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Статті в журналах з теми "Teachers Training of Victoria"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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1

Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.

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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs. The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome. Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers. In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.

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2

Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (November 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.

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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.

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3

Syihabuddin, Syihabuddin. "Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistants." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 63. http://dx.doi.org/10.17977/um015v50i12022p63.

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Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistantsIn 2019, there were 63.022 learners of Indonesian as a foreign language in Victorian schools, Australia. They were facilitated by 263 Indonesian Language for Foreign Speakers (BIPA) local teachers. Due to a shortage of BIPA local teachers, the Department of Education and Training Victoria had recruited language assistants from Indonesia. This study is aimed to describe the required skillsets of BIPA language assistants to support their duties. The data were collected through interviews, an inventory, observations, and stories of eight Indonesian language assistants with one year of experience. The findings reveal that the language assistants need to develop bicultural, personality and pedagogical competences. These competences should become the reference for developing workshop materials for future BIPA language assistants.Keywords: BIPA teachers, bicultural competences, personality competences, pedagogical competencesKompetensi bikultural, kepribadian, dan pedagogik dalam perspektif guru bantu BIPAPada tahun 2019 terdapat 63.022 siswa Victoria, Australia, yang mempelajari bahasa Indonesia sebagai bahasa asing. Mereka dibimbing oleh 263 guru BIPA. Karena jumlah guru tidak memadai, maka Department of Education and Training Victoria merekrut guru bantu (language assistant) dari Indonesia. Penelitian ini bertujuan untuk mendeskripsikan berbagai kompetensi yang perlu dimiliki guru bantu untuk menunjang pelaksanaan tugasnya. Data dikumpulkan dari wawancara, inventori, observasi, dan deskripsi pengalaman dari delapan guru bantu selama satu tahun mengajar. Hasil penelitian menunjukkan bahwa guru bantu perlu mengembangkan kompetensi bikultural, kompetensi kepribadian, dan kompetensi pedagogik. Ketiga kompetensi ini sebaiknya dijadikan bahan workshop pada pembekalan guru bantu di lembaga pengirim.Kata kunci: guru BIPA, kompetensi bikultural, kompetensi kepribadian, kompetensi pedagogik

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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.

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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.

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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.

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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.

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6

Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.

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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.

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Barnes, Melissa, Seham Shwayli, and Pamalee Matthews. "Supporting EAL students in regional education contexts: “It creates a huge workload and often times disappointment”." TESOL in Context 28, no. 1 (December 19, 2019): 45–64. http://dx.doi.org/10.21153/tesol2019vol28no1art906.

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There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers’ beliefs about EAL students in regional contexts. Drawing on Bourdieu’s concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing—a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.

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9

Opie, Jill. "Educating students with vision impairment today: Consideration of the expanded core curriculum." British Journal of Visual Impairment 36, no. 1 (January 2018): 75–89. http://dx.doi.org/10.1177/0264619617730861.

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A phenomenological study was undertaken giving students with vision impairment the opportunity to voice their experiences of secondary schooling in mainstream schools. Policies of inclusion were considered, with analysis of how training and curriculum came together, as experienced by these students, to develop their inclusion in schools in Victoria. Interviews of each participant using interpretative phenomenological analysis revealed a number of themes, with lack of teacher understanding of vision impairment a common theme across all cases. The limited access to visiting teachers, specialists in vision impairment, points to the need for alternatives in the delivery of necessary expanded core curriculum components. It is proposed that teachers of these students would benefit from an online unit to educate them in vision impairment to eliminate unintentional exclusion practices currently experienced and to encourage them to incorporate components of the expanded core curriculum into their everyday practices. The need for further research is indicated.

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10

Prain, Vaughan, and Tony Booth. "Using Interactive Television to Deliver Professional Development Programs in Rural Victoria." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 5–10. http://dx.doi.org/10.47381/aijre.v3i2.373.

