Thematische Bibliographien / Graduate teachers

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Graduate teachers“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 21. Februar 2023

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Zeitschriftenartikel zum Thema "Graduate teachers"

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Gibson, Megan, Amanda McFadden, Kate E. Williams, Lyn Zollo, Abigail Winter und Jo Lunn. „Imbalances between workforce policy and employment for early childhood graduate teachers: Complexities and considerations“. Australasian Journal of Early Childhood 45, Nr. 1 (09.12.2019): 82–94. http://dx.doi.org/10.1177/1836939119885308.

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Early childhood teachers have a myriad of possible employment options, with birth to eight years degree qualifications preparing graduates to work in a range of early childhood settings, including prior-to-school. At the same time, early childhood workforce policies in Australia, and elsewhere, are increasingly requiring degree-qualified teachers to be employed in prior-to-school settings. A growing number of reports and studies make a compelling case that there is a shortage of early childhood, degree-qualified teachers who are willing to work in prior-to-school settings, including centre-based child care. This conceptual article focuses on the imbalances in workforce policy and employment for early childhood teacher graduates. We examine the complexities and considerations of these imbalances, through exploration of literature and existing research, including small-scale studies and existing graduate destination data (Australian Graduate Survey). The article concludes with a proposed research agenda and suggestions to redress the imbalance of early childhood graduate teachers who are prepared, though seemingly not willing, to operationalise policy requirements for teachers to work in centre-based child care.
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Uddin, Mahi. „Addressing employability challenges of business graduates in Bangladesh: Evidence from an emerging economy perspective“. Australian Journal of Career Development 30, Nr. 2 (Juli 2021): 83–94. http://dx.doi.org/10.1177/1038416220986887.

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This study aimed to explore and address the employability challenges of business graduates in the higher education sector in Bangladesh. Data were collected through semi-structured interviews and analysed applying thematic analysis (N = 35, 77% male, mean age = 34 years). Findings revealed that skill gaps, lack of quality education system, quality teachers, industry-university collaboration, backdated course curriculum, and corruption are important challenges for graduate employability in Bangladesh. The study suggests improving communication skills, updating course curriculum, curbing institutional corruption, limiting student-teacher politics, hiring and promoting quality teachers, and industry-university collaboration as strategies to improve graduate employability. The findings may help employers, managers, graduates, academics, and policymakers in the higher education sector to identify and address graduate employability challenges in an emerging economy such as Bangladesh.
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Kyeremeh, Francis Kwaku. „Teacher Motivation in Less Endowed Senior High Schools in Tain District of Bono Region“. Journal of Educational Development and Practice 5, Nr. 1 (01.12.2021): 61–76. http://dx.doi.org/10.47963/jedp.v5i.1007.

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The study sought to explore the factors that contribute to the graduate teacher’s motivation and retention in the less endowed public senior high schools in the Tain District in the Bono Region. It employed the qualitative research approach using the case study design to examine and interpret the perceptions and experiences of 21 graduate teachers in three less endowed senior high schools at the countryside. The findings revealed that inadequate remuneration, lack of opportunity for promotion and low prestige in teaching were the three most crucial factors which accounted for the drift of graduate teachers from the teaching service into other jobs. It recommended among others that, graduate teachers should be paid realistic and competitive wages in order to ensure higher teacher retention and improve upon their performance. There is the need to establish scholarship and incentive packages for all graduate teachers who accept posting to schools in the rural areas
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Demir, Engin, und Filiz Çetin. „Teachers’ Self-Efficacy Beliefs regarding Out-of-School Learning Activities“. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 12, Nr. 1 (18.06.2022): 147–66. http://dx.doi.org/10.31704/ijocis.2022.007.

