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Готові списки джерел за темами / Primary school teachers In-service training Victoria Evaluation

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Primary school teachers In-service training Victoria Evaluation"

1

Hung, Bui Phu. "Evaluation of an In-Service Training Program for Primary School Teachers of English in Vietnam." International Journal of English Linguistics 6, no. 4 (July 14, 2016): 96. http://dx.doi.org/10.5539/ijel.v6n4p96.

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<p>Project 2020 aims at developing in-service primary school EFL teachers’ profession in Vietnam. This current study investigates in-service teachers’ and administrators’ opinions of different aspects of the project by analyzing their responses to the questionnaire and interviews. Findings show that they are generally in a moderate agreement with aspects of the in-service training program; however, they are concerned about management, training model, and materials and resources. They also want to be given more time to practice and exchange opinions. Their satisfaction with the course greatly depends on the course content. Recommendations are made for future retraining courses.</p>

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2

Sholeh, Makherus, Raihanatul Jannah, Khairunnisa Khairunnisa, Nur Kholis, and Ghada Tosson. "HUMAN RESOURCE MANAGEMENT IN IMPROVING THE QUALITY OF TEACHERS IN INDONESIAN ISLAMIC PRIMARY EDUCATION INSTITUTIONS." Al-Bidayah : jurnal pendidikan dasar Islam 13, no. 1 (July 26, 2021): 21–36. http://dx.doi.org/10.14421/al-bidayah.v13i1.628.

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Human Resource Management (HRM) problems are familiar at all educational institutions, such as the Islamic Basic Educational Institution. This study aims to reveal and introduce the concept of HRM in improving the quality of teachers at the SDI (islamic elementary school) Qurrota A'yun Tulungagung, Indonesia, to show the importance of HR in improving the quality of teachers in Islamic Primary Educational Institutions. Furthermore, this research involves ten informants, including a school principal, teachers, committees, parents, and community leaders. Subsequently, data were collected through in-person interviews (via telephone and online by WhatsApp messaging services), participant observation, and documentation. The results show the process of human resource management in improving the quality of teachers through planning, training, and evaluation. Firstly, the planning strategy is conducted through pre-service education or recruitment, while the training strategy is conducted by making on-the-job and off-the-job training programs. Lastly, Every week, semester, and year, the evaluation is completed, and rewards are given. In conclusion, the findings imply that human resource management has an important role in determining the quality of teachers.

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3

Dofková, Radka. "EVALUATION OF SELF-EFFICACY IN PROSPECTIVE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF MATHEMATICS TEACHING." Problems of Education in the 21st Century 77, no. 2 (April 28, 2019): 244–53. http://dx.doi.org/10.33225/pec/19.77.244.

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Positive perception of one’s efficacy among teachers is a crucial factor affecting the quality of the teaching process. Many research studies suggest that self-efficacy in prospective teachers can be acted upon. It is therefore very important to focus on the preparation of prospective teachers in the context of undergraduate courses. The objective of the research study was to identify the level of self-efficacy among primary pre-service teachers of mathematics. The research sample comprised 77 students of primary teacher training enrolled in two study programmes aged between 21 and 26 years. The results were obtained by means of a newly developed tool Self-Efficacy of Prospective Teachers in Mathematics (SEPTM), which contained 37 items. The results of the research suggest that prospective teachers assess their readiness for future mathematics teaching in a positive way and trust their own abilities to use various teaching methods and procedures. Keywords: primary math education, prospective math teacher, teacher´s beliefs, teacher’s self-efficacy

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4

Zorochkina, Tetiana. "Innovative approaches to improving qualifications of the primary school teachers in the Great Britain." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 95–100. http://dx.doi.org/10.33310/2518-7813-2019-65-2-95-100.

