Готові списки джерел за темами / Technical education teachers

Добірка наукової літератури з теми "Technical education teachers"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 4 березня 2023

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Зміст

  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "Technical education teachers":

1

Andres, Pavel, and Alena Vališová. "Institutional Education of Teachers of Technical Subjects." Lifelong Learning 3, no. 3 (2013): 8–22. http://dx.doi.org/10.11118/lifele201303038.

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Technical teacher education is highly relevant from many perspectives nowadays. Educational reform has brought a number of changes, including legislative measures. The end of 2014 is a milestone, bringing the duty of every teacher/educator to commence studies to complete pedagogical qualification as defined in Act No. 563/2004. The need to address the issue of technical teacher education in the Czech Republic is reflected in the many activities that are aimed at finding answers to questions about the objectives, assessment of the quality of teachers and study programs respectively, and institutions that provide these accredited studies. The paper deals with engineering education and educational psychological preparation of teachers of technical subjects. This indicates the specifics of education in the Czech Republic, confronting them also with foreign experience.
2

Mondal, Naba Kumar, Suprakash Adhikari, and Pritam Das. "Teacher Perfection Level about Environmental Education." JOURNAL OF ADVANCES IN HUMANITIES 3, no. 2 (August 15, 2015): 193–200. http://dx.doi.org/10.24297/jah.v3i2.5104.

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A study has been done to evaluate the status of consciousness about Environmental Education among the teachers of Technical college and General college in the district of Birbhum and Burdwan,West-Bengal . Study results revealed that in all aspect like of consciousness the technical college teachers showed better perfection than general college teachers. Finally it can be concluded that overall consciousness about Environmental Education of Technical college teacher much better performance than General college Teachers.
3

Sandholtz, Judith Haymore, and Brian Reilly. "Teachers, Not Technicians: Rethinking Technical Expectations for Teachers." Teachers College Record: The Voice of Scholarship in Education 106, no. 3 (March 2004): 487–512. http://dx.doi.org/10.1177/016146810410600304.

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Despite many efforts at the national, state, and local levels to promote the use of computers in K-12 classrooms, over the past 20 years, the impact of the computer on teaching and learning has been minimal. In this article, we examine how one school district has advanced the use of computers in the classroom by focusing first on curriculum rather than on technology. While national and state technology standards for teachers, as well as educational technology textbooks, tend to start with computer hardware and how to troubleshoot it, teachers in the district described here spend very little time on hardware or troubleshooting. Instead, as a result of district choices with regard to technology, support, and training, teachers are able to bypass the hardware and troubleshooting and move quickly to more productive and inventive uses of technology in the classroom. Our research offers a paradox for furthering the use of computers in classrooms —if we take away expectations for technical skills and allow teachers to focus on developing curriculum, evaluating learning materials, and thinking about how to provide better learning opportunities for their students, teachers are likely to use technology more effectively and creatively in their teaching.
4

Sandholtz, Judith Haymore, and Brian Reilly. "Teachers, Not Technicians: Rethinking Technical Expectations for Teachers." Teachers College Record 106, no. 3 (March 2004): 487–512. http://dx.doi.org/10.1111/j.1467-9620.2004.00348.x.

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5

Noga, Henryk. "Professional Development of Information Technology and Technical Education Teachers." Acta Technologica Dubnicae 6, no. 2 (August 1, 2016): 96–104. http://dx.doi.org/10.1515/atd-2016-0015.

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Abstract Due to normal work duty and responsibilities, the responsibility for students’ motivation and self-development motivates teachers for continuous training and thus to expand their own competencies. It is especially important in case of teachers who graduate technical and information technology (IT). IT teachers should be familiar with the latest technology as well as innovative solutions in the field of didactics of technical subjects.This article concerns issues related to the professional development of information technology and technical education teachers in Poland. An analysis of documents shows the stages of professional development. It also highlights the requirements necessary to fulfill on different levels of a teacher’s professional career.
6

Whitley, Victoria P., Travis D. Park, Wendy J. Warner, and Erin T. Horne. "Relationship between Career and Technical Education Student Teachers' Self-Efficacy and edTPA Performance." Career and Technical Education Research 44, no. 2 (October 1, 2019): 88–113. http://dx.doi.org/10.5328/cter44.2.88.