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Learning activities employed in out-of-school learning activities (OOSLA) provide students with a different learning experience while enabling teachers to discover, implement, and evaluate different teaching approaches. This study intends to investigate the self-efficacy beliefs levels of teachers as regards OOSLA and whether these self-efficacy levels differ significantly depending on their gender, graduated faculty, educational status, seniority, and department graduated from. It adopts the descriptive survey design. The sample is composed of 308 teachers. The data were collected utilizing the "Teachers' Self-Efficacy Beliefs Toward Out-of-School Learning Activities Scale''. Parametric test statistics were used in data analysis. The results revealed that teachers had a high level of self-efficacy beliefs regarding OOSLA and that gender was not a determinant of teachers' self-efficacy beliefs. It was also found that the participants who completed graduate studies had firmer self-efficacy beliefs than those who did not. The teachers with 21 years and above of teaching experience had higher self-efficacy levels than those with 6-10 and 11-15 years of teaching experience. On the other hand, graduates of mathematics and science education departments had lower self-efficacy levels than primary education, Turkish education, and social science education departments. Finally, researchers recommend encouraging pursuing graduate studies, collaborating with experienced teachers, eliminating institutional obstacles to out-of-school activities, and supporting teachers in increasing their self-efficacy regarding out-of-school learning activities.
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Ainsyiyah, Elmas Dw, und Andres M. Ginting. „Pancasila and Civic Education Learning by Non Pancasila and Civic Education Program Graduate“. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, Nr. 3 (29.07.2020): 1650–59. http://dx.doi.org/10.33258/birci.v3i3.1097.

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This study aims to (1) find out planning and understanding of learning by Non Pancasila and Civic Education Program Graduate (2) to find out the learning done by Non Pancasila and Civic Education Program Graduate (3) In order to know the obstacles faced by Pancasila and Civic Education teachers by Non Pancasila and Civic Education Program Graduate. The research used in this case uses qualitative research methods through interview techniques with sources in which there are vice principals in the field of curriculum, the teacher concerned from the school under study. The results obtained in this study are, there are teachers who teach Pancasila and Civic Education are graduate Teacher of Pancasila and Civic Education Study Program, Sociologists, and there are Bachelor of Laws. The teacher also experiences many difficulties in delivering the material in class. Students are shaken up by boredom because the teacher's teaching style is monotonous with lectures and memorization, moreover Pancasila and Civic Education has memorized the constitution material which makes students lazy to follow the learning process. From the results of this research, schools must also have a role in equipping Non Pancasila and Civic Education Program Graduate with adequate learning resources so that teachers have thorough preparation before entering class. Teachers must also be able to overcome obstacles that occur in the classroom so that an interactive learning process occurs with students so that Pancasila and Civic Education subjects do not become a scourge for them.
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Chukwuedo, Samson Onyeluka, und Charles Chukwuedo Nathaniel. „TEACHER EDUCATION POLICY, ETHICS, AND QUALITY OF GRADUATES: TRIAD ENTITIES FOR REMODELING GENERAL AND VOCATIONAL EDUCATION AND TRAINING“. ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 12, Nr. 2 (15.12.2020): 92–103. http://dx.doi.org/10.48127/spvk-epmq/20.12.92.

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The rating of an education system largely depends on the policy, ethical practices, and quality of the graduates. Thus, this research explores lecturers’ perception of the teacher education policy, ethics, and quality of its graduates. The research also theorized that policy, ethics, and quality are triad entities of an ideal educational institution. Hence, the relations between policy, ethics, and quality of graduate teachers were ascertained. The mixed-method design (qualitative and quantitative approaches) was employed. Participants were 606 lecturers of colleges of education and universities in Nigeria. For data collection, questionnaire and focus group discussions were employed. The questionnaire was validated by three experts, while its reliability (α = .889) was determined using Cronbach’s alpha method. Quantitative data were analysed with mean, standard deviation, and bivariate correlation. To analyse the qualitative data, thematic analysis was employed. Results revealed that teacher education policy and ethical practices in Nigeria were unsatisfactory, as perceived by the lecturers. More so, the quality of graduate teachers from Nigerian tertiary institutions declines. Hence, the need for attention on policy, ethics, and quality in teacher education programmes. Keywords: teacher education, education policy, ethics in education, quality of graduates, vocational education
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Davis, Barbara H., Kim A. Higdon, Virginia K. Resta und Laura L. Latiolais. „Teacher Fellows: A Graduate Program for Beginning Teachers“. Action in Teacher Education 23, Nr. 2 (Juli 2001): 43–49. http://dx.doi.org/10.1080/01626620.2001.10463063.

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Rajendran, N., und H. M. Ramachandra. „Field Training for Gradute and Post-graduate Geology Teachers“. Journal of the Geological Society of India 92, Nr. 6 (Dezember 2018): 767–68. http://dx.doi.org/10.1007/s12594-018-1100-1.

