis of variance found that mean home satisfaction scores made a significant difference upon work satisfaction, while the presence or absence of children did not. The interaction of home satisfaction and children made no significant difference. Home and family items teachers identified as being most satisfying were personal habits, housing, health of family members, and personal health. Those least satisfying were amount of time for self! division of household duties, time together as a family, and family schedule. Aspects which were the most satisfying at work were amount of commuting time, amount of control over job, opportunity to work independently, and friendships at work. Those which were least satisfying were flexibility of work schedule, opportunities for advancement, salary, and meal and break times. Overall, this group of vocational home economics teachers indicated a high level of satisfaction with work and home life.


Master of Science
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Kreter, Diane. "Indiana high school vocational home economics teachers' time management skills." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845950.

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The purpose of this study was to investigate the time management skills of Indiana vocational high school home economics teachers. The problem accessed in the study are: (1) Do Indiana vocational high school home economics teachers have higher means for time management skills than the established norm (mid level management students) and (2) Is there a difference in the means for time management skills of the Indiana vocational high school home economics teachers by teaching assignment?Three hundred and fifty Indiana vocational high school home economics teachers selected by systematic random sampling design were mailed the instrument with 232 usable responses. The Time Problems Inventory by A. Canfield measured the teachers' time management skills in priority setting, planning, delegation and discipline. Reliability and construct validity were measured with factor analysis. The subjects' teaching assignment was determined with a demographic question.The findings of the study indicated the following:1) Indiana vocational high school home economics teachers' time management skills in the areas of priorities and planning were lower than those of the norm.2) In the area of delegation, the norm group and the home economics teachers showed no significant difference.3) Indiana vocational high school home economics teachers tested significantly above the norm group in the time management skills of discipline.4) The home economics teachers did not differ in management skills by teaching assignment.In total time management skills, Indiana vocational high school home economics teachers are weaker in the areas of planning and priorities. These skills might be strengthened through inservice education.
Department of Home Economics
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Книги з теми "Home economics teachers Training of"

1

Zhong xue jia zheng shi zi pei yu zhi yan jiu. Taibei Shi: Wen jing chu ban she, 1986.

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2

National Workshop for Home Economics Educators in Malawi (1989 Chancellor College, Zomba). Strengthening the professional competencies of home economics educators in Malawi: Report of the National Workshop for Home Economics Educators in Malawi, 7-11 August, 1989, Chancellor College, Zomba : a report. Zomba [Malawi]: Chancellor College, 1989.

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3

Press, Favorite Recipes, ed. Soups, salads & snacks: Favorite recipes from home economics teachers. Nashville, TN: Favorite Recipes Press, 1988.

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4

Great American Opportunities, Inc. (Nashville, Tenn.), ed. Meals in minutes: Favorite recipes of home economics teachers. Nashville, TN: Favorite Recipes Press, 1987.

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5

Press, Favorite Recipes, and Great American Opportunities, Inc. (Nashville, Tenn.), eds. Silver anniversary cookbook: Favorite Recipes from home economics teachers. Nashville, TN: Great American Opportunities, 1988.

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6

Banda, A. Familypac-- guidelines for teachers: For primary school teachers. Lusaka: Republic of Zambia, Ministry of Education, 2005.

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7

Xenophon. Xenophon's Gynaikologia: The training of a Greek housewife. Amherst, MA (71 Sand Hill Road, Amherst 01002): CANE Instructional Materials, 1994.

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8

Atkin, Janet. Preparing teachers to work with parents: A survey of initial training. (Nottingham): University of Nottingham School of Education, 1985.

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9

Craig, Ward. Training our daughters to be keepers at home. Fossil, Or. (P.O. Box 208, Fossil 97830): Smiling Heart Press, 1995.

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10

Jepson, Margaret. Technology - a home economics perspective. Cheltenham: Thornes, 1990.

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Частини книг з теми "Home economics teachers Training of"

1

Jürges, Hendrik, and Kerstin Schneider. "Fair ranking of teachers." In The Economics of Education and Training, 157–77. Heidelberg: Physica-Verlag HD, 2008. http://dx.doi.org/10.1007/978-3-7908-2022-5_8.

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2

Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.

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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.

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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Wuttke, Laura, Christian Bühler, Anna Katharina Klug, and Yvonne Söffgen. "Testing an Augmented Reality Learning App for People with Learning Difficulties in Vocational Training in Home Economics – Central Results of the Project LernBAR (Learning Based on Augmented Reality)." In Lecture Notes in Computer Science, 176–82. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08645-8_21.

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Fox, Anne, and Christine Wogowitsch. "Green Pedagogy: Using Confrontation and Provocation to Promote Sustainability Skills." In Teacher Education in the 21st Century - Emerging Skills for a Changing World. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96432.