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In 1991 the Regional Telematics Educatiou Consortium (RTEC) was established to promote and co-ordinate the telematic delivery of education and training programs in rural Victoria. 'Telematics' is defined as all electronically-delivered communication, including audio and audiographic conferencing, and one or two-way video transmission. Interactive television programs were first trialled in 1991 in the Loddon Campaspe Mallee Region, and expanded to over twenty programs in 1992. While many of these programs consisted of only one or two sessions, the Promoting Effective Teaching and Learning Program (PETL), a professional development course of six ITV sessions supported by one initial face-to-face session, provided more data on presenter and participant initial perceptions and responses. Eleven presenters delivered PETL to two hundred and forty-one teachers at twenty-three sites in the Loddon Campaspe Mallee Region during 1992.

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11

Lumumba, K’opiyo Patrick, Enose M. W. Simatwa, and Kembo Jane. "Influence of Leadership Style on Organizational Performance of Primary Teachers Training Colleges in Lake Victoria Region of Kenya." Creative Education 12, no. 09 (2021): 2228–51. http://dx.doi.org/10.4236/ce.2021.129170.

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12

Bischof, Christopher Robert. "“A Home for Poets”: The Liberal Curriculum in Victorian Britain's Teachers' Training Colleges." History of Education Quarterly 54, no. 1 (February 2014): 42–69. http://dx.doi.org/10.1111/hoeq.12046.

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In the 1850s, at St. Mark's training college in Chelsea, London, ten students regularly violated the “lights out” rule in the evening at the end of long, exhausting days. Desirous of increasing their culture and general knowledge, they gave over half an hour every evening before sleep to what they styled, after the working-class clubs of the same name, “a mutual improvement society” in which they took turns giving lectures on a wide range of topics. They were not alone: throughout the second half of the nineteenth century, teachers-in-training across Britain supplemented their already daunting workload by writing poetry, reading novels, discussing Shakespeare, and holding debates about pressing social and political questions. From the perspective of many Victorian observers and historians today, this anecdote is an anomaly, an aberration that carries little weight in telling the story of the training colleges in which the majority of teachers in Victorian Britain eventually came to receive an education. For them, training colleges were the sites of rote memorization and pedagogical learning. Though some educationalists called for a more liberal curriculum for teachers, according to this view, teachers' education only began to emphasize expansive reading, original thinking, the cultivation of the individual, and general curiosity beginning in the 1890s with the rise of day training colleges affiliated with universities.

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Lumumba, K’opiyo Patrick, Kembo Jane, and Enose M. W. Simatwa. "Influence of Principals’ Transformational Leadership Style on Organizational Climates of Primary Teachers Training Colleges in Lake Victoria Region of Kenya." Creative Education 13, no. 06 (2022): 1897–921. http://dx.doi.org/10.4236/ce.2022.136119.

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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. 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Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.

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Loreman, Tim, Joanne Deppeler, David Harvey, and Glenn Rowley. "The Implications of Inclusion through Curriculum Modification for Secondary School Teacher Training in Victoria, Australia." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 4, no. 1 (2006): 0. http://dx.doi.org/10.18848/1447-9532/cgp/v04/38970.

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Falkiner, Meredith, Donald Thomson, and Andrew Day. "Teachers’ Understanding and Practice of Mandatory Reporting of Child Maltreatment." Children Australia 42, no. 1 (February 9, 2017): 38–48. http://dx.doi.org/10.1017/cha.2016.53.

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Across the eight jurisdictions of Australia, mandatory reporting obligations and thresholds for reporting vary. Teachers are one group of the professionals who are mandated to report child maltreatment, yet some teachers are still reluctant to make such a report. This paper examines the barriers that discourage teachers from reporting child maltreatment and also whether teachers consider it necessary to question a child about the maltreatment before they decide if a report should be made. Thirty semi-structured interviews with Victorian primary school teachers were thematically analysed and revealed that inadequate and inconsistent mandatory reporting training, the need for certainty before initiating a report and the ambiguous concept of neglect were barriers to teachers identifying and reporting child maltreatment. Analyses further revealed that teachers gather evidence to confirm or disconfirm their suspicions of maltreatment by questioning the suspected child victim. The consequences of this practice are discussed along with recommendations to help overcome the barriers to making a formal report when child maltreatment is suspected.

