Thematische Bibliographien / Teachers Education Teaching

Inhaltsverzeichnis

Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Teachers Education Teaching“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an

Wählen Sie eine Art der Quelle aus:

Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Teachers Education Teaching" bekannt.

Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.

Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.

Zeitschriftenartikel zum Thema "Teachers Education Teaching"

Bajaj, Preeti, Mrunal Suresh Patil und Balaji Almale. „Microteaching in Medical Education“. MVP Journal of Medical Sciences 1, Nr. 2 (01.07.2014): 84. http://dx.doi.org/10.18311/mvpjms/2014/v1/i2/822.

Der volle Inhalt der Quelle

Annotation:

Medical teachers need training in pedagogic techniques in order to become better teachers. Despite the fact that our teaching techniques improve gradually over the years as we gain experience and also owing to continuous practice undertaken for different kinds of teaching learning situations; nevertheless educational technology has evolved ways and means for better development of teaching skills even at earlier stages by undertaking some methodical exercises, one of which is Microteaching. Microteaching, an innovative technique of teacher training, helps teachers to improve their teaching skills. It aims at development of competence in teaching skills through the practice of microteaching sessions1. In other words, it teaches teachers how to teach. This is especially important in cases of new faculty implying the budding teachers. Even an experienced teacher can benefit by this technique, particularly for learning some new skills1. The individual may be very sound in his/ her own subject but may not necessarily be a good teacher.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Subramanian, A. „TEACHER EDUCATION FROM E-LEARNER TO E-TEACHER“. International Journal of Research -GRANTHAALAYAH 5, Nr. 4(SE) (30.04.2017): 25–31. http://dx.doi.org/10.29121/granthaalayah.v5.i4(se).2017.1946.

Der volle Inhalt der Quelle

Annotation:

E-learning and e-teaching systems are involved in teachers professional activities and development in several ways (a) If e-learning/e-teaching is the technology which supports the process of teachers learning of university courses, the teacher is in the position of e-learner; (b) If e-learning/e-teaching is the content of the teachers university curricula in order to be applied in the teaching process, the teacher switches from the position of e learner to the one of e-teacher in blended or total e-learning systems. Systematic formal teacher education concerning e-learning/e-teaching implementation, and the structure of teachers ICT competencies and e-competencies, as well as the reasons for their occurrence, are considered. Teachers can be in a position of the creator of e-teaching process or the user of the e-teaching/e-learning attainment. Teachers need to re-think their underlying assumptions about teaching, about learning process, and, most fundamentally, about their role as educators. Teacher activities in e-teaching scenarios can be broken into two major tasks: providing the content for the students and supporting communication between students and tutors. Both tasks pose problems to teachers who are used to follow more traditional teaching methods so far. Therefore, modern teachers and e-teachers must be able to organize different types of e-learning and e-teaching scenarios. E-teaching requires a wide spectrum of e-roles. It is necessary for teachers in e-education environment to acquire sufficient knowledge about e-teaching and e-learning. e-learning can contribute to addressing each challenge by enhancing the preparation of new teachers, providing high quality and readily accessible professional development opportunities for active teachers, and making the teaching profession more attractive. The paper suggests that e-learning potential is a powerful tool for directing the teacher’s quality challenges and obtaining e-teaching competencies. E-learning for teachers must reflect the principles of effective teachers’ professional development.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mason, Diana S. „Teachers Teaching Teachers“. Journal of Chemical Education 81, Nr. 5 (Mai 2004): 617. http://dx.doi.org/10.1021/ed081p617.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Amini, Davoud, Sima Najafi und Bahram Behin. „Exploring EFL Teachers’ Moral Identity: The Case of Iranian Teachers“. Journal of Teacher Education for Sustainability 22, Nr. 1 (01.06.2020): 111–23. http://dx.doi.org/10.2478/jtes-2020-0009.