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The article examines the approaches to improving the skills of primary school teachers in the UK. Criteria for upgrading and retraining UK teaching staff are highlighted. Teacher training courses are held at different educational institutions: at institutes of pedagogy of higher educational institutions, with independent advisory groups, with the Department of Education and Science, at teacher centers, with local educational authorities, at school. Short-term advanced training courses are divided into: one-day; three days; five to six day courses; vacation courses. Long-term courses include three-year advanced training courses. During the courses of advanced training teachers are engaged in research activities under the direction of university tutors. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers. The teacher education system serves a prominent system of public education. Understanding the need for organizing mass retraining of teachers in Britain has been growing in pedagogical circles since the last century, when intensive primary education was developing. Since then and to this day, discussions about the most rational ways of updating the teacher education system are not dying. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. Both local and national authorities of this service are actively involved in the analysis and evaluation of the effectiveness of all work aimed at supporting and developing the professional skills of school teachers. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers.

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5

DURMAZ, Burcu. "An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration." Kuramsal Eğitimbilim 15, no. 3 (July 31, 2022): 605–38. http://dx.doi.org/10.30831/akukeg.988828.

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This study aims to examine the change in the teachers’ beliefs about the training, presented as an online education for the children’s literature and mathematics teaching to pre-service pre-school, primary and elementary teachers. The participants of the research consisted of 54 pre-service teachers who were selected by purposive sampling method. A weak experimental pre-test post-test design without a control group was used in the study. The data collection tools were the belief scale for the integration of mathematics and children's literature, mathematics teaching self-efficacy belief, and mathematics literacy self-efficacy scales. The study findings revealed that the training enabled the pre-service teachers to gain positive inputs within the context of all the variables. Besides, the pre-service teachers’ scores varied across their branches. In addition, the training was identified to have a significant effect on the difference scores obtained from all factors except for the practitioner competencies complicating the integration process and social norms. Based on the findings, various studies such as face-to-face and experimental studies on a single field/branch basis may be conducted to examine the changes in the pre-service teachers' beliefs and competencies towards integrating mathematics and children's literature.

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6

Wheldall, Kevin, and Frank Merrett. "The Behavioural Approach to Teaching Package (BATPACK): Evolution and Evaluation." Behaviour Change 2, no. 1 (March 1985): 21–32. http://dx.doi.org/10.1017/s0813483900008767.

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The development of an in-service teacher training package is described which has the aim of training primary and middle school teachers to use behavioural methods of classroom management. It is shown how the package evolved from the programme of experimental behavioural research carried out by the authors in schools over the last ten years. Emphasis is placed on the on-going evaluations of successive versions of the package. The package was continually revised until it could meet the criterion of bringing about measurable changes in observed teacher behaviour and in the behaviour of primary and middle school classes. Experimental findings supporting its effectiveness are presented and discussed.

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7

Yuomeyse, Kenneth, and Henri Rodrigue Njengoué Ngamaleu. "An Evaluation of Technological Competences and Technological Tools Usage by Primary School Teachers During COVID-19 Lockdown in Cameroon." International Journal of Innovative Science and Research Technology 5, no. 7 (August 12, 2020): 1249–56. http://dx.doi.org/10.38124/ijisrt20jul770.

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The aim of this study is to investigate technological competences and technological tools usage by primary school teachers. The inability of primary school teachers to substitute traditional teaching methods with modern technological tools and applications during COVID-19 motivated the researchers to carry out this study. The study made use of a survey research design. Technology implementation and computer use for instructional teachers sub scales were used to collect data. Related literature was reviewed based on skills and knowledge of teachers and the various technologies used for instruction. The samples were 398 teachers who are teaching using ICT and the simple random sampling method was employed to select these respondents. Data was collected from teacher-respondents using tables, percentages, charts, mean, standard deviations and one sample t-test. The results showed an average level of technological competences possess by primary school teachers and types of technological tools used for teaching and learning. These results indicate that primary school educators and instructors lack the competences to install software on their computers and faced difficulties in using more advanced technologies. The study strongly recommends effective in-service training for teachers, easy access and connection to network services as well as the provision of technical assistance to schools. This will enable teachers to effectively acquire skills and knowledge for technology integration in education. Primary schools and teachers should also be equipped with modern technologies especially during this period of COVID-19.

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8

Demir, Ramazan, Nurhan Öztürk, and İlbilge Dökme. "The views of the teachers taking in-service training about alternative measurement and evaluation techniques: The sample of primary school teachers." Procedia - Social and Behavioral Sciences 15 (2011): 2347–52. http://dx.doi.org/10.1016/j.sbspro.2011.04.105.