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The edTPA, a validated teacher performance assessment, is being used across the nation to assess the readiness of career and technical education (CTE) student teachers for a successful career in education. The purpose of this study was to gain a better understanding of the relationship between edTPA and both Technology and Agricultural Education student teacher's self-efficacy throughout their student teaching. This quasi-experimental study compared mean of self-efficacy as measured by the Teacher Self-Efficacy Scale (TSES) to edTPA scores from Agricultural Education and Technology Education student teachers at a southern land-grant university. This study found a negative correlation between self-efficacy means at the end of the student teaching semester and overall edTPA score. Self-efficacy in some students was found to decrease after internal submission when given feedback on progress and performance. All participants were shown to increase in self-efficacy from the beginning to the end of the student teacher experience.
7

Owais, Amjad Kamal, Suzan Mahmoud Alabidi, Zaydoon Mohammad Hatamleh, and Elham T. Hussein. "Technical and Vocational Education and Training in the UAE." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (July 10, 2020): 264. http://dx.doi.org/10.3991/ijet.v15i13.13801.

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This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational institutes in UAE. Data were collected from 175 teachers and administrators of Technical Vocational Colleges (TVCs) in the UAE. To ensure a comprehensive exploration of the top-ic, three separate research models were developed and tested. All models were analysed using covariance-based structural equation modelling (SEM) through AMOS version 24. Results showed that there is a positive and significant rela-tionship between teachers’ technology integration, teacher training programmes and accessibility to technical resources/equipment, and the mission and vision of the technical and vocational institutes.
8

Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.

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The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.
9

Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.

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The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.
10

Sijabat, Apriani, Palma Juanta, Revi Gina Gunawan, Lufri Lufri, Asrizal Asrizal, and Hardeli Hardeli. "Teachers' Perceptions about the Implementation of Independent Learning Curriculum in Science Education." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 1 (January 21, 2023): 76. http://dx.doi.org/10.33394/j-ps.v11i1.6728.

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This study aims to: Describe teachers' perceptions about the implementation of the independent learning curriculum in science education and describe the constraints felt by teachers in implementing the independent learning curriculum as well as solutions to overcome these obstacles. This type of research is a case study. The sample in this study was a science teacher at SMP DR Wahidin Sudirohusodo Medan, who were selected using a purposive sampling technique and developed using a snowball sampling technique. Data collection was carried out through interviews and questionnaires. Data analysis techniques were carried out in an interactive descriptive manner. The results of this study indicate that the teacher's perception is positive because they welcome the implementation of the independent learning curriculum, supported by adequate socialization and training so that they can apply the concept of learning science in accordance with the independent learning curriculum. Constraints experienced by teachers in the form of technical and non-technical constraints. There are several factors that become obstacles, namely, the first is the inadequate quality of the teacher's human resources, the second is that the facilities and learning resources are minimal or the infrastructure is inadequate and the teacher is clueless, the third teacher is comfortable with the old standard and has no experience in learning independent study.
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Статті в журналах Дисертації Книги

Дисертації з теми "Technical education teachers":

1

Phachon, Khantachvana Kennedy Larry DeWitt McCarthy John R. "Competencies for a technical education curriculum perceptions of technical education teachers in Bangkok, Thailand /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521334.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 7, 2006. Dissertation Committee: Larry D. Kennedy, John R. McCarthy (co-chairs), Ronald Halinski, George Padavil. Includes bibliographical references (leaves 109-120) and abstract. Also available in print.
2

Briggs, Jane E. "Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218574016.

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3

Schroeder, James. "Professional development in technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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4

Teske, David L. "The comprehensive level of Kiel Elementary teachers with the philosophy of technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999tesked.pdf.

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5

Dreyer, Shelley L. "Perceptions of trade and technical educators concerning the educational experience and training needed to enter the teaching field." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dreyers.pdf.

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6

Ko, Jang Wan. "Performance standards and labor market outcomes of postsecondary career and technical education in Missouri /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091938.

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7

Kaufmann, Thomas. "The new teacher's compendium strategies and tips from veteran technology education teachers for resolving problems during the first year /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003kaufmannt.pdf.

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8

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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9

DeLain, Thomas. "An analysis of assessment and evaluation of technology education teachers in Wisconsin." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000delaint.pdf.

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10

De, Clute Darryl. "Assessment methods used by technology education teachers in southeastern Wisconsin high schools." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003decluted.pdf.

