Relevant bibliographies by topics / Buloba Teacher Training College

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Buloba Teacher Training College'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Buloba Teacher Training College.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Buloba Teacher Training College"

1

Davis, Ken, and Charles W. Bridges. "Training the New Teacher of College Composition." College Composition and Communication 38, no. 2 (May 1987): 219. http://dx.doi.org/10.2307/357727.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pankin, Arkady, Semen Ivanov, Natalia Shagaeva, Ervena Kalykova, and Eduard Sokalskiy. "Spiritual and moral training of the future kindergarten teacher in a teacher training college." E3S Web of Conferences 210 (2020): 18064. http://dx.doi.org/10.1051/e3sconf/202021018064.

Full text
Abstract:
The article reveals the problems of spiritual and moral education of students of a pedagogical college located in a small city of Russia, Vilyuisk (Republic of Sakha (Yakutia). This settlement is very remote from the republican center (situated in the subarctic belt) with its rich historical past, originality and other unique characteristics. Initially, Vilyuisk was founded as a prison - a place of exile for the Decembrists, revolutionaries - Poles, Social Democrats, Bolsheviks, Socialist-Revolutionaries and others (M.I. Muravyev-Apostol, P.F. Duntsov - Vygodsky, N.G. Chernyshevsky whom the teacher's college is named after, etc.). The rich heritage of the past multiplied by the present acts as a powerful stimulant in the training of the students of the Vilyuisk Pedagogical College named after N.G. Chernyshevsky for future professional activities. In this context the extraordinary potential of museum pedagogy in the training of future specialists for preschool institutions is described. For these purposes after experimental testing a multifunctional educational platform has been created on the basis of the museum of the Vilyuisk Pedagogical College named after N.G. Chernyshevsky and it has been functioning. It works effectively as a purposefully organized socio-cultural environment influencing the stimulation of the creative interests of the students, enrichment of spiritual and moral concepts and it successfully functions as an open cultural and educational environment for professional and pedagogical activities, self-development of the students. In this context a special role belongs to the laboratories: development of children's environment, "We Draw Everything", music for everyone, theater for everyone, protection of historical and cultural monuments, pedagogical researches. The students of the experimental group in addition to the general training program for specialists have attended a course of extracurricular activities on the basis of the multifunctional educational platform. The stages of the formation of the spiritual and moral qualities of the students have been diagnosed and described. As a result, the features of the dynamics of the development of spiritual and moral culture of the students of the control and experimental groups have been revealed. The innovative experience of the Vilyuisk Pedagogical College can be extended to other regions of the Russian Federation.
APA, Harvard, Vancouver, ISO, and other styles
3

Hölttä, Seppo. "From Regional Teacher Training College to Research University." Industry and Higher Education 12, no. 6 (December 1998): 373–76. http://dx.doi.org/10.1177/095042229801200608.

Full text
Abstract:
The University of Joenssu is located in eastern Finland, in a province which faces significant development challenges. The paper traces the changing structure and role of the University since its foundation in 1969, focusing on the measures it has taken to increase collaboration with local industry and encourage entrepreneurial activity. At the heart of the University's strategy is the need to sustain academic excellence in research and teaching while fulfilling a vital role in the development of its local region.
APA, Harvard, Vancouver, ISO, and other styles
4

Thomas, J. B. "University College, Bristol: pioneering teacher training for women." History of Education 17, no. 1 (March 1988): 55–70. http://dx.doi.org/10.1080/0046760880170104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dodde, N. L. "A Visit To the Beijing Teacher Training College." China Information 2, no. 1 (June 1987): 36–45. http://dx.doi.org/10.1177/0920203x8700200105.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tibi, Moanes H., Kholod Hadeje, and Bashier Watted. "CybercrimeAwareness among Students at a Teacher Training College." International Journal of Computer Trends and Technology 67, no. 6 (June 25, 2019): 11–17. http://dx.doi.org/10.14445/22312803/ijctt-v67i6p102.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mata i Garriga, Marta. "The Rosa Sensat Teacher-training College in Barcelona." Prospects 15, no. 1 (March 1985): 118–25. http://dx.doi.org/10.1007/bf02195709.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Thomas, J. B. "Birmingham University and teacher training: day training college to department of education." History of Education 21, no. 3 (September 1992): 307–21. http://dx.doi.org/10.1080/0046760920210305.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Huang, Le Hui, and Bin Gui. "Research on Training Strategy of College Teacher's Information Literacy in Information Environment." Advanced Materials Research 915-916 (April 2014): 1514–17. http://dx.doi.org/10.4028/www.scientific.net/amr.915-916.1514.