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Evans, W. Gareth. "Gender stereotyping and the training of female elementary school teachers: the experience of Victorian Wales." History of Education 21, no. 2 (June 1992): 189–204. http://dx.doi.org/10.1080/0046760920210206.

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Fox, Russell, Umesh Sharma, and Erin Leif. "A Study of Victorian Teachers’ Beliefs About Student Behaviour and Their Perception of Preparation and Confidence to Engage inand Their Perception of Preparation and Confidence to Engage in Evidence-based Behaviour SupportEvidence-based Behaviour Support." Australian Journal of Teacher Education 47, no. 1 (January 2022): 14–29. http://dx.doi.org/10.14221/ajte.2022v47n1.2.

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Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted school- wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to the successful and sustained implementation of SWPBIS. First, limited exploration of teachers’ perceptions of their preparation (pre-service and in-service) and confidence to engage in SWPBIS practices and supports has been undertaken in Australia. Additionally, the degree to which teachers agree with a functional approach to understanding and supporting student behaviour has not been undertaken in an Australian context. The findings from such exploration may be used to inform the development of teacher training programs, and support efforts to successfully and sustainably implement SWPBIS in Australian schools.

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Goddard, Jonathan Charles. "Tom Chapman and the Glasgow Punch." Journal of Clinical Urology 10, no. 2_suppl (June 2017): 3–6. http://dx.doi.org/10.1177/2051415817707158.

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Thomas Lightbody Chapman (1903 – 1966) founded the urological department at the Victoria Infirmary, Glasgow. After travelling to the Mayo Clinic in America to learn the new technique of punch prostatectomy he brought that procedure back to Glasgow. The prostatic punch required skill to master but could be successful in the right hands. Chapman was a great teacher who used innovative techniques to educate his students in the skills of punch prostatectomy. These included a training model where the trainee surgeon could be observed punching out a phantom prostate and a cine-film using both live action and animation to demonstrate the technique. Keen to share his enthusiasm for the punch prostatectomy he organized a meeting of like-minded urologists, a group which became the Punch Club, a travelling urology club still active today. Tom Chapman was a colourful and dynamic individual, devoted to his work and his patients. His name will be remembered as being almost synonymous with the punch prostatectomy in Great Britain.

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Grbich, Carolyn, and Stewart Sykes. "Access to Curricula in Three School Settings for Students with Severe Intellectual Disability." Australian Journal of Education 36, no. 3 (November 1992): 318–27. http://dx.doi.org/10.1177/000494419203600307.

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The area of severe intellectual disability has received little attention in Australian research. This Victorian study examined the issue of access to curricula in post primary school and special school placements for a group of students with severe intellectual disability. Results from the investigation indicated: that parents were generally dissatisfied with the lack of choice available regarding educational placements and the lack of opportunity for them to contribute in a supportive manner to their daughter's/son's schooling: that teachers in post primary schools reported an urgent need for special training or for specialised staff to assist them with curricular modification: and that the female students in this group experienced disadvantage in several curricular areas.

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21

Addison, Paul. "Alex Wiseman: reluctant architect?" Architectural History Aotearoa 14 (December 5, 2017): 17–25. http://dx.doi.org/10.26686/aha.v14i.7788.

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The Auckland Ferry Building, completed in 1912, is still a significant landmark in downtown Auckland today. However, its architect, Alex Wiseman, remains less well-known and more enigmatic. Born in Auckland in 1865 into a prominent Methodist family, Wiseman was apprenticed at 16 years of age to noted architect Edward Bartley for a term of four years. Wiseman then practised as a draughtsman for a period, before moving to Victoria, Australia, to follow his first love, music, making his living as a music teacher and organist. After marrying and starting a family, the lot of an impecunious musician may have held less appeal, and in 1903 Wiseman returned to Auckland. He established his own architectural practice and, over the next 12 years until his death at the age of just 50, he received, often with the aid of familial and church connections, several high-profile commissions, including the ferry building, the YMCA building and Auckland Training College (both in Wellesley Street), and "Greenacres," the home of James Gunson, later mayor of Auckland.