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Книги з теми "Technical education teachers":

1

Bawden, William Thomas. Leaders in industrial education. Milwaukee: Bruce Pub., 1987.

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2

Bawden, William Thomas. Leaders in industrial education. Milwaukee: Bruce Pub., 1987.

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3

1956-, Gilberti Anthony F., Rouch David L, and Council on Technology Teacher Education (U.S.), eds. Advancing professionalism in technology education. New York, N.Y: Glencoe McGraw-Hill, 1999.

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4

Kayır, Ömer, and Hamdi Kılıç. Mesleki eğitim ve teknik eğitim fakülteleri araştırması. İstanbul: İstanbul Ticaret Odası Yayınları, 2008.

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5

Black, H. D. TVEI: The teachers' view. Sheffield: Training Agency, 1990.

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6

Darrell, Parks, and Educational Resources Information Center (U.S.), eds. Teacher education in career and technical education: Background and policy implications for the new millennium. Columbus, Ohio: National Dissemination Center for Career and Technical Education, the Ohio State University, 2002.

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7

Kronemann, Michaela. TAFE teachers: Facing the challenge. Southbank, Vic: The Union, 2001.

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8

Basu, C. K. Environmental education training guide for technical and vocational education teachers: A prototype. Paris]: Environmental Education Unit, Science and Environmental Education Section, Division for the Renovation of Educational Curricula and Structures, 1993.

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9

John, Williams, ed. International technology teacher education. New York, N.Y: McGraw-Hill Glencoe, 2006.

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10

C, Scanlon Dennis, and Educational Resources Information Center (U.S.), eds. The status of career and technical education teacher preparation programs. Minneapolis, MN: National Research Center for Career and Technical Education, University of Minnesota, 2001.

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Частини книг з теми "Technical education teachers":

1

Wu, Xueping, and Yiqun Ye. "Teachers of Technical and Vocational Education." In Technical and Vocational Education in China, 205–39. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0839-0_6.

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2

Ros-Garrido, Alicia, and Fernando Marhuenda-Fluixá. "The Education of VET Teachers and Trainers." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 87–103. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8475-2_5.

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3

Hellwig, Wolfgang. "Vocational Teachers in Russia." In International Perspectives on Teachers and Lecturers in Technical and Vocational Education, 205–28. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5704-5_9.

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4

Choomnoom, Siripan. "TVET Teachers Training in Thailand." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 277–90. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_17.

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5

Udartseva, Svetlana, Tatyana Ikonnikova, Tamara Udartseva, Tatyana Chausova, and Gulfarida Samashova. "Technical Training of Teachers of Vocational Education in Higher Educational Institutions." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 119–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73093-6_13.

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6

Guthrie, Hugh, Roger Harris, Michele Simons, and Tom Karmel. "Teaching for Technical and Vocational Education and Training (TVET)." In International Handbook of Research on Teachers and Teaching, 851–63. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_55.

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7

Kaske, Aurélien, Rodrigo Torres, and Shinyoung Jeon. "Promoting Work-Based Learning for Vocational Teachers." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 67–82. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_5.

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8

Zhao, Ziqun, and Lianwei Lu. "China’s TVET Teachers and Their Professionalization." In International Perspectives on Teachers and Lecturers in Technical and Vocational Education, 55–75. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5704-5_3.

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9

Bauer, Waldemar. "TVET Teachers and Instructors in Germany." In International Perspectives on Teachers and Lecturers in Technical and Vocational Education, 123–58. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5704-5_6.

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10

Li, Jun. "What Does It Mean to Be Vocational Teachers in China – Results from a Survey Among Chinese Vocational Teachers." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 255–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_13.

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Тези доповідей конференцій з теми "Technical education teachers":

1

Feng, Xiaoqi, and Katja Hölttä-Otto. "An Exploration of Teachers’ Competencies in Interdisciplinary Engineering Education." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-88643.