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Bastian, Kevin C. „A Degree Above? The Value-Added Estimates and Evaluation Ratings of Teachers with a Graduate Degree“. Education Finance and Policy 14, Nr. 4 (September 2019): 652–78. http://dx.doi.org/10.1162/edfp_a_00261.

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In the present study I use teacher value added and evaluation rating data from North Carolina public schools to estimate the signaling and human capital effects of graduate degrees. These analyses consider the effects of graduate degrees, overall, and the effects of graduate degrees inside and outside teachers’ area(s) of teaching. Signaling analyses show that those with a graduate degree in their area of teaching have comparable value-added estimates and receive higher evaluation ratings than teachers with undergraduate degrees only. Human capital analyses indicate that in-area graduate degrees benefit teacher value added in several comparisons and predict higher evaluation ratings on the Leadership standard. Signaling and human capital effects for out-of-area graduate degrees are generally negative or insignificant. Taken together, these results present a more comprehensive and nuanced view of the effectiveness of teachers with graduate degrees. Future analyses should assess additional outcome measures and continue focusing on the alignment between the graduate degree content and the teaching assignment.
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Toe, Dianne, und Lynette Longaretti. „Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates“. Australian Journal of Teacher Education 47, Nr. 4 (April 2022): 1–20. http://dx.doi.org/10.14221/ajte.2022v47n4.1.

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Teachers with a high sense of self-efficacy are more resilient to difficulties, experience greater job satisfaction and have higher expectations of their students. This study investigated teacher self-efficacy in high performing teachers at two points in their development: 1) as preservice teachers, halfway through their undergraduate degree using the Teacher Self-Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) 2) as new graduates through a qualitative interview focused on efficacy. These 24 teachers participated in the National Exceptional Teaching for Disadvantaged Schools program (NETDS) at Deakin University during their BEd (Primary) degree. They demonstrated lower self-efficacy than their peers in Efficacy for Instructional Strategies (TSES). As graduates, however, they presented as confident teachers with high self-efficacy. It appears that their studies, their placements in low socioeconomic schools and as well mentored new graduate teachers, had helped make them into effective teachers who were ready for their new profession.
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Dissertationen zum Thema "Graduate teachers"

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Li, Kwok-kai. „Turnover intentions of graduate teachers in Hong Kong aided secondary schools“. [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553884.

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Valentine, Sherri Monique Baker Paul J. „Teacher leadership graduate student realities /“. Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398781&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181314599&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Paul J. Baker (chair), Amee Adkins, Gary S. O'Malley, Lucille Eckrich. Includes bibliographical references (leaves 93-98) and abstract. Also available in print.
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Li, Kwok-kai, und 李國佳. „Turnover intentions of graduate teachers in Hong Kong aided secondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956610.

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Edwards, Samantha Jade. „The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2314.

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Graduate teachers are expected to be ‘classroom ready’ upon graduation, yet research suggests they are not. The difficulties faced by graduate teachers in their first years of teaching often result in low self-efficacy and attrition, which in turn can affect the achievement of their students. Since its establishment in 2010, the Australian Institute for Teaching and School Leadership (AITSL) have implemented a competency framework for both teachers and Initial Teacher Education (ITE) providers, aimed at improving not only all teacher quality in Australia, but the quality of ITE, graduating teachers and the support structures provided to them. This research project investigated how six primary graduate Department of Education of Western Australia (DoEWA) teachers perceived their ‘classroom readiness’, in light of these reforms. A qualitative methodology based in phenomenology was employed, as the study sought to describe the experiences of these graduate teachers with regard to the formal and informal support offered to them, including mechanisms such as the Graduate Teacher Modules and In-Class Coaching. Interviews were undertaken with the six teachers upon commencement of their second year of teaching. The findings revealed that graduate teachers did not perceive themselves to be ‘classroom ready’ upon ITE completion, however they did not expect to be, nor did it make them wish to quit the profession. Further, the Graduate Teacher Modules were perceived as a ‘one-size-fits-all’ approach to graduate teacher professional learning, as opposed to targeting specific needs relating to the graduate teachers and their varied professional contexts. While the In-Class Coaching Program provided a small element of support to participants, overall it increased their workload and stress. This finding indicates the need for a review into the delivery of the In-Class Coaching Program. Ultimately, unofficial mentoring from colleagues was identified as offering the greatest form of support for the participants, suggesting the need to re-think the way schools and DoEWA offer support to graduate teachers.
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Nag, Anindita. „Teachers as Learners: Impacts of Graduate Teachers Education Programs? Features on In-Service Teachers? Practices“. Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28544.