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Baso, Yusring Sanusi. "CARA MUDAH MENYIAPKAN MATERI PEMBELAJARAN BERBASIS WEB DAN CD UNTUK BAHASA INDONESIA." JURNAL ARBITRER 2, no. 1 (April 29, 2015): 73. http://dx.doi.org/10.25077/ar.2.1.73-80.2015.

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Revolution of Information and Communication Technology (ICT) has changed the various areas of human life, including the revolution in education. Revolution of education occurs since people migrate their way of learning from conventional to digital learning, face-to-face at a certain time and place into a meeting from anywhere and anytime. In the past we used paper, now we already headed to paperless era. Several years ago, teachers and lecturers is the source of knowledge, it is the source of knowledge can be through a variety of media, such as CD-ROMs and the Internet. The way we learn is change to distant learning with free study hour. Then, it results the term e-learning, knowledge server and knowledge based society. This article discusses how to prepare simple e-learning material (web and cd-based) about Bahasa Indonesian. The program that employs to elaborate and modify the material is Hot Potatoes which is published by the University of Victoria and the Half-Baked Software. The material of Bahasa Indonesian use in this program is a set of questions on National Examination for Selection Admissions (SPMB). These questions will create an interactive multimedia material, especially web-based and CD-based material. Modules that are discussed in this article including input of data (questions, answers, etc.), output configuration (modification of the display and apperance), as well as techniques to publish on the website. In addition, it will also discuss how to keep the material in the web and cd. The final result (output) or material output from this program is the material that can be used as in learning Bahasa Indonesian, especially for self training and test. The Output will be in the form of website and CDs. Keywords: e-learning, Hot Potatoes, web and cd.

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23

Vakaliuk, Tetiana, Svitlana Ivanova, and Alla Kilchenko. "ELECTRONIC PORTFOLIO AS A TOOL OF REFLECTING THE RESULTS OF SCIENTIFIC AND PEDAGOGICAL ACTIVITIES OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 53–58. http://dx.doi.org/10.24144/2524-0609.2021.48.53-58.

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In the period of digital transformation of all spheres of life, including the educational and scientific sphere, the opportunity for scientific and pedagogical workers (SPW) to present their achievements on the Internet, including the results of scientific and pedagogical activities becomes important. The results of scientific and pedagogical activities of SPW are not only certificates of various activities (training, internships, participation in various activities), but also profiles in scientific and metric databases and the number of citations of relevant publications, information about achievements, list of publications, information about the teacher (education, scientific degree, academic title), range of interests, victories of students under the guidance of SPW, etc. That is why the purpose of the article is to consider the possibility of using the electronic portfolio as a means of reflecting the results of scientific and pedagogical activities of teachers of free economic zones. The following research methods were used in this study: analysis, generalization, systematization. These methods were used to analyze and summarize the existing experience on this issue, as well as to systematize existing approaches to creating an e-portfolio. Under the e-portfolio of the scientific and pedagogical worker, we will understand the information system, which will contain all the information about the achievements of the scientific and pedagogical worker, including scientific work, awards, etc. The components that the electronic portfolio should contain are singled out if it is considered as a means of reflecting the results of scientific and pedagogical activities of teachers of free economic education. According to the authors, such a portfolio should contain: general information about the SPW: surname, name, patronymic, academic degree, academic title, information about higher education (about all, if more than one), place of work, position, etc.; information on SPW achievements: awards, prizes, participation in events, victories in competitions, etc.; SPW profiles in scientific-metric databases: Scopus, Web of Science (Publons), DBLP, Index Copernicus, Google Scholar, etc., publications; certificates; additional useful links; contacts; abbreviated profile in English, information on inventions, patents, participation in international projects, intellectual property rights to the work. The electronic portfolio of the scientific and pedagogical worker plays the role of a means of reflecting the results of the scientific and pedagogical activity, and acts as a business card of the teacher. The availability of such a portfolio will ensure the availability of SPW data in open access on the Internet. Prospects for further research include the search for other means of reflecting the results of scientific and pedagogical activities, as well as their expert evaluation.