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9

Bērziņa, Ženija. "School-Based Mentoring for Professional Development of Inclusive School Teachers." Journal of Teacher Education for Sustainability 13, no. 1 (January 1, 2011): 72–83. http://dx.doi.org/10.2478/v10099-011-0006-0.

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School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.

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10

Wang, Yuan, and Yingwei Su. "STUDY ON THE LEVEL AND DIFFERENCE OF EMOTION REGULATION OF PRIMARY SCHOOL PRE SERVICE TEACHERS." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A105—A106. http://dx.doi.org/10.1093/ijnp/pyac032.142.

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Abstract Background Psychological capital is closely related to primary school teachers' profession. It can not only promote the growth of teachers, but also directly affect the quality of school education and teaching and the growth of students. Therefore, it is particularly important to establish positive psychological capital in the pre service training stage of primary school teachers. The purpose of this study is to understand the current situation of the psychological capital level of primary school pre service teachers in China and the differences under the influence of different factors, so as to provide a basis for the relevant research on improving the psychological capital level of primary school pre service teachers. The corresponding training suggestions are put forward. Subjects and Methods This study selected 864 pre service teachers majoring in primary education from four normal universities and three comprehensive universities in China, conducted a survey through the Internet, and collected 831 valid questionnaires. According to the four dimensions of psychological capital, this study designed a questionnaire of psychological capital of pre service primary school teachers to investigate the level of psychological capital of pre service primary school teachers. Results The survey results showed that the psychological capital of pre service primary school teachers was generally at the upper middle level. There are significant differences in the overall level and dimension of pre service primary school teachers' psychological capital in terms of gender, origin and family economic status. Gender, family background and family economic status have a significant impact on the psychological capital level of pre service primary school teachers. Through the research, we found that citizens with higher levels of psychological capital have lower levels of anxiety and depression. Therefore, we can think that citizens with high internal psychological capital can alleviate the psychological pressure, anxiety and depression brought by psychological capital to a great extent through their own psychological quality. We also found that relatively speaking, citizens with high individual psychological capital are less affected by family factors, work and life, traffic safety, their own health and future fear. Teachers with high level of psychological capital will deal with the influence of family factors well. They are full of hope for the future and optimistic about life, and will not worry too much about the impact of life. From the questionnaire survey results, the internal consistency: odd and even split half reliability coefficient is 0.86 (Spearman Brown correlation coefficient is 0.93). Retest consistency: the stability coefficient of the scale retested within a few weeks is usually 0.70-0.80. It shows that the influence of students' Psychological Capital on anxiety is very key. If the patient is asked to answer according to the situation of the day, BDI evaluates state anxiety. If the patient is asked to answer according to the situation of the past week, the stability is much better. From the aggregation validity: BDI was significantly correlated with the evaluation of clinical depression, and the correlation coefficient was 0.60-0.90, which varied with the sample size. BDI score is also related to other clinical indicators, such as biological examination, electrophysiological examination, psychosocial test and the degree of sleep disorder. Therefore, its correlation with other scales must be good (r value range is 0.50-0.80). Factor analysis of BDI often leads to three interrelated factors: negative attitude or suicide, physical symptoms and operational difficulties. When the three factors are further (secondary) extracted, a “overall depression” factor can be obtained. The correlation of three skew factors and the generation of a single quadratic factor show that the internal consistency of the scale is good. Discriminant validity: the correlation between BDI and clinical depression (0.59) was greater than that with anxiety (0.14). Some authors doubt the discriminant validity of BDI, especially for anxiety and depression, but it can be used to distinguish different types of depression and different diagnoses. In addition, the answer to BDI items may be affected by social expectations, that is, to answer according to expectation tendency. The correlation between BDI and Edwards social expectation scale is about 0.80, because the latter partially shows people's self-esteem. Conclusion The survey found that although the psychological capital of pre service primary school teachers is generally at the upper middle level, there is still much room for improvement. In order to enable pre service primary school teachers to better engage in the profession of primary school teachers, the improvement and training of psychological capital should be incorporated into the mental health education system of pre service primary school teachers, and pre service primary school teachers should be trained in optimism, hope, health and health, self-efficacy and resilience, so as to develop their own psychological potential and improve their competitive advantage.