Der volle Inhalt der Quelle

Annotation:

AbstractEducating teachers for sustainability requires that teachers be considered as the mediators of change. To achieve this goal, a constructive teacher-learner relationship is essential where values and ethicality play a crucial role. Investigating language teachersí moral identity as an important aspect of teacher cognition can yield useful insights into the kind of relationship which is congenial to the desired whole-person development. The present qualitative study intended to explore the nature of moral dilemmas in language classes and teachersí criterial beliefs in responding to these dilemmatic situations. A systematic coding analysis of the recorded interviews with eight Iranian experienced EFL teachers revealed that they encountered moral dilemmas in both disciplinary and educational aspects of the teaching process. They referred to their knowledge, experience, intuitive sense as well as the teaching context and learnersí history as sources of their moral judgment. The findings on teachersí moral identity uphold implications for teacher education.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Alhaji, Ibrahim Muhammad, Wun Thiam Yew und Nordin Abd Razak. „Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’“. International Journal of Psychosocial Rehabilitation 24, Nr. 04 (28.02.2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Flavian, Heidi, und Doron Dan. „Assessing teachers’ use of language and their teaching quality“. Quality Assurance in Education 26, Nr. 4 (08.10.2018): 466–75. http://dx.doi.org/10.1108/qae-03-2018-0024.

Der volle Inhalt der Quelle

Annotation:

PurposeUnderstanding the contribution of the use of proper language to thinking development and learning processes, served as the basis of this study. The purpose of this study is to learn from parents, teachers and teacher-trainees whether their view of efficient teaching also relies on the teacher’s use of proper language.Design/methodology/approachIn total, 308 teacher-trainees, teachers and parents participated in this mixed-method study. Completing a questionnaire with open and closed questions, they were asked to rate a teacher’s professionalism via a written reflection, thereby gauging their perspectives in regard to important teacher characteristics.FindingsThe main finding was that teachers’ intercultural knowledge and understanding of their students’ diversity were perceived as significantly more important than their language register. Participants did not argue that language was not important, but did not necessarily refer to it while assessing the teacher’s professionalism. No significant differences were found between the chosen three groups of participants.Research limitations/implicationsAlthough this study included a large number of participants, it is the first of its type. As far as is known, no other study has been published in regard to people evaluating teachers’ professionalism on the basis of their language level as expressed in written reflections.Originality/valueFrom previous studies, it is taken for granted that people will evaluate teachers’ professionalism according to the language they use. Nevertheless, this study presents different perspectives that might allow the development of different and teaching and assessments methods.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Nougaret, André A., Thomas E. Scruggs und Margo A. Mastropieri. „Does Teacher Education Produce Better Special Education Teachers?“ Exceptional Children 71, Nr. 3 (April 2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.

Der volle Inhalt der Quelle

Annotation:

Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency provisional licensure. Differences between the two groups were substantial, with effect sizes exceeding 1.5 standard deviation units. In sharp contrast, the two teacher groups did not rate themselves significantly different in teaching competence.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Ptashko, Tatyana Genad`evna, Elena Gennadyevna Chernikova, Artem Evgenyevich Perebeynos, Nadezhda Valeryevna Sivrikova und Nadezhda Anatolyevna Sokolova. „Relationship between the assessment of the formation of conflict resolution compo-nent in the teacher's image and the desire to enter the teaching profession“. Science for Education Today 11, Nr. 2 (01.05.2021): 32–54. http://dx.doi.org/10.15293/2658-6762.2102.02.

Der volle Inhalt der Quelle

Annotation:

Introduction. The article attempts to study the correlation between the desire to enter the teaching profession and the formation of the conflict resolution component in the teacher’s image. The purpose of the article is to identify and describe the relationship between the assessment of the formation of the conflict resolution component in the teacher’s image and the desire to pursue a career in education. Materials and Methods. The study is based on the systematic approach and uses theoretical and empirical research methods. To collect primary empirical data, a survey of undergraduates doing their degrees in education was conducted. The study involved 152 undergraduate students (Years 2-5). For the mathematical processing of the research data, the H - Kruskal Wallace test and factor analysis were used Results. The factor analysis revealed two factors within the structure of the conflict resolution component of the teacher’s image. Its content differs when students assess school teachers, university teachers and themselves. According to students’ perceptions, the structure of conflict resolution component of the school teacher’s image and of the image of the university teacher coincide to a great extent. On the other hand, the structure of conflict resolution component of future teachers’ ‘self-image’ differs. ‘Refusing violence’ in the second factor is associated with ‘following rules’ for students, and with ‘personal choice’ for university teachers and school teachers. The research findings indicate that students with different degrees of professional motivation have different perceptions of the formation of conflict resolution component within professional images of university teachers, school teachers and themselves. When assessing school teachers and university teachers, significant differences were found according to the ‘internal stability’ criterion. ‘Doubting students’ rated university teachers lower according to this criterion, on the other hand, ‘students who do not want to enter the teaching profession’ rated this criterion low both among school teachers and university teachers. Conclusions. The study reveals the correlation between the assessment of conflict resolution component of the teacher's image and motivation for entering the teaching career. The article concludes that the desire to pursue a career in education is associated with such components of the teacher's image as ‘positive goals’, ‘equal communication’ and ‘personal choice’. Low self-evaluation of students’ conflict resolution component of the teacher's image negatively affects the motivation for teaching career in the future.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Zeichner, Kenneth, und Daniel Liston. „Teaching Student Teachers to Reflect“. Harvard Educational Review 57, Nr. 1 (01.04.1987): 23–49. http://dx.doi.org/10.17763/haer.57.1.j18v7162275t1w3w.

Der volle Inhalt der Quelle

Annotation:

Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series, "Teachers, Teaching,and Teacher Education," Kenneth M. Zeichner and Daniel P. Liston argue that the conventional approach inhibits the self-directed growth of student teachers and thereby fails to promote their full professional development. Illustrating an alternative model, the authors describe and assess the elementary student teaching program at the University of Wisconsin,Madison — a program oriented toward the goals of reflective teaching, greater teacher autonomy,and increasing democratic participation in systems of educational governance.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Amaral-da-Cunha, Mariana, Paula Batista, Ann MacPhail und Amândio Graça. „Reconstructing a supervisory identity“. European Physical Education Review 24, Nr. 2 (15.12.2016): 240–54. http://dx.doi.org/10.1177/1356336x16683179.

Der volle Inhalt der Quelle

Annotation:

Cooperating teachers’ teaching perspectives and participation in initial teacher education have been frequently considered as ways to understand teachers’ learning trajectories and professional identity at workplace settings (Clarke and Jarvis-Selinger, 2005; Clarke et al.2014; Lave and Wenger, 1991). A case study approach was employed to examine the challenging supervisory experiences of a highly experienced physical education cooperating teacher that led to the reconstruction of her professional identity. Data were collected throughout a one-year school placement and included three semi-structured interviews with the cooperating teacher and the cooperating teacher’s daily journals entries. Analysis was informed by grounded theory coding procedures. Themes included: (i) the challenge of changing entrenched teaching and mentoring practices to connect with pre-service teachers; (ii) reconfiguring mentorship to expand pre-service teachers’ limited teaching ideias and range of teaching tools; and (iii) the possibility of practicing different mentoring strategies for different ‘types’ of pre-service teachers. We infer that contextual factors and teaching perspectives play a role in the cooperating teacher’s legitimate peripheral participation in teacher education and constitutes elements of her professional identity development.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Dissertationen zum Thema "Teachers Education Teaching"

McLaughlin, Glenn Denis. „Teaching the teachers of teaching : tertiary teacher education in Papua New Guinea“. Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019312/.

Der volle Inhalt der Quelle

Annotation:

This thesis is centred upon the development, implementation and evaluation of the Bachelor of Education (Tertiary) BEd T. program at the University of Papua New Guinea, which aims to promote quality teacher educators. The program has its in rationale cognitive development theory, research on approaches to learning and the literature concerning adult and teacher development in the Melanesian context. The theoretical position adopted is that teacher development is a form of adult development and the promotion of quality teacher educators, a function of higher stages of development. Consequently, the intervention curriculum had two major expectations: to improve the level of cognitive development; to improve the quality of potential teacher educators. The following evolved as research questions. • What factors influence the learning of Papua New Guinea teachers undertaking higher education? • Does the experience of the special curriculum promote greater cognitive development than increased general education at the University? • What is the perceived impact of the BEd T. students in the teachers' colleges? • What are the contextual factors that influence college lecturers' teaching and students' learning? No one research methodology was considered appropriate to address these research questions because the theoretical position required a combination of qualitative and quantitative data. The methodology adopted was multi - disciplinary in scope and used structures from the following perspectives: ethnographic; illuminative evaluation; case study; quasi experimental. The research concluded that: The biggest single factor that influenced teachers' learning at university is their own misconceived expectations of learning compared with university expectations. This is exaccrbated by learning through English as a second language, where the main problem is the lack of conceptual equivalence between western and Melanesian epistcmologies. It was also found that the intervention curriculum did promote significantly greater cognitive development in the BEd T. students, as measured by the Student Process Questionnaire who in turn were perceived to be making a strong positive impact in the teachers' colleges. However the fullness of impact appears to be potentially muted by the mechanistic curriculum operating in the colleges, as well as by the conservative bureaucratic administrative practices of Government agencies.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Biggs, Amy M. „Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education“. Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Zhang, Jizhi. „Teacher Education and Beginning Teachers' Teaching Practices:An Observational Study of First-year Teachers“. Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195283.

Der volle Inhalt der Quelle

Annotation:

The purpose of this study was to examine whether first-year teachers' teaching practices improve across time and to identify whether school level (elementary, middle, and high) influences new teachers' teaching practices as measured by the observation instrument. Also, the study examined the relationships between first-year teachers' teaching practices, teacher education, school level, and school SES.The current research included two studies. Study One was carried out in the academic year 2003-2004, and Study Two in year 2004-2005. Both studies involved collecting teaching practices data through observations by trained researchers. Study One data were based upon observations of 113 first-year teachers and Study Two involved 139 first-year teachers. A correlational analysis was conducted to examine the relationship between first-year teachers' teaching practices and school SES. A mixed (2x3x2) Analysis of Variance model was employed to analyze how first-year teachers' teaching practices are influenced by types of teacher education, school level, and school SES.The study found that the majority of beginning teachers not only showed a desirable normative level of teaching practices, but also continued to teach at that level and made improvements as measured by the end of year teaching performance measure.Three main themes were found in this study: (1) Changes in first-year teaching practices across time were not correlated with school SES. (2) Elementary school teachers were observed to be more effective in Classroom Management practices. (3) There were significant interaction (time by teacher education and school level) effects on new teachers' teaching practices in Study Two. The results indicated that the study of teacher education requires a complex design. Different types of teacher preparation paths might suit in different contexts.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Perry, Robin K. „Influences of co-teaching in student teaching on pre-service teachers' teacher efficacy“. Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/7.

Der volle Inhalt der Quelle

Annotation:

Teacher education researchers and policy makers recognize field experience, particularly student teaching, as a critical component of pre-service teacher learning and development. The co-teaching model of student teaching, in which cooperating teachers and student teachers jointly plan and deliver instruction, has been adopted by university-based teacher education programs across the United States. The purpose of this study was to examine the relationship between elements of the co-teaching model of student teaching and teacher efficacy outcomes for student teachers. Research suggests that teacher efficacy, a teacher’s beliefs in his or her capacity to affect student performance, is positively associated with teachers’ behaviors and commitment to teaching as well as student achievement and motivation. This quantitative study utilized multiple regression statistical analyses to examine the relationship between co-teaching overall and the relationship, communication, classroom applications, and knowledge base elements and teacher efficacy overall and the domains of efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management. Descriptive statistics indicated that the relationship and communication elements of student teaching were more prevalent than the classroom applications and knowledge base elements. Student teachers in the sample reported higher levels of efficacy in instructional strategies than efficacy in classroom management and efficacy in student engagement. A positive and statistically significant relationship between teacher efficacy overall, efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management and the co-teaching model of student teaching, after controlling for gender and credential program, was found. The findings of this study substantiate teacher education policy makers’ support for the co-teaching model of student teaching.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Perez, Barbara. „Teacher quality and teaching quality of 7th-grade Algebra I honors teachers“. Thesis, Florida Atlantic University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571434.