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24

Razinkin, N. E., and N. I. Voronova. "150th anniversary of the Moscow College of Transport." Transport Technician: Education and Practice 3, no. 2 (July 1, 2022): 219–22. http://dx.doi.org/10.46684/2687-1033.2022.2.219-222.

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In 2022, the Moscow College of Transport of the Russian University of Transport celebrated its 150th anniversary.The history of the educational institution is inextricably linked with the history of the state. The stages of creation and formation of one of the oldest educational institutions that train personnel for the transport industry are considered. Over the years of the college’s existence, its names and structure have changed, one generation has been replaced by another, there have been many victories and achievements. And always at the helm were strong, competent, aching soul for the work entrusted to them leaders. The quality of student training has been repeatedly conﬁrmed by professional and public accreditation. The rich one and a half century history of the educational institution testiﬁ es to the established traditions and colossal experience in training personnel for the transport industry.College students are winners of national and regional WorldSkills championships, teachers are certiﬁed experts, developers of WorldSkills competencies. Since 2017, on the basis of the college, RUT university championships (MIIT) have been held annually according to WorldSkills standards, which bring together professionals from various regions of the Russian Federation at one site.The educational process of the college is organized on a modern laboratory base, formed, among other things, within the framework of the program of interaction between Russian Railways and university complexes of railway transport.

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Hahn, Aaron. "Training Teachers." Language Teacher 37, no. 3 (May 1, 2013): 19. http://dx.doi.org/10.37546/jalttlt37.3-3.

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Over the last several decades, the Japanese government, through the Course of Study guidelines promulgated by the Ministry of Education, Culture, Science and Technology, has directed schools to include more communicative language teaching (CLT) in their English programs. These top‑down directives have met with mixed results. One commonly cited problem is that English teachers are rarely provided with sufficient training in CLT, and thus are unable to implement the new guidelines effectively. However, since other objections also play a role in the rejection of CLT, one question is whether or not increased training increases compliance with the guidelines. This paper examines two local contexts to determine the role that proper training can play. Specifically, it considers informal training provided at a public high school by an Assistant Language Teacher, along with training conducted by a Board of Education to prepare elementary school teachers to begin teaching foreign language classes. 過去数十年にわたり、政府は文部科学省が公布する学習指導要領を通して、英語教育にコミュニカティブ・ランゲージ・ティーチング(CLT)をより多く導入するよう教育機関に指導してきた。このようなトップダウン指導は多様な結果を導いた。一般的によくあげられる問題として、英語講師は十分なCLT研修をほとんど受けていないので、新たな学習指導要領を効果的に活用できないと論じられる。しかし、CLTに対する異議はそれだけはなく、果たして研修が増えれば講師の学習指導要領の実践につながるかどうかが論点となる。本論では、公立高校においてALTが行う非公式の研修と、小学校教師が外国語のクラスで生徒に教えるための準備として教育委員会が実施する研修という2つの状況を通して、適した研修が果たす役割を考察する。

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Cameron, Kate L., Jennifer L. McGinley, Kim Allison, Natalie A. Fini, Jeanie L. Y. Cheong, and Alicia J. Spittle. "Dance PREEMIE, a Dance PaRticipation intervention for Extremely prEterm children with Motor Impairment at prEschool age: an Australian feasibility trial protocol." BMJ Open 10, no. 1 (January 2020): e034256. http://dx.doi.org/10.1136/bmjopen-2019-034256.