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Abstract Engineering education requires competent teachers to facilitate students’ interdisciplinary learning in solving complex problems and engage students in interdisciplinary teamwork. While most studies in the literature have focused on identifying or measuring students’ competencies, few studies have focused on teachers. What teacher competencies are essential for effective interdisciplinary teaching in engineering education? To answer this question and contribute to teacher development and improve student learning, this study analyzes teachers’ competencies in interdisciplinary engineering education. We conducted qualitative interviews with 14 teachers in engineering education with diverse disciplinary backgrounds in engineering, design, technology, science and business. Thematic analysis is used to highlight teachers’ social, affective, and pedagogical competencies. The results show that all three areas of competencies are considered to be essential for teachers. Teachers appear to have a good level of social competency, as they recognize the importance of effective communication with students and co-teachers across disciplines, as well as with industry partners. Teachers also exhibit a decent level of affective competency through their motivation for learning. In addition, we found that the lack of interdisciplinary-related knowledge added more difficulties for teachers to gain pedagogical competency in interdisciplinary engineering education. The results of this study can be used for designing teachers’ professional development programs related to interdisciplinarity.
2

Motsoeneng, Molefi. "THE EFFECTS OF TEACHER EDUCATION ON TECHNICAL VOCATIONAL EDUCATION AND TRAINING COLLEGE LECTURERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end082.

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"The aim of this paper is to analyse teacher training with regard to Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) by universities in South Africa. The universities’ training of teachers does not cater for Technical Vocational Education and Training (TVET) college lecturers, who are thus required to teach courses in which they are not competent. At the beginning of democracy in South Africa, reform of teacher education was initiated. This reform was followed by a closure of the teacher training colleges which therefore shifted the responsibility for training of future teachers to the universities. Minimum Requirements for Teacher Education Qualifications (MRTEQ) were adopted as the policy document for admission into the teaching profession. The reforms, however, excluded the training of (TVET) lecturers. TVET College lecturer training has not changed and most of the problems regarding lack of Content Knowledge (CK), PCK, and Subject Matter Knowledge (SMK) have not been attended to. This has negatively influenced the quality of lecturers at TVET colleges and resulted in a poor quality of TVET education. Semi-structured interviews collected the data regarding training in relation to courses currently being taught, as well as measuring CK, PCK, and SMK in those courses. The findings revealed that the lecturers were not competent in the courses they taught. Thus, the study strongly recommends more teacher training of the continuous professional development."
3

Rusu, Ioan, Adrian Adascalitei, Elena simona Bacaita, and Oana Rusu. "IMPACT OF 132731 POSDRU PROJECT ON SCHOOL EDUCATION CURRICULA THAT USE ICT TECHNOLOGIES AND E-LEARNING: EXPERIENCE OF THE TECHNICAL UNIVERSITY "GHEORGHE ASACHI" OF IASI." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-223.

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Project "Improving the theoretical and practical education for teachers in the use of modern educational technologies in teaching physics and technical disciplines" POSDRU/157/1.3/S/132731 was designed as a national strategic partnership, involving six Teacher Training Centers from Moldavia Region of Romania, coordinated by the Technical University "Gheorghe Asachi" of Iași. The project aims to achieve the necessary framework to adapt technical teaching, in an environment marked by the digital revolution, by implementing modern educational tools and ICT technologies in teaching and learning activities. The paper analyses the consequences of the Project on school education curricula and on both teachers and students from schools around East region of Romania. Quality e-Learning applied to technical education activities have to improve: engagement of learners; acknowledgement of learning context; challenge for learners and the involvement of practice. Fundamentals of continuous training of teachers were put through: expansion of teaching and learning techniques using support offered by ICT and the educational platforms of "blended-learning" and/or e-Learning, used as integrated tools for managing teaching. Teachers benefit from using virtual environment, provided by Project platform, based on Moodle software. Thus, teachers obtained theoretical knowledge and practical skills needed for the use of ICT technologies, by integrating interactive teaching and learning techniques and computer-mediated communication. It is analyzed the opportunity and the possibility of implementing an e-Learning system in school education and its impact on both teachers and students. The paper examines a variety of determinants that influence technology acceptance and successful implementation of a Virtual Learning Environment in schools. It was obvious that teacher attitudes to the implementation of those technologies in school are tied to their attitudes and responses to national objectives in education and national strategies for reshaping learning.
4

Tureková, Ivana, Jozef Harangozó, and Miroslav Šebo. "LIFELONG EDUCATION OF TEACHERS IN RISK MANAGEMENT OF TECHNICAL EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2256.

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5

Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.