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The chapter describes the features of Green Pedagogy, originally developed in Austria in German where it is still being actively researched. Green Pedagogy offers a structured approach to lesson planning to achieve embedded sustainability competencies within a specific vocational or academic field. The Green Pedagogy approach achieves sustainability competency through a controlled appeal to the emotions and the explicit uncovering of learner values to take on new ideas and new perspectives in a more sustainable direction. The approach is compatible with many recommended Education for Sustainable Development (ESD) pedagogies such as project-based teaching and the case study approach. The approach also implements several more general evidence-based pedagogical strategies such as concept change. The key feature of Green Pedagogy is that the process ends with locally based action whose wider implications are explored. We relate some of the challenges involved in translating a pedagogical approach from one language to another as the ProfESus Erasmus project aimed to disseminate Green Pedagogy to a global cohort of teachers of home economics in English. Reactions of participating teachers in the piloting of the training are explored and some practical solutions offered.
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"4. Liberal Arts or Vocational Training? Home Economics Education for Girls." In Rethinking Home Economics, 79–95. Cornell University Press, 2019. http://dx.doi.org/10.7591/9781501729942-007.

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Bischof, Christopher. "‘A Home for Poets’?" In Teaching Britain, 90–108. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833352.003.0004.

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Chapter four, ‘“A Home for Poets”?’ builds on this idea of a culture of defiance in training colleges by showing how teachers-in-training reshaped the curriculum. The official curriculum of the 1840s, 50s, and 60s, with its narrow focus and emphasis on rote memorization, frustrated budding teachers. Despite enduring long, exhausting days, they stayed up after ‘lights out’ to hold informal classes on Shakespeare and Byron, ancient history and modern science. They also turned their geography lessons into opportunities to reflect on the political cultures of the empire and the global networks of production and consumption that connected Britons of all social backgrounds to peoples from around the world. In large part owing to the everyday pressure of teachers-in-training, the official curriculum in training colleges came, over time, to be much more liberal as well as socially and globally engaged.
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Manzone, Jessica A., and Julia L. Nyberg. "The Home and Community Connections Model." In New Considerations and Best Practices for Training Special Education Teachers, 43–67. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9494-0.ch003.

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The need to create inclusive classrooms is well documented in the literature. The use of inclusive pedagogies as a means to respond to the needs of all learners is also well-established. Yet, the definition of “all learners” remains somewhat evasive and inequitable. Historically underserved and systemically marginalized learners continue to be left out of conversations regarding “all learners” in special and general education programs. This chapter examines how inclusive education strategies can be reoriented through a lens of culturally sustaining pedagogies. This chapter proposes a home and community connections model for constructing culturally authentic and sustaining classrooms that truly value the assets and interests of all learners. Classroom activities and examples are provided and serve as a framework for special and general educators to integrate these pedagogies into their own practice.
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Machiavelli, Josiane Lemos, and Patricia Smith Cavalcante. "Theoretical-Practical Principles for the Design of Massive Open Online Courses (MOOCs) Applied to Continuous Teacher Education." In Impact of Digital Transformation in Teacher Training Models, 243–65. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9538-1.ch014.

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In populous countries with continental dimensions and a series of economic and infrastructure difficulties, such as Brazil, guaranteeing the quality of initial and continuing teacher education is a challenge. Therefore, researchers have been continually invited to think about new educational models. This chapter describes the theoretical and practical principles considered fundamental for teacher training that was carried out through massive open online courses (MOOCs) in a public higher education institution. Design-based research, a process that integrates design, quantitative, and qualitative methods to generate educational interventions, was the methodological path used to develop the MOOC. The principles are organized into five categories: human, pedagogical, structural and technological, regulatory, and analytical. Without pretending that they will function as protocols for planning, developing, offering, and evaluating MOOC-based courses, the authors hope that the results presented can be reconfigured, improved, and tried out in other educational offerings in varied contexts.
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"Education and the University of North Carolina Pre-Flight School." In Home Front, edited by Julian M. Pleasants. University Press of Florida, 2017. http://dx.doi.org/10.5744/florida/9780813054254.003.0008.

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Primary and secondary schools were hard hit by the war, with a dearth of supplies and trained teachers. Many colleges and universities, vacated by men off to war, would have had to close were it not for the U.S. military training units at the schools. Each institution in the state had some sort of government activity on their campuses, but the preeminent center was the Navy Pre-Fight School at UNC-Chapel Hill, where two future presidents of the United States, George H. W. Bush and Gerald Ford trained.
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Тези доповідей конференцій з теми "Home economics teachers Training of"

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Urdziņa-Deruma, Māra, Mārīte Kokina-Lilo, and Gunta Treimane. "The Quality of Home Economics and Technologies. Opinions of Home Economics and Technologies Teachers." In 77th Scientific Conference of University of Latvia. University of Latvia, 2019. http://dx.doi.org/10.22364/htqe.2019.10.