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Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers? teaching practices. On contrary, empirical knowledge about the impacts of structural and process features of graduate teacher education on in-service teachers? teaching practices is underdeveloped. This proposed study was designed to contribute to an empirically driven knowledge about the degree to which graduate teacher education programs support in-service teachers? classroom needs and guide them diligently to deal with professional challenges. Mixed methodology approach including survey questionnaire (quantitative) and interview (qualitative) was used, and 34 in-service from 15 different teacher education programs of five different Upper Midwest states responded to the survey questionnaire. However, only two teachers participated in the interview process. Quantitative data from survey questionnaire revealed that most teacher participants perceived that graduate teacher education program had positive impact on their teaching practices.
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Mantle, Melissa J. H. „Reflective learning by post-graduate student teachers in their initial teacher education year“. Thesis, University of Brighton, 2016. https://research.brighton.ac.uk/en/studentTheses/7ded9761-708b-43a6-884b-20e831cb5c94.

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Student teachers are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This is a study of student teachers’ ability to reflect on their experience of teaching. This thesis is a qualitative study which forms one part of a longitudinal action research project studying whether and how different reflective learning activities introduced into a PGCE programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the processes of reflection of students relating to their teacher training. The study took place over a one-year period in one teacher training institution. There were 13 participants aged 22 or 23 years, who were all taking a post-graduate route into teaching Physical Education. The data arose from student responses to different reflective learning activities and subsequent interviews followed by an evaluation of the effectiveness of the overall learning strategy.
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Mowen, Diana L. „Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students“. [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1227.

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Poon, Wing-pong. „Job satisfaction among graduate teachers of Chinese Language, English Language and mathematics in aided secondary schools“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602075.

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Older, Dawn A. „The acceptance of online graduate coursework by school districts in Wisconsin and Illinois“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006olerd.pdf.

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Chan, Roy Chin Ming. „A Profile of Job Satisfaction for Graduate Physical education Faculty Members“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331137/.

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The purpose of the present investigation was to develop a profile of graduate physical education faculty members in terms of job satisfaction, and to compare the top-20 ranked physical education departments against 20 other randomly selected physical education departments (Massengale & Sage, 1982). The Job Descriptive Index (JDI) was used to measure the five different areas of satisfaction, while the Job Satisfaction Index was used to measure the overall job satisfaction. A questionnaire was also employed to measure selected demographic data. The number of subjects analyzed was 291.
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Bücher zum Thema "Graduate teachers"

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Eve, Proper, und Bayer Alan E. 1939-, Hrsg. Professors behaving badly: Faculty misconduct in graduate education. Baltimore: Johns Hopkins University Press, 2011.

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1947-, Hoy Anita Woolfolk, Hrsg. Research perspectives on the graduate preparation of teachers. Englewood Cliffs, N.J: Prentice Hall, 1989.

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H, Wulff Donald, Hrsg. Working effectively with graduate assistants. Thousand Oaks, Calif: Sage Publications, 1996.

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Ofsted. The graduate teacher programme: Inspected Autumn 2000-Spring 2001. London: Office for Standards in Education, 2002.

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Michele, Marincovich, Prostko Jack und Stout Frederic 1943-, Hrsg. The Professional development of graduate teaching assistants. Bolton, MA: Anker Pub., 1998.

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Ronkowski, Shirley. TAs as teachers: A handbook for teaching assistants at UCSB. Santa Barbara, Calif: TA Development Program, Office of Instructional Consultation, University of California, Santa Barbara, 1995.

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Politano, Colleen. Brain-based learning with class: For teachers from preschool to graduate school. Winnipeg: Portage & Main Press, 2000.

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Feng kuang. Taibei Shi: Shi bao wen hua chu ban qi ye gu fen you xian gong si, 2004.

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Ross, Catherine. Strategies for teaching assistant and international teaching assistant development: Beyond micro teaching. San Francisco: Jossey-Bass, 2007.

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Re-assembly required: Critical autoethnography and spiritual discovery. New York: Peter Lang, 2017.