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IntroductionChildren born extremely preterm (EP: <28 weeks gestation) and/or extremely low birth weight (ELBW: <1000 g) are at increased risk of motor impairment compared with children born at term. Children with motor impairment have lower rates of physical activity (PA) participation compared with their typically developing peers. PA participation is an important outcome for children with motor impairment, however, there is limited evidence available to support interventions that improve PA participation in this population. The aim of this study is to assess the feasibility, including the recruitment and retention, acceptability and fidelity, of a preschool dance participation intervention for children born EP/EBLW with motor impairment called Dance PaRticipation intervention for Extremely prEterm children with Motor Impairment at prEschool age.Methods and analysisThis feasibility case series trial will recruit EP/ELBW children with motor impairment (n=10) from the Victorian Infant Collaborative Study 2016/2017 cohort, a prospective longitudinal cohort study. Up to 10 community-based dance teachers will be recruited and provided with physiotherapy-led training and support to facilitate the participation of EP/ELBW children in community dance classes. A mixed-methods approach (quantitative and qualitative) will be used to analyse the primary aim, to determine the feasibility of the intervention from the perspectives of families and dance teachers.Ethics and disseminationThis study is approved by the Human Research Ethics Committees of The Royal Children’s Hospital and The Royal Women’s Hospital, Melbourne. Study outcomes will be disseminated through conference presentations, peer-reviewed publications and social media.Trial registration numberACTRN12619001266156

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27

Moore, Randy. "Training Science Teachers." American Biology Teacher 56, no. 1 (January 1, 1994): 4–5. http://dx.doi.org/10.2307/4449731.

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Ingesman, Lars. "Training Distance Teachers." Educational Media International 30, no. 2 (June 1993): 83–87. http://dx.doi.org/10.1080/0952398930300208.

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Coppens, Henriette. "Training Teachers' Behaviour." Research in Drama Education: The Journal of Applied Theatre and Performance 7, no. 2 (September 2002): 195–206. http://dx.doi.org/10.1080/1356978022000007974.

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Wenner, George. "Training Korean Teachers." Educational Forum 60, no. 1 (March 31, 1996): 88–89. http://dx.doi.org/10.1080/00131729509335097.

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Weinstein, Lenore B. "Training the Teachers." Journal of Intergenerational Relationships 4, no. 2 (July 19, 2006): 94–100. http://dx.doi.org/10.1300/j194v04n02_07.

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Whitford, Ellen V., and Ronald T. Hyman. "Training Noncareer Teachers." Adult Learning 1, no. 7 (May 1990): 24–27. http://dx.doi.org/10.1177/104515959000100709.

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Lederman, Norman G., and Margaret L. Niess. "Training College Teachers." School Science and Mathematics 99, no. 8 (December 1999): 413–17. http://dx.doi.org/10.1111/j.1949-8594.1999.tb17503.x.

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34

Healy, Elizabeth. "Training Unafraid Teachers." Childhood Education 93, no. 3 (May 4, 2017): 228–30. http://dx.doi.org/10.1080/00094056.2017.1325250.

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35

Wragg, E. C. "Training skilful teachers." Teaching and Teacher Education 1, no. 3 (January 1985): 199–208. http://dx.doi.org/10.1016/0742-051x(85)90003-4.

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36

RAYNE, O. "Trends in Occupational Therapy Training in Victoria." Australian Occupational Therapy Journal 7, no. 1 (August 27, 2010): 7–9. http://dx.doi.org/10.1111/j.1440-1630.1960.tb00852.x.

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37

Buckland, Theresa Jill. "How the Waltz was Won: Transmutations and the Acquisition of Style in Early English Modern Ballroom Dancing. Part Two: The Waltz Regained." Dance Research 36, no. 2 (November 2018): 138–72. http://dx.doi.org/10.3366/drs.2018.0236.

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Part One of this study on the transmutation of the Victorian waltz into the modern English waltz of the early 1920s examined the labile social and choreographic climate of social dancing in London's fashionable ballrooms before, during and just after World War One. The article ended with the teachers’ unsatisfactory effort to characterise the features of a distinctively modern waltz style in response to a widespread discourse to recover and adapt the dance for the contemporary English ballroom. Part Two investigates the role of club and national competitions and exhibition dancers in changing and stabilising a waltz form and style that integrated preferred aspects of both old and new techniques, as advocated by leading waltz advocate and judge, Philip Richardson. This article brings into critical focus not only choreographic contributions by Victor Silvester and Josephine Bradley but also those of models such as Maurice Mouvet, G. K. Anderson, Georges Fontana, and Marjorie Moss whose direct influence in England outweighed that of the more famous American couple Irene and Vernon Castle. The dance backgrounds, training and inter-connections of these individuals are examined in identifying choreological and aesthetic continuities that relate to prevalent and inter-related notions of style, Englishness, art and modernity as expressed through the dancing. Taken as a whole, the two parts provide a case study of innovative shifts in popular dancing and meaning that are led through imitation and improvisation by practitioners principally from the middle class. The study also contributes to dance scholarship on cultural appropriation through concentrating on an unusual example of competition in dance being used to promote simplicity rather than virtuosity. In conclusion, greater understanding of creativity and transmission in popular social dancing may arise from identifying and interrogating the practice of agents of change and their relationships within and across their choreographic and socio-cultural contexts.