Der volle Inhalt der Quelle

Annotation:

With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements.

The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality refers to the characteristics that teachers possess and teaching quality refers to what teachers do in the classroom to foster student learning. For this study, teacher quality included teacher professional preparation characteristics and teacher knowledge. Also, aspects of teaching quality that promote conceptual understanding in Algebra were examined.

In this mixed methods study, quantitative data were used to determine a relationship between teacher qualifications and student achievement. Qualitative data were used to gain an in-depth understanding of the characteristics of teaching quality.

Based on the findings of this study, in this group of teachers, there is a relationship between teacher quality and teaching effectiveness; however it is very limited and only based on participation in two specific workshops. The difference between more and less effective teachers in this study lies in teaching quality, what teachers do in the classroom, as opposed to teacher quality, what those teachers bring with them to the classroom.

The findings of this study indicate that elements of teaching quality are more indicative of teacher effectiveness than elements of teacher quality among teachers in the study. Although there was some evidence of a relationship between elements of teacher quality and teacher effectiveness, there were clear differences in teaching quality among more effective and less effective teachers in this study.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Lower, Michael Andrew. „A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers“. Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Kent, Athol Parkes. „Medical education and the importance of teaching medical teachers about teaching“. Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/27044.

Der volle Inhalt der Quelle

Annotation:

This is an overview of medical education today. It deals with tertiary education matters pertinent to medical schools in South Africa, the forces that will inevitably cause medical education to change and the responses of other countries to similar circumstances. These forces are medical, educational and political. The medical forces bringing about changes are concerned with the explosion in knowledge in the fields of medical facts, technologies, therapies and informatics. It is an ongoing educational problem as to how the burgeoning sciences can be balanced with the present call for the return to the humanities. Medical schools are being required, through their teaching and learning methodologies, to encourage the qualification of empathetic graduates with generalist (holistic) skills and attitudes to best serve their patients. Educational forces, in particular new curriculum strategies, will need to be explored to assist teachers and students to cope with the demands of communities and individuals for care with expertise. In many First World countries these demands have found expression in moves from Traditional to Innovative curricula. Fundamentally, Traditional schools teach normal Anatomy and Physiology first, then move to the abnormal, before students reach the Clinical Years where these "basic sciences" are applied. Innovative schools, on the other hand, employ Problem-Based Learning with Community-Orientation throughout their curricula, with early patient contact, horizontal and vertical integration of disciplines, group work and community interaction as crucial aspects of their students' learning. Supporters of the Innovative philosophy see as progressive the revising of Flexnerian notions of basic science building blocks, the debalkanising of instruction subject by subject and the motivational impetus achieved when learning takes place in context. Political factors can impinge on staff teaching and student learning by Governmental demands through statutory councils or through the power exerted by the universities. Macro politics dictate financial or other resources that are allocated and may in future directly influence what sort of doctor the various medical schools are expected to graduate. The politics of staffing the teaching institutions, the development of teachers, and the demographics of the student population raise important questions of direction and commitment, and may lead to new realignments. The recognition of the importance of teaching at a professional level is a crucial factor in educating students more appropriately. Teachers versed in the medical pedagogic process will be pivotal in producing a new breed of doctors. This new breed will not be expected to "know everything" but have a core knowledge carefully ascertained by each medical faculty and the ability to find information that is further required. Students will not be expected to acquire all the facts to sustain them through the rest of their professional lives, but to have enquiring minds and the motivation to continue their education, to satisfy their curiosity and provide improved patient care. Their skills in mastery of the behavioural sciences will be more pertinent than ever as preventative medicine becomes as important as curative. They will be expected to formulate ethical attitudes and provide leadership in community and individual dilemmas. These are challenges that will need to be faced critically by our medical teachers who are too often experts in content in ever-narrower sub-specialities. For these challenges to be met, teaching cannot be taken for granted, but must be viewed more seriously by the schools and changes made where appropriate. The University of Cape Town (UCT) has a considerable reputation in the quality of its medical graduates. However, for its medical faculty to remain in the forefront of medical education, it needs to reconsider the knowledge required, the skills and attitudes embodied in its graduates but, as importantly, it must take the lead in undergraduate training. The need for renewing strategies and the action required are the themes of this dissertation.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Olson, Derek J. „Exemplary Teachers? Perspectives on Effective Teaching Elements in Danielson?s Framework for Teaching“. Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739205.