Full text
Abstract:
Improving information literacy of college teacher has great importance for teachers to imporve teaching ability and teaching effect. The paper introduces the necessity of college teachers information literacy training, the connotation of college teachers information literacy, and strategy of improving the information literacy of university teacher.
APA, Harvard, Vancouver, ISO, and other styles
10

Gushchina, Tat’yana N. "Potentials and limitations of individualisation of specialist training in a teacher training college." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 3 (November 30, 2020): 141–47. http://dx.doi.org/10.34216/2073-1426-2020-26-3-141-147.

Full text
Abstract:
The purpose of the article is to present a number of research results on identifying and evaluating the potentials and limitations of individualisation of training of specialists in the field of "Preschool education" in the pedagogic college. The importance of the identified environmental potentials of individualisation of training of specialists at the levels of saturation of the medium events; the ability to ensure compliance with the pedagogic support of students’ interests in learning activities, pedagogic practices, subject activity, communication, self-knowledge; the system of organising longitudinal practice on the basis of pre-school educational organisations; the presence of a structural division of additional education in the college; the possibility of tutor support; the priority of pedagogic means for developing the student's personality. The author analyses individual projects, educational research, methods of reflexive analysis, and individual preparation of students for participation in Worldskills Russia Championships as the potential for individualisation of future specialist training. The collective self-assessment of the conducted innovative activity actualised the stable motivation of students and the interest of pedagogues in experimental activities as additional opportunities for individualisation of specialist training.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Buloba Teacher Training College"

1

Alexander, Christa Henriette. "An investigation of instructional leadership in a Namibian teacher training college." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003516.

Full text
Abstract:
This thesis investigates how instructional leaders at the Windhoek College of Education (in Namibia) make sense of their roles. The Windhoek College of Education (WCE) was selected for this study because that is where I work, therefore it would be easy to observe some of the responses provided by the interviewees. It was also observed that instructional leadership is little researched in Namibia and hence study would contribute towards understanding the various perceptions that instructional leaders have of their roles. There is a need for information about the skills and tasks required to support practices of instructional leadership so that the best possible instruction can be provided. The thesis examines and presents such skills. A qualitative research framework, in particular an interpretative approach was used for the study. As my research is concerned with people’s perceptions, it is located in the interpretative paradigm. Semi-structured, open-ended interview questions were asked in order to gather information on how the participants make meaning of their roles as instructional leaders. The sample for the study consisted of eleven instructional leaders over different levels, i.e., executive leaders, leaders on middle-management level and leaders on classroom-instructional level. The findings indicated a narrow view of instructional leadership at the college. Factors contributing to this narrowness are addressed, e.g., the way concepts such as delegation, guidance and monitoring/supervision are perceived. The findings also addressed certain expectations that are needed from instructional leaders in order to ensure efficiency in their practice. The study concludes by recommending alternative, expansive ways of thinking about instructional leadership.
APA, Harvard, Vancouver, ISO, and other styles
2

Cheng, May-hung May, and 鄭美紅. "Teacher socialization: how beginning teachersmove from college to school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956336.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mcmillan, Wendy Jayne. "Explaining differential performance of teacher college students." University of the Western Cape, 2001. http://hdl.handle.net/11394/8441.