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Costa, Simone Freitas Pereira, Olenir Maria Mendes, and Cecília de Camargo Bento. "INITIAL TRAINING OF TEACHERS: PREPARING TEACHERS EVALUATORS(?)." International Journal of Human Sciences Research 2, no. 10 (April 18, 2022): 2–8. http://dx.doi.org/10.22533/at.ed.5582102214044.

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39

León, Maria José, and María del Camen López. "Practical Training for Teachers." International Journal of Learning: Annual Review 12, no. 10 (2007): 147–56. http://dx.doi.org/10.18848/1447-9494/cgp/v13i10/45077.

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40

Campana, Phillip J., and Michael Grenfell. "Training Teachers in Practice." Die Unterrichtspraxis / Teaching German 35, no. 1 (2002): 103. http://dx.doi.org/10.2307/3531972.

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41

Turvey, Anne. "English Teachers in Training." Changing English 4, no. 2 (October 1997): 183–203. http://dx.doi.org/10.1080/1358684970040202.

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Barnes, Ann. "Training teachers in practice." Teacher Development 2, no. 3 (October 1, 1998): 491–95. http://dx.doi.org/10.1080/13664539800200277.

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Gouguenheim, L., and M. Gerbaldi. "The Training of Teachers." International Astronomical Union Colloquium 162 (1998): 256–60. http://dx.doi.org/10.1017/s0252921100115209.

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Informal and formal astronomy education is present through many channels: newspapers and TV; amateur associations; clubs and science associations; at school at any level. The teachers are not only the main agents of the educational process at school, but they are also very active in extra-curricular activities: they run clubs, educational projects etc.These activities are present everywhere in the world, as can be seen from the reading of the National Reports published every 3 years by Commission 46 “Astronomy Teaching” of the International Astronomical Union and published in its Newsletter.

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Heyworth, J. "SHO training: Teachers frustrated." BMJ 306, no. 6887 (May 8, 1993): 1274. http://dx.doi.org/10.1136/bmj.306.6887.1274-d.

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45

Greengus, Samuel. "Training Jewish Studies Teachers." Shofar: An Interdisciplinary Journal of Jewish Studies 9, no. 4 (1991): 119–20. http://dx.doi.org/10.1353/sho.1991.0095.

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Wofford, Thomas. "Training teachers for college." Physics Today 60, no. 2 (February 2007): 81. http://dx.doi.org/10.1063/1.2711649.

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Lally, Mike. "Training Teachers and Trainers." Higher Education Policy 2, no. 4 (December 1989): 50–52. http://dx.doi.org/10.1057/hep.1989.70.

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Spaull, Andrew, and Terri Seddon. "TEACHERs' WORK AND THE POLITICS OF REDUNDANCY IN VICTORIA." Discourse: Studies in the Cultural Politics of Education 15, no. 2 (December 1994): 73–80. http://dx.doi.org/10.1080/0159630940150207.

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49

Goulding, Megan, and Kristal Buckley. "Training and Working Environments in Archeology: Victoria, Australia." Archeological Papers of the American Anthropological Association 5, no. 1 (June 28, 2008): 43–46. http://dx.doi.org/10.1525/ap3a.1994.5.1.43.

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Duke, Michael, and Shaun Ewen. "Implementation of Indigenous Mental Health Training in Victoria." Australasian Psychiatry 17, no. 3 (January 2009): 228–32. http://dx.doi.org/10.1080/10398560802444028.

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