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Buchteile zum Thema "Graduate teachers"

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Broquet, Karen, und Arindam Chakrabarty. „Residents as Teachers and Educators“. In Graduate Medical Education in Psychiatry, 383–404. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-00836-8_24.

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Mayer, Diane, Mary Dixon, Jodie Kline, Alex Kostogriz, Julianne Moss, Leonie Rowan, Bernadette Walker-Gibbs und Simone White. „Employment Pathways, Mobility and Retention of Graduate Teachers“. In Studying the Effectiveness of Teacher Education, 99–119. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3929-4_6.

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Msezane, Sikhulile Bonginkosi. „Translating Employability Capital into Employment Outcomes and Career Development: South African Teachers’ and Principals’ Views“. In Graduate Employability Across Contexts, 267–87. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3959-4_14.

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Hino, Nobuyuki. „6. Training Graduate Students in Japan to be EIL Teachers“. In Preparing Teachers to Teach English as an International Language, herausgegeben von Aya Matsuda, 87–99. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097036-008.

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Ballarin, Elena. „Insegnare (lessico del)le microlingue: specificità nell’insegnamento e nelle strategie didattiche“. In Competenza lessicale e apprendimento dell’Italiano L2, 97–108. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-403-8.08.

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In the teaching of micro-languages, vocabulary teaching constitutes the main challenge for teachers. The ideal micro-language teacher should be a competent professional both in the discipline of specialization and in the corresponding micro-language. This type of teacher should be a graduate in languages with specialized training also in a different disciplinary sector, or a specialist with language and teacher training. In the Italian educational reality the micro-language teacher is (it is hoped) a graduate in languages - but not necessarily specialized in language teaching. The teacher-learner relationship is vitiated by a sense of imperfection due to the teacher's lack of training in the discipline concerned and the learner's lack of training in the language. This limit can be overcome in the teaching of scientific-professional micro-languages by means of a collaborative teaching model. The challenge becomes more difficult, when teaching disciplinary micro-languages, because learners do not have full mastery of the non-language discipline they are acquiring. This contribution aims to explore the specificities that arise when different didactic realities manifest critical aspects.
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Chua, Bee Leng, Oon-Seng Tan und Woon Chia Liu. „Problem-Based Learning and Technology: Impact on Preservice Teachers’ Motivational Orientations“. In Graduate Employability and Workplace-Based Learning Development, 123–41. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5622-5_8.

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Richards, Janet C., Susan V. Bennett und Kim G. Thomas. „Graduate Students’ and Preservice Teachers’ Electronic Communications in a Community of Practice“. In The Handbook of Leadership and Professional Learning Communities, 189–200. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101036_16.

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Henrekson, Magnus, und Johan Wennström. „The Malaise in the School System“. In Dumbing Down, 63–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93429-3_4.

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AbstractA significant drop in students’ knowledge and skills is not the only problem facing Sweden’s schools. The chapter discusses the emergence of a systemic malaise that includes grade inflation, increasing gender differences in performance, and declining civic mindedness. Moreover, the work environment is marred by rising levels of bullying, unacceptable levels of rule-breaking, truancy, and a high incidence of mental health problems. The chapter also discusses the deterioration of working conditions for teachers and the flight from the teaching profession. Teachers self-report that their professional status is low in society, teacher-training programs do not attract top-level students, roughly half of the students in those programs drop out, and a substantial share of those who graduate leave the profession after a couple of years. The wholesale introduction of NPM methods has robbed teachers of the professional autonomy that used to be a key element of the profession’s attractiveness.
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Parks, Michelle, und Chad Morrison. „Redefining Boundaries in Initial Teacher Education: Creating a Collective Vision and Approach to Preparing High-Quality Graduate Teachers“. In Teacher Education, Learning Innovation and Accountability, 115–28. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3705-6_7.

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Flores, Glenda M. „“I Just Fell into It”“. In Latina Teachers. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479839070.003.0003.

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This chapter explains the forces that channel Latinas into the teaching profession. The changing opportunity structure of the economy, familial social networks, and social structural forces of racial, class, and gender inequalities creates a situation in which gender and race refracts working-class status, such that primary and secondary teaching has emerged as the top occupation drawing Latina college graduates. Many of these women are the first person in their families to graduate from college, and this chapter suggests that a strong obligation to help their families financially influences their choices. These forces, at work in their families and universities, both constrain and enable their pathways into teaching and influence the emergence of cultural guardianship. For this reason, “class ceilings” help to explain how Latina college graduates navigate their educational and career choices with collectively informed agency and filial obligations to family members.
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Konferenzberichte zum Thema "Graduate teachers"

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Jita, Thuthukile, und Loyiso C. Jita. „A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICA“. In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.81.