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The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher participants (n=42). The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by 14 student teachers at the GMIT ‘Creativity and Innovation in Teaching’ Conference (2016) (n=14), and 2) a textual analysis of student online forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of the innovative educational technology classroom tools and increased student-centred, active learning and design-led strategies in T&L. Keywords: Creativity, Innovation, Educational Technology, Technical Education, Initial Teacher Education, Active teaching Strategies.
6

Ianos, Maria gratiela, and Ana voichita Tebeanu. "A STUDY ON INITIAL TRAINING AND COMPETENCE MODEL FOR TEACHERS IN PROFESSIONAL AND TECHNICAL EDUCATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-150.

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Technical and vocational education and training (TVET) plays an important role in economic development, due to is its main orientation towards the world of work (UNESCO TVET Strategy 2016-2021) and the emphasis of the curriculum on the acquisition of employable skills. It's considered to be a tool for productivity enhancement and poverty reduction, at a global level (Europe 2020 communication, EU 2010, 2014). The dynamics of change in TVET in recent years has generated new perspectives / approaches regarding the role of the teacher and his/her responsibilities, on the one hand, and, on the other hand, a request for increasing the quality of initial teacher training (Maclean R., Pavlova M., 2013; ET2020 Working Group on Schools Policy (2014-15)). These changes have led to a growing need to adapt the initial teacher training programs in TVET to the current labor market requirements. The quality of teachers in TVET is reflected in the quality of graduates' training and reflects on all stakeholders. Thus, the teachers' role in TVET is essential in achieving quality education and especially in supporting / coordinating students in the transition process- from school to the labor market. The low performances of TVET graduates (relative to basic skills) and the situation on the labor market (compared to the low level of achieved specialized competencies) cast doubt on the quality of TVET, in general, and on the skills of TVET teachers in particular. This paper presents a study on the initial training of TVET teachers worldwide, also taking into account some countries in Europe, among these Romania. The characteristics of the teaching profession in TVET (focusing on the specific competencies for TVET) are highlighted, as well as the specificity of TVET in common competences. Also, the paper presents the implications of new changes (new learning approaches, new technologies in hiring companies, etc.) on the role of TVET teachers and competency profiles. The paper aims at updating the competencies of TVET teachers and proposes an analysis of the assessment in the graduation exams of the training programs. The article is based on a documentary study of some specialized papers on the initial teacher education. The results of the study are reflected in the outline of an up-to-date competency model for TVET teachers, taking into account its rapid pace of development, and in making a critical analysis of how the final evaluation is achieved within the initial training programs.
7

Depesova, Jana, and Patrik Janíček. "LIFELONG LEARNING OF TEACHERS OF TECHNICAL SUBJECTS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2152.

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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.
9

Jailani, Md Y., N. K. R. Siti, A. N. Y. Faizal, A. Maizam, S. Syahril, I. M. Marina, M. F. Lee, et al. "Vocational pedagogy among technical vocational education and training teachers." In 2017 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2017. http://dx.doi.org/10.1109/ieem.2017.8289869.

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10

Colopy, Andrew. "(Digital) Design-Build Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.25.

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Architectural education is often held up as an exemplar of project-based learning. Perhaps no discipline devotes as much curricular time to the development of a hypothetical project as is found in the design studio model prevalent in US architecture schools. Whether the emphasis is placed on more ‘classical’ design skills—be they typological, tectonic, or aesthetic—or on more ‘socio-political or eco-cultural aims,’ studios generally include the skills and values we deem instrumental to practice.1 The vast majority of such studios, therefore, emphasize the production of drawings, images and models of buildings, i.e., representation.2 This is not altogether surprising, as these are, by definition, the instruments of p ractice.3 But the emphasis on drawings and models also reflects the comfortable and now long-held disciplinary position that demarcates representation as the distinct privilege and fundamental role of the architect in the built environment. That position, however, continues to pose three fundamental and pedagogical challenges for the discipline. First, architectural education—to the degree that it attempts both to simulate and define practice—struggles to model the kind of feedback that occurs only during construction which can serve as an important check on the fidelity and efficacy of representation in its instrumental mode. Consequently, design research undertaken in this context may also tend to privilege instrumentation (representation) over effect (building), reliant on the conventions of construction or outside expertise for technical knowledge. This cycle further distances the process of building from our disciplinary domain, limiting our capacity to effect innovation in the built world.4 Second, and in quite similar fashion, the design studio struggles to provide the kind of social perspective and public reception, i.e., subjective political constraints, that are integral to the act of building. Instead, we approximate such constraints with a raft of disciplinary experts—faculty and visiting critics—whose priorities and interests seldom reflect the broad constituency of the built environment. The third challenge, and a quite different one, is that the distinction between representation and construction is collapsing as a result of technological change. In general terms, drawing is giving way to modeling, representation giving way to simulation. Drawings are increasingly vestigial outputs from higher-order organizations of information. Representation, yes, but a subordinate mode that remains open to modification, increasingly intelligent in order to account for direct translation into material conditions, be they buildings or budgets.