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Більше джерел

Дисертації з теми "Primary school teachers In-service training Victoria Evaluation"

1

梁仲民 and Chung-man Luke Leung. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626160.

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2

Ngai, Kam-tao, and 魏錦圖. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary schoolteachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955599.

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3

Green, Christopher Frank. "An evaluation of a language enrichment component of an INSET course for primary school teachers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626524.

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4

Bushiso, Temesgen Daniel. "The impact of pre-service primary English language teacher training on post-training practice." Thesis, 2017. http://hdl.handle.net/10500/23239.

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This study sought to investigate the impact of pre-service primary school English language teachers’ training on their post-training practice. A constructive research paradigm and qualitative method were used in the study. The participants were selected purposively, and final year pre-service primary school English trainee teachers were used to collect the research data. The data were collected in the year 2016. To collect the data, an interview schedule, an observation guide and document analyses were used. The interviews and the observations were recorded and later transcribed. The transcribed data were coded, categorized according to their similarity, and then these categories were further collapsed into themes. The findings showed that the primary school ELT trainee teachers did not have sufficient understanding of the ELT methods offered during their training which led to poor practice, as revealed in their independent teaching. Some of the reasons for the trainees’ poor understanding and practice mentioned were that the training system was not supported by the reflective teaching method, and the support of ICT. In addition, there was a significant waste of time budgeted for the course time for the completion of the training program. In relation to time, the practicum time the students stayed in the primary school during independent teaching was not sufficient to give them hands-on practice. Moreover, they did not get the required support from the school mentors and the training college supervisors. Due to these constraints, almost all the participant trainee teachers demonstrated poor performances during the lesson delivery, which indicated that they did not understand the principles of the ELT methods
English Studies
D. Litt. et Phil. (English)

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5

Ngema, Millicent. "Using individual needs analysis to promote the effectiveness of foundation phase teachers in Imfolozi Circuit, KwaZulu-Natal." Thesis, 2016. http://hdl.handle.net/10500/21509.

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The purpose of the study was to investigate individual professional development needs of teachers with the aim of developing guidelines that may assist foundation phase teachers to do individual needs analysis effectively. The main research question was: Which strategies can be used to conduct individual needs analysis effectively among the foundation phase teachers in order to improve their effectiveness? The researcher was guided by the interpretive paradigm which implies that participant’s interpretations, perceptions, meanings and understandings were regarded as primary sources. The qualitative research design was used to obtain participants’ primary data. Interviews and observations were used to collect data and to maximise trustworthiness of the findings. Purposive sampling was used to select key informants who were going to provide rich information to help achieve the objectives of the study. The researcher selected the sample of 10 foundation phase teachers, 5 principals and 5 Development Support Groups attached to primary schools under Imfolozi Circuit. Data analysis was done throughout data collection through open, axial and selective coding. The hierarchical category system illustrated in schematic representation representing the main theme and subthemes was used. The findings suggest that there is a serious gap regarding how individual professional development needs and provision of professional development are concerned. The focus was more on training teachers about the new curriculum leaving behind the individual needs of each teacher. The study identified some inconsistencies and lack of uniformity in the way needs analysis was currently done in schools. The major recommendation of this study is that needs analysis should be integrated within all school activities instead of once a year. There is a need for close monitoring of teacher development in order to improve the current learner performance in schools. The researcher believes the study will assist in understanding, informing and improving teaching practice.
Educational Leadership and Management
D. Ed. (Education Management)

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Книги з теми "Primary school teachers In-service training Victoria Evaluation"

1

Primary Education Improvement Project (Botswana). Botswana, Primary Education Improvement Project: Phase II, 1986-1991. [Gaborone, Botswana?]: PEIP, 1987.

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2

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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3

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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4

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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5

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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6

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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7

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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8

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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9

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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10

Heredia, Blanca. A two-year evaluation of the impact of in-service professional development on primary students' literacy outcomes. 2005.

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