Der volle Inhalt der Quelle

Annotation:

Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson’s Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson’s framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson’s 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant F values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Cruz, Alberto. „Teaching behaviours of primary physical education student teachers“. Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30996.

Der volle Inhalt der Quelle

Annotation:

The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-service group had significantly higher percentages of response presentation and total teacher instructional time than the pre-service group did, whilst the pre-service group spent significantly higher percentages of time in planned presentation, equipment management, activities organization, behaviour management and overall management time than did the in-service group. Six pre-service and in-service student teachers were randomly selected to participate in the second phase of the study. They were observed teaching two ball games lessons and were invited to take part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observation and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were similarities and differences in teaching behaviours, teaching strategies and decision making during different stages of teaching between the two groups of subjects. Although the two groups of subjects held similar teaching beliefs and perceptions about physical education, they appeared to possess different teachers' knowledge of teaching. It was likely that the different teaching experience in physical education between the two groups accounted for the differences in their teaching behaviours. Findings of the present study hold implications for the preparation of physical education teachers.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Swingen, Cynthia Carol. „Elementary preservice teachers' use of dialogic teaching“. Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665941.

Der volle Inhalt der Quelle

Annotation:

This instrumental, collective, targeted case study explores decisions elementary preservice teachers make with respect to culturally responsive teaching through the lens of dialogic teaching. Most candidates currently enrolled in elementary teacher education programs in the United States are young, white, and female. Meanwhile, the population of students in U.S. schools grows increasingly diverse, leading to a widening cultural gap between teachers and many of their students. Many preservice teachers opt not to use culturally responsive instructional strategies, particularly those related to communication, also known as dialogic teaching practices, despite research indicating such practices foster improved academic achievement for all students-but especially for students of color who are typically underserved in U.S. schools. Who the preservice teachers are when they enter teacher education programs, their experiences inside and outside of school, plus factors as broad as the context of schooling in the United States to as narrow as the impact of one particular student in a classroom, influence the choices a preservice teacher makes when faced with a lesson to teach, a room full of young children, and a ticking clock. Explicating decisions made by preservice teachers through direct classroom observations, followed by one-on-one interviews, provides a glimpse into factors promoting or inhibiting participants' use of dialogic teaching strategies. This study is part of the larger effort to support student discourse and teacher preparation through the use of one component of culturally responsive instruction as viewed through the lens of dialogic teaching, thus addressing the need to better serve all children in our nation's schools.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Bücher zum Thema "Teachers Education Teaching"

Shaydenko, Nadezhda, und Svetlana Kipurova. Introduction to teaching activities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1055432.

Der volle Inhalt der Quelle

Annotation:

The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, teachers and teachers.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Learning teaching, teaching teaching --: A study of partnership in teacher education. London: Falmer Press, 1987.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

SEAMEO RELC International Seminar (41st 2006 Singapore). Teacher education in language teaching. Singapore, Republic of Singapore: SEAMEO Regional Language Centre, 2007.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Foskett, Nicholas H. Teachers and careers education: Teachers' awareness of careers outside teaching. Southampton: University of Southampton, Centre for Research in Education Marketing, 1998.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Osler, Audrey. Teachers and human rights education. Stoke-on-Trent: Trentham, 2010.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

1959-, Tollitt-Evans Janice, Hrsg. Teaching in further education. Oxford, UK: B. Blackwell, 1992.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Booth, Dorothy, S.R.N., Hrsg. Antenatal education: Guidelines for teachers. 3. Aufl. Edinburgh: Churchill Livingstone, 1985.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Rebecca, Rogers. Adult education teachers: Developing critical literacy education. New York: L. Erlbaum Associates, 2008.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Teaching adults: A practical guide for new teachers. San Francisco, CA: Jossey-Bass, 2015.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Rusbuldt, Richard E. Basic teacher skills: Handbook for church school teachers. Valley Forge, PA: Judson Press, 1997.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Buchteile zum Thema "Teachers Education Teaching"