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Sun, Dongmei. "Research on Innovative Talent Training Pattern of Home Economics." In 2015 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msie-15.2015.8.

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Shcherban, Tetiana, and Volodymyr Hoblyk. "Some Problems of Quality Training of Future Teachers." In International Conference on Economics, Law and Education Research (ELER 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210320.057.

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Rodrigues, Ana Luísa. "Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10103.

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The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it will be important to provide teaching and learning situations with individual and joint reflections, in order to promote autonomy and shared interaction, contributing to professional development and to the co-construction of knowledge. Methodologically, this is a case study with participant observation, within the scope of the Master's Degree in Teaching Economics and Accounting of the Institute of Education of the University of Lisbon, the only master's degree in Portugal that gives professional qualification for teaching in secondary education in Economics and Accounting. With this study hope to obtain a characterization of the leadership and supervision process developed and to delineate the main functions of the mentor teacher as a fundamental part of the process of collaborative supervision, in the context of the current model of teacher training.
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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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de Pablo Valenciano, Jaime, Juan Milán García, Anselmo Carretero Gómez, and José Luis Ruiz Real. "REVISION OF KNOWLEDGE ABOUT HOME ECONOMICS IN HIGHER-LEVEL TRAINING CYCLES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2374.

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Kozhabergenova, Aigerim, and Erika Kopp. "Preparation of Economics Teachers in Kazakhstan." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/16.

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The current stage of the world development is characterized by the rapid changes in political, economic and social fields caused by scientific and technological progress and globalization with intensified competition in the global market. Entering the top 30 of the most competitive countries was set as one of the main directions of the state policy of Kazakhstan (Strategy “Kazakhstan-2050”, 2012). To increase the competitiveness of the country the government proposed implementation of the new model of the economic growth based on the development of human capital, stimulating of export-oriented production, strengthening the role of the private sector and comprehensive support for entrepreneurship – leading force of the national economy (Strategy “Kazakhstan-2050”, 2012; Kazakhstan Strategic Development Plan until 2025, 2017). Development of the human capital and entrepreneurship activity require the presence of the population that possess relevant knowledge and competencies. Therefore, today, the state pays more attention to economic literacy and the development of entrepreneurial competencies among the population already starting from the school level. In turn, the quality of economic training of students is largely determined by the competence and level of economic preparation of teachers. The implementation of the tasks of school economic education actualizes the need for qualified and competent economics teachers. Therefore, the issues of the preparation of the future economics teachers and the possibilities of the advanced training for the in-service teachers also become relevant. Thus, this study explores the state and main problems of preparing of pre-service and in-service economics teachers in Kazakhstan.
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Shao, Defu, Xiaojun Ma, Hongwei Pan, and Chunjiang Li. "Research Status and Enlightenment of Teaching Evaluation of Teachers at Home and Abroad." In 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemr-18.2018.173.

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Setiawan, Kurnia, Siti Nurannisaa, Ninawati Ninawati, and Meiske Yunithree. "The Development of Project-Based Learning Training Module Online for Elementary School Teachers." In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.210.

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Sun, Yu, and Tingting Gao. "Immersion Training of Pre-Service Primary School English Teachers’ Professional Competence." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.247.

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Звіти організацій з теми "Home economics teachers Training of"

1

Balyk, Nadiia, Svitlana Leshchuk, and Dariia Yatsenyak. Developing a Mini Smart House model. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3741.

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The work is devoted to designing a smart home educational model. The authors analyzed the literature in the field of the Internet of Things and identified the basic requirements for the training model. It contains the following levels: command, communication, management. The authors identify the main subsystems of the training model: communication, signaling, control of lighting, temperature, filling of the garbage container, monitoring of sensor data. The proposed smart home educational model takes into account the economic indicators of resource utilization, which gives the opportunity to save on payment for their consumption. The hardware components for the implementation of the Mini Smart House were selected in the article. It uses a variety of technologies to conveniently manage it and use renewable energy to power it. The model was produced independently by students involved in the STEM project. Research includes sketching, making construction parts, sensor assembly and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Research includes sketching, making some parts, assembly sensor and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Approbation Mini Smart House researches were conducted within activity the STEM-center of Physics and Mathematics Faculty of Ternopil Volodymyr Hnatiuk National Pedagogical University, in particular during the educational process and during numerous trainings and seminars for pupils and teachers of computer science.
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McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles, and Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.

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Research has shown educators’ implicit biases to be a key factor in creating and perpetuating disparities in students’ experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV “relational” home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.
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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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