Full text
Abstract:
Doctor Educationis
The purpose of this study is to examine the relationship between identity and differential academic performance in a cohort of preprimary teachers-in-training. The study draws on indepth interviews with, and detailed observations of, nineteen students and five of their lecturers at a college of education in Cape Town in the late 1990s. Through an analysis of the narratives of academic performance of these students, this work argues that students constructed narratives of academic performance framed by their expectations of what they considered possible for people of their particular identity. Thus as a consequence, students who shared common identities and social locations tended to share common narrative threads. This was most evident in the way in which three broad narrative perspectives emerged - framed by shared social locations of race, class, and gender, and common understandings of religion and cognitive ability. However, within each broad grouping .individual agency nuanced how each student interpreted his or her personal history and particular social locations through the discourses to which he or she had access. This work presents a. challenge to the dominant metaphor of reproduction in the field of educational studies. It is clear from analysis of the students' narratives that as active agents they were not unproblematically reproduced by the teacher college as classed, raced, and gendered subjects. Rather, they produced themselves within existing, and often potentially contradictory, material and discursive contexts. In explaining differential academic performance, this work examines the way in which narrative understandings introduce people into particular ways of life through their authorial voice and legitimating functions. More specifically, it explains how subjective narratives of academic performance introduce students into particular social actions that result in 'objective' differential academic performance as recorded on year-end mark schedules. However, in selecting narrative analysis as a conceptual framework for the work, it has been possible to motivate for an explanation that goes beyond an analysis of academic achievement and failure. In successive chapters evidence is marshaled to frame an argument that students' narratives shape their social action as agents of history, and are implicated in the distribution of privilege within society. The framing of the research question was premised on the assumption that a relationship exists between educational outcomes and access to life chances. While evidence is presented that signals how subjective narratives of academic performance are 'lived out' as 'objective' academic performance, a linear relationship between marks as academic performance and life chances is raised as problematic. It is argued that rather than merely shaping academic performance, narratives as theories of social reality frame all understandings of the social world including access to socio-economic privilege. It is these understandings that get 'lived out' in the choices that students make about their futures. A significant thread to the argument is the extent to which lecturers are implicated in the narrative understandings that students construct, and consequently in the unequal distribution of privilege in society. While seeking to explain academic performance, the study comes to the significant conclusion that narrative understandings, rather than academic performance, are implicated in the distribution of privilege in society.
APA, Harvard, Vancouver, ISO, and other styles
4

Bakar, Sharifah Bee Aboo. "An evaluation of college-based staff development programmes for teacher educators in Malaysia." Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244899.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chen, Shiow Wen Kennedy Larry DeWitt. "The perceptions of administrators in teacher training institutions relative to evaluation standards for teacher education programs in the Republic of China, Taiwan." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203041.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 16, 2005. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, John T. Goeldi, Patricia H. Klass, JoAnn S. McCarthy. Includes bibliographical references (leaves 137-148) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
6

Paktin, Musakhan. "Female Participation in Paktia Teacher training college of Afghanistan : Obstacles for female participation." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32343.

Full text
Abstract:
The Government of Afghanistan is struggling to provide education facilities all over the country for both boys and girls. Many problems exist in girls’ access to education and girls generally participate less than boys. Gender disparity exists in rural as well as in urban areas of Afghanistan. The girls are expected to stay at home instead of taking part in education. The issue of girls’ non participation in education may have different reasons for example social, cultural, religious, and traditional origins. This study explores the views of female participants, their parents and the teachers about girls’ participation in Paktia TTC. 16 teachers, 38 students and 25 parents were interviewed through separate questionnaires about the obstacles for female participation in Paktia TTC as well as about the influence of GSP (Girls scholarship program) on female participation. This study is conducted in central TTC of Paktia province. In the result of this study it is found that among all the obstacles for girls’ security is a basic problem for girls to continue with their education. As well the study found that more than half of the teachers and girls interviewed mentioned distance between residence and TTC is also a big problem for girls to participate in TTC. Another finding of this study is that among all the personal involved in the study most parents which is about more than half of the parents told that the social pressure for girls is the basic problem as well as the traditions of the society have also affected the girls’ participation in Paktia TTC. More than half of the parents were also agreed that parents’ illiteracy is a big problem in girls’ participation because illiterate parents do not want their daughters to get education. As the purpose of this study is also to know about the influence of GSP (Girls’ scholarship program) on female participation. This grant motivate female participants to attend TTC but the study found that more than half of the teachers told that if there was no GSP the girls will continue but 25 parents most parents were agreed that the GSP grant is a contribution to their families. As well as 25% teachers told that the GSP grant has encouraged girls to attend TTC in Paktia province.
APA, Harvard, Vancouver, ISO, and other styles
7

Bar-Tal, Smadar. "Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel : a case study." Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/123165/.