Spendlove, David. „Teaching Technology“. In Technology Education for Teachers, 35–54. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_3.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Leighton, Ralph, und Laila Nielsen. „Teachers“. In The Citizen in Teaching and Education, 293–310. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38415-9_11.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Chapman, Olive. „Mathematics Teacher Educator Knowledge for Teaching Teachers“. In Research in Mathematics Education, 403–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62408-8_21.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Creasy, Rob. „Control Over Teaching: Taming Teachers“. In The Taming of Education, 29–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62247-7_3.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Pierce, Robyn, und Helen Chick. „Teachers’ Beliefs About Statistics Education“. In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 151–62. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_17.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Meletiou-Mavrotheris, Maria, und Ana Serradó. „Distance Education of Statistics Teachers“. In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 383–94. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_36.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Rogers, Jessa. „Teaching the Teachers: Re-educating Australian Teachers in Indigenous Education“. In Promising Practices in Indigenous Teacher Education, 27–39. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6400-5_3.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Rousmaniere, Kate. „Teachers, Teaching, and Educational Change“. In Springer International Handbooks of Education, 351–56. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_22.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Rousmaniere, Kate. „Teachers, Teaching, and Educational Change“. In Springer International Handbooks of Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_22-1.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Galloway, Ian, Bärbel Barzel und Andreas Eichler. „Teachers Teaching with Technology“. In Proceedings of the 13th International Congress on Mathematical Education, 655–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_91.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Konferenzberichte zum Thema "Teachers Education Teaching"

Romanowski, Joana Paulin. „THE LEARNINGS OF THE BASIC EDUCATION TEACHER“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

Der volle Inhalt der Quelle

Annotation:

The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Ashimkhanova, Gulbanu S., und Akbota N. Autaeva. „About the professional competence of special education teachers“. In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-370-376.

Der volle Inhalt der Quelle

Annotation:

In this article, the authors consider the main conditions and ways to improve the quality of professional competence of teachers of special education. The main conditions for successful professional competence are the improvement of psychological and pedagogical and special knowledge about the competent interaction of a teacher and a child with special educational needs, the organization of the educational process aimed at developing the professional competence of teachers in teaching and raising children with special educational needs.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Perifanou, Maria, und Anastasios A. Economides. „DESIGNING TEACHERS’ TRAINING ON ADOPTING OERS IN THEIR TEACHING“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end002.

Der volle Inhalt der Quelle

Annotation:

During the covid-19, it became apparent the imperative need for openly available digital educational resources to be used in education which has been shifted to Online Remote Teaching and Learning. It is important for teachers to be able to utilize Open Educational Resources (OERs) in education. This paper develops a framework for designing Teachers’ Training programmes on how to integrate OERs in the teaching practice. The framework consists from six modules: 1) Introduction to OERs, 2) Exploring & Evaluating existing OERs, 3) Using OERs, 4) Communicating & Sharing OERs, 5) developing OERs, and 6) Open Educational Practices (OEPs). The paper also defines OERs & OEPs competence. Finally, educational policy authorities may use this framework to design training programmes for teachers on how to integrate OERs in their teaching.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Motloung, Amos, und Lydia Mavuru. „TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?“ In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

Der volle Inhalt der Quelle

Annotation:

Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Grkić Ginić, Jelena. „Student Teachers’ Music Competences Acquired in Initial Class Teacher Education“. In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.204g.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Tatu (Boscodeala), Felicia Elena. „Rethinking Teaching in the Third Millennium. Possible Suggestions for History Teachers“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/35.