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Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities. Keywords: ICT, opportunities to learn, preservice teachers, science teaching, teacher education.
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Лебедев, А. Н., und О. А. Бурукина. „Features of Preparation of Teachers of Higher School: Flexible Management Technologies“. In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.39.14.039.

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авторы рассматривают консерватизм вузовских образовательных программ в качестве одного из препятствий в подготовке потенциальных преподавателей университетов. Рассмотрены особенности подготовки педагогов высшей школы по направлениям социально-гуманитарного образования. Авторы презентуют результаты анкетирования магистрантов и аспирантов, свидетельствующие о дефиците прикладных знаний респондентов в области современных технологий, таких как Agile. Обоснованы предложения по интенсификации программ повышения квалификации преподавателей, насыщению образовательных программ вопросами применения современных технологий менеджмента. the authors consider the conservatism of university educational programs as one of the obstacles in the preparation of potential university teachers. The article discusses the features of training higher education teachers in the areas of social and humanitarian education. The authors present the results of a survey of undergraduates and graduate students, indicating a lack of applied knowledge of postgraduate and graduate students in the field of modern technologies such as Agile. The article substantiates the proposals on the intensification of teacher development programs, the saturation of educational programs with the application of modern management technologies.
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Beutel, Denise, und Donna Tangen. „The intercultural competence of preservice teachers: An exploratory study“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7947.

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This paper presents the findings of a qualitative study that explored the impact that prior intercultural experiences have in shaping preservice teachers as teachers of diversity. An online qualitative questionnaire was used to collect data from preservice teachers (n=40) enrolled in a one year graduate entry teacher education program in eastern Australia. Hammer’s (2009, 2011) Intercultural Development Continuum (IDC) was used as a framework to analyse the data. The IDC is a model of intercultural competence used to explain how people interpret cultural difference (Hammer, Bennett & Wiseman, 2003). Each of the five positions on the continuum has a distinct set of perceptions and experiences around cultural differences. In presenting the results, we draw on several cases that encompass the breadth of prior intercultural experiences of the preservice teachers. Overall, the results indicate that sustained intercultural engagement over time provides opportunity for the development of greater intercultural sensitivity. While it is advocated that teacher education is well-positioned to play a key role in developing the intercultural comptetences of future teachers, the paper highlights the challenges in providing learning opportunities that allow preservice teachers to practice new ideas, challenge old ideas and reflect on the process of becoming inclusive educators.
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Garfield, Joan, und Dani Ben-Zvi. „Preparing school teachers to develop students’ statistical reasoning“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08508.

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In this paper we discuss how two different types of professional development projects for school teachers are based on the same framework and are used to prepare knowledgeable and effective teachers of statistics. The first example involves a graduate course for masters’ students in elementary mathematics education at the University of Haifa, Israel. The second example is a graduate course for in-service secondary mathematics teachers, at the University of Minnesota, USA. The framework used is based on six instructional design principles described by Cobb and McClain (2004). Our view of such a classroom is a learning environment for developing a deep and meaningful understanding of statistics and helping students develop their ability to think and reason statistically “Statistical Reasoning Learning Environment” (SRLE).
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Hashim, Suhaizal, Mohd Erfy Ismail, Alias Masek, Affero Ismail und Nizamuddin Razali. „Ergonomics in School Computer Lab: A Malaysian Teachers' Perspective“. In 2018 9th IEEE Control and System Graduate Research Colloquium (ICSGRC). IEEE, 2018. http://dx.doi.org/10.1109/icsgrc.2018.8657627.

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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey und Tuyen Duddles. „Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers“. In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.

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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.
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Srivastava, Malini, John Barton und Mike Christenson. „The Death of the Desk Crit“. In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.27.