Full text
Abstract:
The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet. This was a qualitative research using case study within an interpretative paradigm that enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research tools included: 14 open interviews, a non-participatory observation, documentation reading and the writing of a personal log. The rich variety of research tools enabled triangulation of data. The conceptual framework of the research was based on theories of teacher-training, distance-teaching, academic disciplines, and several teaching dimensions: organisation and representation of data, organisation and management of teaching and different types of interaction. The research findings indicated intrinsic and extrinsic motives for the teacher-educators transition to distance-teaching. The transition created a pedagogy characterised by four teaching modes that corresponded to different academic disciplines. Each discipline harnessed the technology for intensive use in one or more of the teaching dimensions. The Representation mode used by teacher-educators in the natural sciences and statistics used a large variety of data representations and Internet writing characterised by multiple links. The Interactive mode employed by teacher-educators in the field of literacy principally dealt with formative assessment of the students' writing and used virtual communication tools to tighten the teacher-learner inter-personal interaction. The Organisational mode used in education disciplines focused on organisation and management of teaching and learning through the use of computer applications. The Holistic mode employed by teacher-educators in the fields of education and literature, in substance constituted a combination of all the characteristics of the above-mentioned modes with an emphasis given to social presence of both learners and the teacher. Analysis of the teaching modes led to the creation of a typology of four modes positioned at different points along the following scales: organisation of teaching, flexible – fixed, types of interaction few – multiple; data representation, creative – conservative; computer literate – computer users. There was a clear contrast between teacher-educators teaching education disciplines as a continuation of traditional frontal teaching and those who had previously taught in workshops. At the crossroads of pedagogy with technology, the changes in location, time and lesson character have meant that the implementation of the teaching paradigm of Zeichner and the teaching orientations of Feiman-Nemser have taken on fresh dimensions. The new teaching modes necessitate appropriate training for all teacher-educators working in distance-teaching in accordance with their academic disciplines. The research findings contribute to the reduction of a gap in knowledge concerning the new teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel.
APA, Harvard, Vancouver, ISO, and other styles
8

Owu-Ewie, Charles. "Enhancing the Thinking Skills of Pre-service Teachers:A Case Study of Komenda Teacher Training College." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1202244002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jordaan, Rene. "Attitudes and perceptions about community service learning among students in a teacher training programme." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10102007-122841/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Stowers, Patricia T. "First-year induction experiences of University of Arizona secondary education graduates and the potential role of the college in providing inductive support." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289907.

Full text
Abstract:
The purpose of this study was to collect from University of Arizona secondary education graduates information regarding first-year employment and retention, perceived professional preparedness, perceived effectiveness as first-year teachers, types and perceived effectiveness of district induction support, and interest in receiving induction support from the university in the first year of teaching. This information would shed light on the potential role of the university in providing inductive support to graduates. Eighty-three percent of respondents entered teaching, and 93% were still teaching at the time of the study. However, 35% either planned to leave or contemplated leaving the profession in the future. Many experienced challenging first-year assignments. For respondents in their first-year of teaching, the decision to remain in teaching was linked to perceptions of teaching effectiveness and the effectiveness of induction received. Graduates felt "somewhat prepared" to teach upon graduation, except for master's program graduates who felt significantly better prepared. They felt "somewhat effective" as first-year teachers. There was a positive correlation between perceived preparedness and first-year teaching effectiveness. Respondents recommended modifications to preservice programs, including more coursework in classroom management and planning, extended time in schools, and increased relevance of coursework. The quality of district inductive support varied tremendously, with many receiving insufficient support, particularly from rural or charter schools. The most common support included administrative observations and orientations. Far fewer were mentored, provided with professional training or support sessions, observed by staff development specialists, or given release time to observe others. Respondents felt their district induction was "not very effective." There was a positive correlation between perceived first-year teaching effectiveness and effectiveness of induction. Finally, 79% would have been interested in receiving assistance from the university during their first year, requesting training in classroom management, planning, and content-specific methods. They also recommended support sessions for new teachers, observations, and on-line support. It was concluded that the university could play a valuable role in providing inductive support to graduates.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Buloba Teacher Training College"