Der volle Inhalt der Quelle

Annotation:

Our research starts from the idea that evaluating the quality of the educational process in history, in the conditions of the educational process in history, in the conditions of 21st century education, is an attempt as difficult as it is interesting and instructive. In recent years, Romanian educations has undergone numerous transformations, both in terms of curricular aspects, respectively the curriculum, study programs and textbooks, as well as those related to the managerial component. In this process, operations of request and response, analysis and synthesis, evaluation and application have intervened and continue to intervene, all built on the basis of strategies in which all educational factors are involved.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno und Miriam Agreda Montoro. „INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

Der volle Inhalt der Quelle

Annotation:

The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Laksana, Kittisak, Kanrawee Busayanon und Yasa Mahamarn. „CREATING PRE-SERVICE TEACHERS’ ENGAGEMENT IN AN ACTIVE LEARNING JOURNEY WITH PROJECT-BASED LEARNING TO BECOME EFFECTIVE TEACHERS“. In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.015.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Zhubi, Arjana. „TEACHERS’ ATTITUDES IN APPLICATION OF TECHNOLOGY AND EFFECTIVE TEACHING PLANNING IN PRIMARY SCHOOL“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end061.

Der volle Inhalt der Quelle

Annotation:

The planning of teaching with technological tools in Kosovo schools has brought new and challenging experiences for teachers at all levels of education. The purpose of the research is to analyze the attitudes of teachers about the application of technology in effective planning of teaching and raising learning outcomes in primary school. Furthermore, the research determines the impact of age and level of teacher’s education on the application of technology according to curriculum areas. The TPACK model was used as the theoretical framework during the research, which helped us to clarify the notions: technological knowledge, pedagogical knowledge, and teaching contents in the effective planning of teaching by applying technology. The data were collected from a questionnaire with 25 teachers in an elementary school where technology finds higher applicability in teaching. To analyze the learning outcomes during the application of technology and applicability in other subjects, the Post Hock test, and the Correlation was used to measure the relationship between the two variables, respectively the correlation between the age and the level of education of teachers. The results of this research show that learning planning through technology affects the increase of focus and gain a higher understanding in each subject, acquiring knowledge of new concepts, raises the desire to learn independently, makes the learning process more innovative and more attractive to students. The research recommends for the local and central level to give priority to equipping primary schools with technological tools to improve teaching by having the opportunity to plan different practices.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Beutel, Denise Ann, Donna Tangen und Rebecca Spooner-Lane. „An exploratory study of early career teachers as culturally responsive teachers“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

Der volle Inhalt der Quelle

Annotation:

The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Berichte der Organisationen zum Thema "Teachers Education Teaching"

Ehsanipour, Tina, und Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, Juli 2017. http://dx.doi.org/10.51388/20.500.12265/47.

Der volle Inhalt der Quelle

Annotation:

This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Berry, Barnett, und P. Ann Byrd. Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachers. Digital Promise, Juni 2019. http://dx.doi.org/10.51388/20.500.12265/104.

Der volle Inhalt der Quelle

Annotation:

This paper points to teaching policy issues that need to be addressed if micro-credentials are going to spur the transformation of professional learning that researchers call for and teachers seek. The paper also documents what a growing number of states and districts, as well as the nation's largest teachers' union, are doing with micro-credentials.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Sowa, Patience, Rachel Jordan, Wendi Ralaingita und Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, Mai 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

Der volle Inhalt der Quelle

Annotation:

To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

Der volle Inhalt der Quelle

Annotation:

The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

DeJaeghere, Joan, Bich-Hang Duong und Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), Januar 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

Der volle Inhalt der Quelle

Annotation:

This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Boda, Phillip, und Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, Februar 2021. http://dx.doi.org/10.51420/brief.2021.1.

Der volle Inhalt der Quelle

Annotation:

As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi und Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, Mai 2021. http://dx.doi.org/10.5399/osu/1147.

Der volle Inhalt der Quelle

Annotation:

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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

Der volle Inhalt der Quelle

Annotation:

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.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili und 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.

Der volle Inhalt der Quelle

Annotation:

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.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili und 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.

Der volle Inhalt der Quelle

Annotation:

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Wir bieten Rabatte auf alle Premium-Pläne für Autoren, deren Werke in thematische Literatursammlungen aufgenommen wurden. Kontaktieren Sie uns, um einen einzigartigen Promo-Code zu erhalten!