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This paper describes three alternative architectural studio teaching models taught by the authors at the University of Minnesota and at Stanford University. The three models attempt to build independent and collaborative capacity in students and to emphasize iterative components of the design process. Collectively, the models reflect the authors’ shared conviction that studio education is quite pliable and available to a wide variety of changes in approach and methods.The three models discussed in this paper are the Harkness model, the Exchanges in the Thick Middle and Shifting Allegiances. The Harkness model was implemented and tested in early undergraduate studios at Stanford University. Exchanges in the Thick Middle and the Shifting Allegiances studios, studio pedagogy based in play frameworks of “movement, change, alternation, succession, association and separations” (Srivastava and Christenson 2018), have been tested at the University of Minnesota and North Dakota State University in both undergraduate and graduate studios. All three models are briefly introduced in this paper, followed by a description of the typical day and a typical review in the studios. The conclusions section briefly outlines the overlaps and differences in the three models.
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Amantay, Zhuldyz. „Soft-Skills Model Of University Graduate: Opinions Of Students And Teachers“. In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.4.

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Gow, Ann. „SOMETIMES STUDENTS MAKE THE BEST TEACHERS: DEVELOPING AND ENHANCING GRADUATE SKILLS“. In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end006.

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Marshall, John, Max Shtein und Karl Daubmann. „Smartsurfaces: A Multidisciplinary, Hands -on Think Tank“. In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.5.

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New design practices are emerging that span multiple traditional disciplinary boundaries. As these new models of practice manifest, new pedagogies also become necessary, often challenging both existing educational models and institutional constraints as a result. Gibbons, et al1 questioned the adequacy of traditional disciplinary structures within universities in the context of broader social, technological and economic contexts. The Association of American Colleges and Universities have argued that universities need to change their practices to develop students as “…integrative thinkers who can see connections in seemingly disparate information and draw on a wide range of knowledge to make decisions.”2 The National Academies have recommended, “…students should seek out interdisciplinary experiences, such as courses at the interfaces of traditional disciplines…”3 and that “…schools introduce interdisciplinary learning in the undergraduate environment, rather than having it as an exclusive feature of the graduate programs.”4 As indicated above, there has been much calling for cross-disciplinarity in education but to date there has been little investigation on the impact of cross-disciplinary courses on learning, especially in comparison to teaching that is more discipline-specific. For educators a central question arises: How do we prepare students to be extra-disciplinary thinkers and doers with “habits of mind”5 that prepare them to make the sort of hybrid responses that complex performance problems demand?
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Berichte der Organisationen zum Thema "Graduate teachers"

1

Fitzpatrick, Maria. Teaching, Teachers Pensions and Retirement across Recent Cohorts of College Graduate Women. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22698.

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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana und Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta und Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, Januar 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and without an education degree are equally effective. We also found that teachers content-related and pedagogical knowledge do not seem to mediate the relationship between having an education degree and student learning. Finally, we observe no heterogeneous effects across different student demographic and socioeconomic characteristics. Examining these claims empirically is crucial for ensuring that greater flexibility in teacher re- cruitment does not have negative effects on the quality of the education workforce.
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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel und Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Fatima, Sahar, Mohamad Nabil Mohd Noor, Vinod Pallath, Foong Chanchoong und Hong Wei-Han. Evaluating the effectiveness of instructional strategies in promoting self-regulated learning during clinical clerkship years. A protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Januar 2023. http://dx.doi.org/10.37766/inplasy2023.1.0065.

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Review question / Objective: Considering the evidence-based beneficial effects of self-regulated learning in medical education, the aim of this systematic review is to determine the instructional strategies used to promote self-regulated learning in medical students during clinical clerkship years. We used the "PICO" framework to formulate the research questions: P - Undergraduate or graduate entry medical students in clinical clerkship years and/or medical teachers in clinical clerkship years. I - Instructional strategy. C - Traditional didactic instructional strategies (where applicable). O- Self-regulated learning or any of its components. To this end, the proposed systematic review will address the following questions: i. What instructional strategies have been used to influence self-regulated learning in medical students during clinical clerkship? ii. What influence did the instructional strategies exert on medical students’ self-regulated learning approaches during clinical clerkship?
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck und Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Khvostina, Inesa. Proceedings of the 2019 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019). Herausgegeben von Liliana Horal, Vladimir Soloviev und 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
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Oleksiuk, Vasyl P., und Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Бакум, З. П., und В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Rennie-Hill, Leslie. We are the Vanguard, Not the Norm: Stories of Successful Minority Students in Predominantly White Graduate Teacher Education Programs. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1314.

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