1

Department of Education & Science. Bishop Grosseteste College: Initial teacher training : a report. Stanmore: DES, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lefoka, J. P. Teaching practice at the National Teacher Training College in Lesotho. Brighton: Centre for International Education, University of Sussex, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Department of Education & Science. Bishop Grosseteste College: Initial teacher training : a report by HMI. Stanmore: Department of Education and Science, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Inspectorate, Great Britain Department for Education Her Majesty's. King Alfred's College, Winchester, SO22 4NR: Primary initial teacher training. London: Office for Standards in Education, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Science, Department of Education &. Report by HM Inspectors on Newman College, Birmingham: Initial teacher training. Stanmore: Department of Education and Science, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Women in faculties of teacher training institutions in Ethiopia. Addis Ababa: UNESCO International Institution for Capacity Building in Africa, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lefoka, J. P. Primary teacher education in action: A peep into the TTC classrooms at the National Teacher Training College, Lesotho. Brighton: Centre for International Education, University of Sussex, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Science, Department of Education &. Report by HM Inspectors on Bishop Grosseteste College, Lincoln: Initial teacher training. Stanmore: Department of Education and Science, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Department of Education & Science. Report by HM Inspectors on S. Martin's College, Lancaster: Initial teacher training. Stanmore: Department of Education and Science, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Department of Education & Science. Report by HM Inspectors on Westhill College, Selly Oak, Birmingham: Initial teacher training. Stanmore: Department of Education and Science, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Buloba Teacher Training College"

1

Harris, Shani N., Kai M. McCormack, Angela Farris-Watkins, Juanchella Grooms Francis, and Karen Brakke. "Teaching introductory psychology in a historically Black liberal arts college for women: Spelman College." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success., 241–46. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-015.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Neufeld, Garth. "Teaching introductory psychology to students of varying ages: Cascadia College." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success., 211–16. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Musselman, Robin. "Teaching introductory psychology with revised standards: Lehigh Carbon Community College." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success., 217–22. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rudmann, Jerry, Kari Tucker, Michael Cassens, Benjamin Mis, and Yemmy Taylor. "Teaching introductory psychology to students with varying degrees of readiness: Irvine Valley College." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success., 223–28. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"CAMBRIDGE UNIVERSITY DAY TRAINING COLLEGE." In Teacher Training at Cambridge, 101–37. Routledge, 2004. http://dx.doi.org/10.4324/9780203642689-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"THE PRODIGAL DON RETURNS TO KING’S COLLEGE." In Teacher Training at Cambridge, 85–100. Routledge, 2004. http://dx.doi.org/10.4324/9780203642689-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"The last days of the women’s college." In Women in Teacher Training Colleges, 1900-1960, 152–78. Routledge, 2004. http://dx.doi.org/10.4324/9780203165027-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"On curriculum development of vocational college teacher training." In Education Management and Management Science, 161–64. CRC Press, 2015. http://dx.doi.org/10.1201/b18636-34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mckinney, Stephen J., and Roger Edwards. "A Concise History of the Episcopal Teacher Training College in Scotland." In Teacher Preparation in Scotland, 179–86. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/978-1-83909-480-420201015.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hanbing, Yan, and Zhu Zhiting. "An E-Workshop Model for Teacher Training." In Cases on Global E-Learning Practices, 247–60. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-340-1.ch019.