Звіти організацій з теми "Technical education teachers":

1

Chambers-Ju, Christopher, Amanda Beatty, and Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.

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Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards, training, and evaluation due to its limited technical capacity and struggles to propose viable policy alternatives. Expertise is a critical policy input, and it deserves more attention in the education politics subfield. It is central for setting the agenda for policies to improve the quality of education and it has normative value for improving policy design overall.
2

Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
3

Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
4

Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
5

DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
6

NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
7

Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto, and Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.

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Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment arms significantly improved student learning, but the treatment arm combining the SAM with performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment or the treatment arm combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show firstly that the student learning gains across all three treatment arms were accompanied by increases in the coherence of the accountability relationships between village-level stakeholders, and in the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment combining SAM with camera-monitored teacher performance pay led to greater improvements in the coherence of accountability relationships than the other treatment arms, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment arms has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.
8

Popel, Maiia V., and Mariya P. Shyshkina. The Cloud Technologies and Augmented Reality: the Prospects of Use. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2662.

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The article discusses the prospects of the augmented reality using as a component of a cloud-based environment. The research goals are the next: to explore the possibility of the augmented reality using with the involvement of the cloud-based environment components. The research objectives are the next: to consider the notion of augmented reality; to analyze the experience the augmented reality using within the cloud environment / system; to outline the prospects of the augmented reality using in educational institutions; to consider the technical conditions of the augmented reality use. The object of research is: the educational process in educational institutions of Ukraine of different levels of accreditation. The subject of research is: the educational process in a cloud-based environment in educational institutions of Ukraine. The research methods used are the next: analysis of scientific publications, observations. The results of the research are the next: on the basis of the analysis of scientific works, it has been established that the experience of the augmented reality using in the systems based on cloud technologies already exists. However, the success of such a combination has not yet been proven. Currently, laboratory tests are known, while the experiment was not carried out under natural conditions in control and experimental groups. It is revealed that the attraction of the augmented reality for the educators requires the development of new methodologies, didactic materials, updating and updating of the curriculum. The main conclusions and recommendations: the main principles of augmented reality use in the learning process are: designing of the environment that is flexible enough, attention should be paid to the teaching and didactic issues; adjusting the educational content for mastering the material provided by the curriculum; the research methods that can be used in training along with the elements of augmented reality are to be elaborated; development of adaptive materials; training of teachers, which will include augmented reality in educational practice.
9

Khvostina, Inesa. Proceedings of the 2019 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019). Edited by Liliana Horal, Vladimir Soloviev, and Andriy Matviychuk. Atlantis Press, 2019. http://dx.doi.org/10.31812/123456789/3614.

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The Ivano-Frankivsk National Technical University of Oil and Gas will hold the 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019: http://mdsmes.nung.edu.ua/), which will take place on October 24-25, 2019 in Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk and Polyanytsia village (TC Bukovel), Ukraine. The purpose of the Conference is to exchange the experience and share the results of the scientific research, generalization and development of policy recommendations based on the strategic management of economic systems as well as development partnerships for the future collaboration. This conference provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted a significant contribution to the knowledge in these up-to-date scientific fields. We invite scientists, practitioners, teachers of educational institutions, doctoral students and graduate students to participate in the conference. The Organizing committee would like to express our sincere appreciation to everybody who has contributed to the conference. Heartfelt thanks are due to authors, reviewers, participants and to all the team of organizers for their support and enthusiasm which granted success to the conference. Hopefully, all participants and other interested readers benefit scientifically from the proceedings. We look forward to seeing you in the MDSMES 2019. We hope that this conference will be an annual event so we look forward to seeing you at MDSMES 2020. The Organizing Committee of MDSMES 2019
10

Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.

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