Full text
Abstract:
In China, teacher training plays a very important role for the improvement of education. E-Learning, as a new and effective life-long learning method, plays an increasingly important role in teacher training. It is well known that Teacher Training and E-Learning are all open and developing domains. So, the integration of two domains will certainly bring about many new problems. The case focuses on how does the e-workshop model, which is designed specially for Teacher Training by Distance Education College of East of China Normal University find a way to solve the problems? By way of analyzing the successful factors of e-workshop model and following the problem clues of the above-mentioned two domains, this chapter shows the corresponding solutions.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Buloba Teacher Training College"

1

Parfilova, Gulfiia G. "College Students’ Tolerance: Case-Study In Kazan Teacher Training College." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.72.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Liu, Zhaohong, Chuanjiang Yang, and Shiping Liu. "Innovative Practices in Modes of College Teacher Training." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.153.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Afonina, E. A. "Personality-Based Approach To Teachers’ Training College Bachelor Training For Professionally- Related Practice." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Calamatova, V. A. "A system of professionally oriented tasks in vocal training teacher college students." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-06-2020-04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ratu, Bau, and Syamsu Yusuf. "Stress Dynamic of College Students." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.52.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zainnuri, Hasan, and Dewi Cahyaningrum. "Using Online Peer Review through Discussion via Schoology to Enhance College Students' Proficiency in Argumentative Writing: A Case Study." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.55.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Yang, Shuai, and Haicheng Bai. "Research on the Training Mode of Teacher Educational Practice Ability of Normal College Students Based on the Perspective of Integration." In Proceedings of the 4th International Conference on Economy, Judicature, Administration and Humanitarian Projects (JAHP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/jahp-19.2019.124.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Koltunovych, Tetiana, Mariia Oliinyk, Inna Perepeliuk, and Yaryna Kvasetska. "Personal Determinants of Emotional Burnout in Students (Future Physical Training Teachers)." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/14.

Full text
Abstract:
Purpose: The purpose of the study is to identify and analyze the manifestations of emotional burnout of future physical education teachers and to determine the role of personal determinants in the formation and overcoming this condition. The purpose was specified in the following tasks: to identify the features of emotional burnout in future physical training teachers; to investigate the relationships between emotional burnout and personal characteristics of students; to find out the differences in the sets of personality characteristics of students of future physical training teachers with different levels of emotional burnout. Design and Methods: The research involved 150 students of the college (18.1±2 years) who study in the specialty “physical training and sports”: the 1st year, n=50; 2nd year, n=32; 3rd year, n=37 and 4th year, n=31). The sample is heterogeneous (61.33% of boys, 38.67% of girls). The Maslach Burnout Inventory (C. Maslach), “Diagnostics of the level of emotional burnout” (V.V. Bojko), the modified form of the FRI questionnaire was employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A.V. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 22.0. Results: The article confirms the assumption about the existence of correlation relations between emotional burnout and personal characteristics of future physical training teachers. The statistically significant differences between groups of students with different levels of emotional burnout on the scale of “neuroticism”, “spontaneous aggression”, “depression”, “emotional lability”, “irritability”, “reactive aggression”, “openness” that are more common to future teachers with high level of emotional burnout are revealed. It is empirically proven that students with different levels of emotional burnout characterized by various structural organizations of personality characteristics, and also that the growth of indicators of the emotional burnout formation is accompanied by a qualitative restructuring of the personality characteristics. Conclusions: The obtained data contributes to the study of the phenomenon of burnout and provide an opportunity to identify further directions of its prevention and correction among future physical training teachers. Subsequent studies will be aimed at developing an individual system of psychological training and support for the prevention and correction of emotional burnout among students.
APA, Harvard, Vancouver, ISO, and other styles
9

Cao, Peng, and Ziqiang Luo. "Research on the Training Mode Reform of Mathematical Education Professionals in Higher Vocational College under the Background of National Teacher Certification Examination." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.311.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Najib, M., Yusrizal Yusrizal, and Niswanto Niswanto. "Management of Higher Education in the Accreditation of Study Programs at Bina Bangsa Getsempena College of Teacher Training and Education of Banda Aceh Indonesia." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Buloba Teacher Training College"

1

DeJaeghere, Joan, Bich-Hang Duong, and 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), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

Full text
Abstract:
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, and other styles
You might also be interested in the extended bibliographies on the topic 'Buloba Teacher Training College' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography