Journal articles: 'Buloba Teacher Training College'

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Erdreich, Lauren. "Spirituality in Teacher Training at an Islamic College in Israel." Diaspora, Indigenous, and Minority Education 10, no. 1 (January 2, 2016): 1–13. http://dx.doi.org/10.1080/15595692.2015.1084921.

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Tan, Choon Keong, Min Han Alvin Auh, and Kean Wah Lee. "THE DIFFERENCE IN THE DEFINITION OF SUCCESSFUL IMPLEMENTATION OF THE ICT CURRICULUM BETWEEN THE TEACHER TRAINEES, ADMINISTRATOR, AND LECTURER." Journal of Information System and Technology Management 4, no. 14 (September 12, 2019): 01–17. http://dx.doi.org/10.35631/jistm.414001.

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The study is a case study on a group of teacher trainees currently in their sixth semester in a teacher training college. The study investigated the implementation of subjects to prepare teacher trainees to use ICT in the classroom. The study was conducted in a teacher training college in Kota Kinabalu, Sabah. The focus, in this case, will be on how the teachers were trained in the college to use technology, integrate technology into their pedagogy and use technology to deliver the content of the lesson. The study utilized Trowler’s (2003) implementation staircase to establish how the implementation was carried out in the teacher training institute by the lecturer in charge. The study was conducted on a group of 30 teacher trainees, a teacher training lecturer and an administrator of the institute. The data was collected via a TPACK (Technological Pedagogical Content Knowledge) survey to ascertain the teacher trainees’ TPACK level. A focus group interview on the teacher trainees and lecturer was conducted on the implementation of ICT via the curriculum in the college. The data collected indicated a mismatch in the results of the implementation. The teacher trainees perceived that the implementation of the ICT curriculum is insufficient whereas the implementation of the ICT curriculum was perceived as a success by the lecturer.

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Ma, Yue. "Design and Implementation of a College Teacher Training System Based on Client-Server Structure." International Journal of Emerging Technologies in Learning (iJET) 14, no. 12 (June 27, 2019): 121. http://dx.doi.org/10.3991/ijet.v14i12.10716.

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With the continuous develop of informatization, the traditional teacher training management mode can no longer satisfy the demand for information manage-ment. This calls for a new teacher training system that enhances the skills and competence of teachers and ensures the smooth implementation of teacher train-ing. Facing the training demand of college teachers, this paper designs a college teacher training system based on client-server (CS) structure, which offers an online, remote and standard training mode. The system design covers three parts, overall design, detailed design and database design. The CS structure was adopt-ed to adapt to the changes in the demand for system performance and in the train-ing businesses. In the system, the database exchange module can perform data-base operations, and the interface module supports the creating, editing, and delet-ing functions in the training information interface. Finally, the effectiveness of the proposed system was tested and the results showed that the proposed system achieved the expected results. The research findings lay technical and theoretical basis for the construction of college teacher training systems.

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Sivaramakrishan, Priti. "TOTAL QUALITY MANAGEMENT IN B.ED COLLEGE." International Journal of Research -GRANTHAALAYAH 4, no. 8(SE) (August 31, 2016): 27–35. http://dx.doi.org/10.29121/granthaalayah.v4.i8(se).2016.2583.

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The aim of the present study was to investigate the perception of B.Ed student teachers towards Total Quality Management (TQM) in Teacher Training Colleges. The study aims to evaluate how well the college functions in the transaction of imparting the teaching learning process. The study was conducted on 68 B.Ed student teachers from one of the teacher training colleges of Mumbai University. The data was analyzed using percent mean method. The results of the study showed that most of the dimensions of quality control ranged between 60% to 75% which suggests that the said college has room for improvement on its services.

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Dhungana, G. P., R. M. Piryani, M. L. Chapagain, and M. Neupane. "Effectiveness of teacher training conducted at Chitwan Medical College, Bharatpur, Nepal." Journal of Chitwan Medical College 5, no. 2 (August 14, 2015): 1–5. http://dx.doi.org/10.3126/jcmc.v5i2.13147.

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Teaching and learning are equally important for the teacher. For teaching to be effective, whereby participants learn better, training of teachers is imperative. Teacher’s training is one of the important aspects of faculty development at Chitwan Medical College (CMC) and this study was done to assess the effectiveness of the teachers’ training pre test, post test experimental group design. In pre test, only 5.6% of the participants had adequate knowledge whereas after teacher’s training, 27.7 % had adequate knowledge. The mean (±SD) knowledge score before and after the intervention was 26.7±5.6 and 33.6 ± 5.6 respectively. The percent change in knowledge after intervention was 25.8 was statistically significant p value <0.001 .Which suggesting that the teachers’ training was an effective intervention.

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Abu-Ajaj, Abraheem. "The degree of social and educational integration and absorption of Arab Bedouin female students in teacher training institutions in Israel." Kultura-Społeczeństwo-Edukacja 13, no. 1 (June 15, 2018): 49–62. http://dx.doi.org/10.14746/kse.2018.13.3.

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The issue of the process of integration and absorption of Arab Bedouin female students in teacher training institutions in Israel constitutes a significant yet critical chapter in the course of forming the personal and professional identity of the prospective teacher. The main purpose of this article is to describe the difficulties experienced by Arab Bedouin female students during the process of their social and educational integration and absorption in teacher training institutions. Also, to deal with the differences between Arab and Jewish teacher training institutions. Furthermore, to what extent the cultural encounter is perceived by the students that would enable them to have social and educational integration.The study involved 200 Bedouin Arab female students living in the Negev and learning in four teacher-training colleges in Israel; Kaye College of Education, Achva College, Sakhnin College for teacher training and Al-Qasmi College. The students answered a questionnaire that was written for this study. The findings of the study indicated many difficulties in the process of absorbing and integrating Arab Bedouin students in various teacher-training institutions in the country. Not to mention, language difficulties experienced by them with regard to reading articles and writing papers, not in their native tongue. The multicultural encounter between the different genders also poses a great difficulty in addition to the age difference between Arab and Jewish students. Furthermore, the policy of the Israeli academic institutions does not fully represent the Arab culture and in the interaction between the academic and administrative staff and the Arab Bedouin students.

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Fahnøe, Preben. "Music Education in Teacher Training in Denmark." British Journal of Music Education 4, no. 3 (November 1987): 259–62. http://dx.doi.org/10.1017/s0265051700006100.

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From time to time the standard and content of musical education in Danish Teacher Training Colleges has been the subject of strong criticism. It has been argued that the courses are out of date; that they should be modernised, and that the quality of instruction should be improved. Yet the criticism is often imprecise – possibly because those who make it are not themselves sufficiently well-informed about the details of the existing courses and the problems faced by those who have to teach and administer them. The author, a very experienced musician, author of numerous music-education publications, and himself a Lecturer at a Teachers College, discusses the principles and problems of organising music as a specialist area of the teacher-education programme.

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Pantić, Zoran, and Milovan Stamatović. "Recreational activity of students from Preschool Teacher Training College in Sabac." Sinteze, no. 13 (2018): 51–65. http://dx.doi.org/10.5937/sinteze7-17697.

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Sari, Milya. "The Use of Facebook in Blended Course in Teacher Training College." Al-Ta lim Journal 21, no. 2 (July 19, 2014): 145–53. http://dx.doi.org/10.15548/jt.v21i2.92.

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Future educational challenges are related to technology, especially information and communications technology (ICT). The ICT has a very big influence to the learners. Many students have already used social media ‘facebook’ and ‘twitter’, but not so with their teachers. The rapid globalization and ICT development requires a change in attitude and mindset of teachers and students, including in Teacher Training College (LPTK). A good approach is to integrate technology with education through blended learning models (BLM), that is learning that combines face-to-face learning activities and learning online through social media facebook. One of the advantages of BLM is to improve the interaction between learners, between learners and educators, and learners with different learning resources anytime and anywhere without being limited by space and time.

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Akpe, C. S. "Using Consumer Evaluation to Improve College Curricula in Nigerian Teacher Training." Journal of Education for Teaching 14, no. 1 (January 1988): 85–90. http://dx.doi.org/10.1080/0260747880140107.

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Judith P Hallett and Lillian E. Doherty. "Latin Teacher Training Initiatives at the University of Maryland, College Park." Classical World 102, no. 3 (2009): 323–29. http://dx.doi.org/10.1353/clw.0.0091.

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Szabó, Ildikó. "International Literacy Research Projects at Kecskemét College Teacher Training Faculty, Hungary." Universal Journal of Educational Research 2, no. 3 (March 2014): 239–43. http://dx.doi.org/10.13189/ujer.2014.020306.

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Leghdaf Abdellahi, Mohamed, Endale Tadesse, and Sabika Khalid. "Pre-service Teachers Perceptions’ of Tutoring Program: Case Study of Teacher College Model in Mauritania." Middle Eastern Journal of Research in Education and Social Sciences 1, no. 2 (November 3, 2020): 269–86. http://dx.doi.org/10.47631/mejress.v1i2.101.

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Purpose: The main objective of this study is to investigate the perceptions of pre-service teachers regarding their tutoring program at teacher college model in Mauritania. Approach/Methodology/Design: Explanatory Sequential design was adopted. Hence, a survey questionnaire and interviews were developed to gather data from 80 pre-service teachers, 20 in-service teachers, and 2 mentors. Findings: The findings of the study revealed that internship training has a significant impact on the development of pre-service teachers, but the teacher trainees did not get enough time for internship training sessions due to the workload of the theoretical courses. Mentors and management support were found insignificant to the development of teacher college model trainees. Practical Implications: The study provides a systematic evaluation of the current in-service teacher training programs. It reflects certain aspects of the status quo, and hence it will be useful for the concerned authorities in the field of teacher education. Originality/value: Teacher College Model has to adjust the levels of its tutoring where the study found that teacher trainees suffer the short-term practicum while they are complaining about the workload of coursework. Another way of the assessment regarding the tutoring program could be including observation. It is suggested that a qualitative study where researchers can spend more time at the teacher college model and with teaching staff observing the different aspects of the tutoring program.

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Nissim, Yonit, and Eitan Simon. "Agility in Teacher Training: Distance Learning During the Covid-19 Pandemic." International Education Studies 13, no. 12 (November 23, 2020): 11. http://dx.doi.org/10.5539/ies.v13n12p11.

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The outbreak of the Covid-19 pandemic forced the world to respond in new and unconventional ways. Quick thinking and unusual flexibility were required whilst operating under conditions of uncertainty and fear. This article deals with agility in the implementation of distance learning during the Covid-19 pandemic as it occurred at Ohalo College of Education with the outbreak of the epidemic in Israel in March 2020. Within 48 hours from the moment that Israel’s government announced a nation-wide lockdown, the College shifted from frontal teaching and learning to social distancing and distance teaching. The College adopted agile leadership that led to moving 700 courses to distance learning and teaching, with 150 lecturers and 1,500 students in their homes; the semester continued, but differently, in light of the lockdown and limitations ordered by the government. It is clear that such swift organization, executed with maximum flexibility, did not benefit from proper planning and was far perfect. This article offers a look at academic agility as demonstrated during the transition of a college of education to distance learning under emergency conditions. It will be examined through an analysis of survey responses from students. The goal of the survey was to assess students’ attitudes toward the implementation of this strategy.

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Yuen Sze Goh, Adeline. "Insights from a Bourdieusian lens." Journal of Workplace Learning 26, no. 1 (February 4, 2014): 22–38. http://dx.doi.org/10.1108/jwl-06-2013-0034.

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Purpose – This paper aims to extend the workplace learning literature by conceptualising the relationship between college-based and workplace learning, through critically examining how trainee teachers learn when they enter an initial teacher training programme. Design/methodology/approach – This paper draws on the findings of a completed research study which explores how individuals learn to become a vocational and technical teacher (VTE) in Brunei. The research comprises a qualitative study of a group of student teachers enrolled on a one-year teacher training programme that consists of a combination of college-based and workplace learning. This approach argues that it is necessary to look beyond demarcating what is formal and informal learning. Findings – From a theoretical point-of-view, Bourdieu's theoretical tools can be used to extend Lave and Wenger's notion of legitimate peripheral participation in understanding how individuals learn in a learning context. This approach provides us with a way to think of learning as relational to the individuals. That is, learning is influenced by the roles and practices of each individual, even within the same learning context. Thus, to label the college-based learning as formal and workplace learning as informal is unhelpful in understanding this relationship. Practical implications – Understanding that roles and practices in different learning sites such as college and workplace influence learning has practical significance for teacher training organisations wanting to focus on learning issues and opportunities for the development of trainee teachers. More specifically, such an understanding also acts as a reminder to teacher training organisations of the importance of considering learning within a teacher training programme as a whole, rather than focusing only on the practices within each of the learning sites. Originality/value – This paper highlights the importance of roles and practices in relation to particular situations which are often overlooked in the learning literature. In addition, the paper focuses on both college-based and workplace learning in order to understand learning within a vocational and technical teacher training programme.

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Maslyak, I. P., and N. V. Krivoruchko. "Physical development of students of teacher training college as a result of exercises of cheerleading." Physical education of students 20, no. 1 (February 28, 2016): 55–63. http://dx.doi.org/10.15561/20755279.2016.0108.

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Purpose: to define the extent of influence of exercises of cheerleading on physical development of students of teacher training college. Material: researches were conducted on the basis of training college of Kharkov humanitarian teacher training college. 385 students of the I-III courses of not a sports profile took part in them from whom 3 control and 3 experimental groups were created. Results: the level of physical development on indicators of a harmony of a constitution, functionality of the system of breath and resistance of an organism to the hypoxemic phenomena, regulation of the cardiovascular system is determined; the age distinctions on the studied indicators are considered; the positive influence of exercises of cheerleading on indicators of functionality of the system of breath and resistance of an organism to the hypoxemic phenomena, regulation of the cardiovascular system is revealed. Conclusions: 1. As a result of the primary research the "low" level of physical development of students of 15-17 years old is established. 2. The application of exercises of cheerleading in the course of physical training positively wagged on the level of physical development of students of teacher training college.

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Kövecsesné Gősy, Viktória. "The practices of sustainability education in the Teacher Training College of Győr." Képzés és Gyakorlat 13, no. 1-2 (2015): 299–315. http://dx.doi.org/10.17165/tp.2015.1-2.21.

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Ilić, Marina, Žana Bojović, and Danijela Vasilijević. "Teacher training college partnerships in the domain of professional and scientific cooperation." Andragoske studije, no. 1 (2018): 123–39. http://dx.doi.org/10.5937/andstud1801123i.

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Assadi, Nabil, Tareq Murad, and Mahmood Khalil. "Training Teachers’ Perspectives of the Effectiveness of the “Academy-Class” Training Model on Trainees’ Professional Development." Theory and Practice in Language Studies 9, no. 2 (February 1, 2019): 137. http://dx.doi.org/10.17507/tpls.0902.03.

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This study attempts to examine the effect of the new “Academy-Class” teacher training model on trainees’ professional development according to the training teachers’ perspectives. The participants were 60 training teachers who trained student teachers from the Arab sector from different departments (English, mathematics, science, and Arabic) who were in their third year of studies in the College of Sakhnin for Teacher Education in northern Israel. The training teachers who were chosen to participate in the “Academy-Class” program were from different teaching training schools. The research question was: What is the effect of the new “Academy-Class” model on the trainees’ professional development from the training teachers’ perspectives? In order to answer the research question, the researchers developed research tools involving a questionnaire and interviews to achieve the study purpose. A group of teacher education experts from the College validated these tools. The researchers also measured reliability of the tools after testing them on a pilot group. The participants filled out the questionnaire and were interviewed before and after participating in the program. The study findings show an improvement in the attitudes of training teachers from the beginning of the program to its end in all aspects: reflective mentoring; approaches in teaching and learning; and the integration of preservice teachers into the education system and co-teaching.

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Kabir, Mohammed Humayun. "Managing Curricular Innovation and Teacher Training: Bangladesh Perspective." IIUC Studies 12 (December 10, 2016): 9–26. http://dx.doi.org/10.3329/iiucs.v12i0.30578.

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This study aims at finding out the necessity of teachers training to put into practice the LT(Communicative Language Teaching) based English textbooks (English for Today series i.e. EFT) in Bangladesh at school and college levels where Grammar-Translation-Literature based curriculum had been followed for decades. Using a mixed methods approach, I conducted the study by engaging the teacher participants in the questionnaire response, interviewing them, observing their classes and consulting different official reports and research findings. The study revealed that majority of our English teachers are not trained up at all to use these CLT textbooks though they feel that training might definitely skill them well and make them efficient enough to handle the newly designed EFT textbooks more effectively. It further revealed that even trained up teachers cannot create a truly communicative environment in the classroom as the existing testing system encourages students to memorize answers to some probable questions rather than engage them in communicative activities. This paper ends with some recommendations to overcome this existing hopeless situation.IIUC Studies Vol.12 December 2015: 09-26

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Bychkov, Anatoliy. "Teacher of the Future: Monitoring of Scientific Potential College Teachers." Standards and Monitoring in Education 8, no. 5 (October 20, 2020): 20–25. http://dx.doi.org/10.12737/1998-1740-2020-20-25.

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In modern socio-economic conditions, advanced training of personnel, in particular mid-level specialists, as the leading subjects in the structure of effective production, becomes relevant. High-quality teaching activities in professional educational organizations (colleges) can be carried out by teachers who have developed scientific literacy, which largely determines the scientific potential of the teacher. The scientific potential of teachers can be improved by harmonizing the structure of the teacher's personality and the structure of his professional educational activities.

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Zhao, Xuan. "Innovation of teacher induction: Review on regional standardized training of beginning teachers in Shanghai." Journal of Education and Training 6, no. 1 (December 31, 2018): 55. http://dx.doi.org/10.5296/jet.v6i1.13981.

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Since 2012, Shanghai has promoted regional standardized training of beginning teachers (RSTBT) for 6 years. Regional Education Bureau (REB), Teachers Training Colleges (TTC), kindergartens, primary and secondary schools (K-12 schools) of all 18 Districts have taken part in this program. Y district lied in the northeast of Shanghai. Its regional education bureau and teacher′s training college promoted inductive training for new teachers, and finally accumulated rich experience in teacher induction.

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Fizel, Natasa. "A szegedi Polgári Iskolai Tanárképző Főiskola és a Ferenc József Tudományegyetem együttműködése a tanárképzés szolgálatában (1928–1947)." Gerundium 9, no. 3 (March 18, 2019): 51–65. http://dx.doi.org/10.29116/gerundium/2018/3/4.

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The Cooperative Framework between the National Civic School Teacher Training College and the Ferenc József University in the Service of Teacher Training (1928–1947). In my study I demonstrate the creative process of the cooperative framework between two institutions of high education in Szeged, the National Civic School Teacher Training College and the Ferenc József University from the very first school year in Szeged in 1928 until the last one in 1947, that is, until a dispute that ended their cooperation. The discussion was aimed at the rate of role of the two institutions in civic school teacher training. My goal is to review the historical background and the method of research and then give answers to the following questions: what stages did the coming about of the cooperation go through? What effect did this collaboration have on the everyday life of the students? How is the dispute about the creation of the framework presented in the most important organ of civic school teachers, Polgári Iskolai Tanáregyesületi Közlöny (Civic School Teachers Association Gazette)?

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Randall, W. C., and S. L. Burden. "A faculty research and training program for undergraduates in the sciences." Advances in Physiology Education 263, no. 6 (December 1992): S3. http://dx.doi.org/10.1152/advances.1992.263.6.s3.

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Faculty enthusiasm, with actual hands-on involvement, is a critical factor in establishing student research interest and excitement in a university or college science environment. Such faculty involvement is infectious to students and therefore key to restoring United States leadership in science and technology in the next decades. Most scientists acknowledge that they were initially attracted into scientific careers through one or two notable teachers who served as role models. However, with the introduction of so-called "big science" and its distraction of university faculty away from meaningful, direct student contacts, and with associated withdrawal of funding from "little science" in the college teacher's laboratory, research languishes in nearly all undergraduate teaching institutions. The inspiring college science teacher seems essentially gone, tired or burnt out, unable to keep pace with the rigorous demands of an active research lab while simultaneously meeting the exhausting load of 15-18 (or more) contact teaching hours per week. With all of the associated lecture preparations, student counseling, and Dean's committee assignments, the teacher has little or no scholarly "think time" or opportunity to inspire even the bright students. Without the teacher's honest and evident involvement and deep commitment, the student fails to experience the essential impact of a convincing role model. It is therefore necessary to restore the college science teacher's opportunity and aspirations to be personally involved in research. This can only be accomplished by providing time, facilities, incentives, and encouragement to do what originally attracted the teacher into a career in science and teaching in the first place.(ABSTRACT TRUNCATED AT 250 WORDS)

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Gaziel, Haim H., and Iris Mendelevitch. "Teachers College Graduates’ Professional Identity and their Views of Teacher Pre-Service Training." Learning and Teaching 8, no. 2 (January 1, 2015): 25–37. http://dx.doi.org/10.7459/lt/8.2.03.

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Maschtschenko, O. N. "Model of training of future teacher of pedagogical college for professional self-education." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2018): 57–62. http://dx.doi.org/10.20339/am.1-18.057.

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Duch, Henriette, and Karen Egedal Andreasen. "VET Again: Now as a VET Teacher." International Journal for Research in Vocational Education and Training 4, no. 3 (November 22, 2017): 289–305. http://dx.doi.org/10.13152/ijrvet.4.3.6.

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In 2010, a mandatory teacher training course was introduced for new vocational college teachers in Denmark. Since then, all vocational teachers have to complete the same course, regardless of practical work experience and educational background. After completion, they apply the knowledge to a very specific practice (i.e. teaching within a specific vocational field at a specific type of college). Thus, individual teachers experience different ‘learning trajectories’, depending on the vocational field and place of employment. They amass different experiences, including going back to school, just like newly enrolled students at a vocational college. This paper is based on empirical data from a qualitative study. It examines the learning trajectories of vocational teachers who choose to return to vocational colleges as VET teachers. Based on the analyses of two cases, we discuss the consequences for teachers’ pedagogical practice at vocational colleges and its potential for solving various challenges that colleges face.

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Kosharna, Natalia. "MODERN EUROPEAN EXPERIENCE OF PRACTICAL TEACHER TRAINING." Educological discourse 32, no. 1 (2021): 143–55. http://dx.doi.org/10.28925/2312-5829.2021.1.10.

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The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.

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Buckley, Paul. "Controversial and Difficult Issues in Aboriginal Teacher Education – Some Western Educators' Views of Aboriginal Teacher Training." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 26–34. http://dx.doi.org/10.1017/s1326011100002222.

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The interviews and discussions which are the main focus of this paper were conducted with five experienced teachers involved with Aboriginal education in remote rural schools in the Northern Territory – the minimum experience being five continuous years and the most being 15 years. Although the teachers have had greater experience working in the southern regions of the Northern Territory, many have experience in the Top End, interstate or overseas experience in indigenous and special education. As all ofthe teachers are stationed in the Northern Territory and all are currently teaching or supporting teachers in remote Aboriginal schools, the discussions regarding Aboriginal teacher training specifically concerned courses offered by Batchelor College and predominantly by the Remote Access Teacher Education Course (RATE).

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Hazanov, I. Ya. "FROM THE EXPERIENCE OF FORMATION OF INFORMATION AND COMMUNICATION COMPETENCE OF FUTURE TEACHERS AT UNIVERSITY AND IN COLLEGE." Informatics and education, no. 5 (June 25, 2019): 23–31. http://dx.doi.org/10.32517/0234-0453-2019-34-5-23-31.

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Modern Federal State Educational Standards of pedagogical specialties for which training is conducted in institutions of secondary and higher professional education, and the Professional Standard of a Teacher require to create conditions in the educational process for forming information and communication competence of future teachers. Main components of information and communication competence of a teacher are described in the article, modern approaches to determining the structure and content of this concept are highlighted, current features of the functioning of information and communication technologies in education system are revealed, the diverse methodological experience of organizing students’ training on information and communication technologies is summarized, principles and conditions for using information and communication technology tools in the process of teaching academic disciplines “Information technologies in professional activities” at university and “Pedagogy” in teacher training college are substantiated.

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Reis, José Mauro Barbosa, Adilson Lamounier Filho, Cristiano Ângelo Rampinelli, Eliane Cristina de Souza Soares, Renata da Silva Prado, and Ênio Roberto Pietra Pedroso. "Training-related accidents during teacher-student-assistance activities of medical students." Revista da Sociedade Brasileira de Medicina Tropical 37, no. 5 (October 2004): 405–8. http://dx.doi.org/10.1590/s0037-86822004000500007.

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A survey was done to determine the most common hospital accidents with biologically contaminated material among students at the Medical College of the Federal University of Minas Gerais. Six hundred and ninety-four students (between fifth and twelfth semesters of the college course) answered the questionnaire individually. Three-hundred and forty-nine accidents were reported. The accident rate was found to be 33.9% in the third semester of the course, and increased over time, reaching 52.3% in the last semester. Sixty-three percent of the accidents were needlestick or sharp object injuries; 18.3% mucous membrane exposure; 16.6% were on the skin, and 1.7% were simultaneously on the skin and mucous membrane exposure. The contaminating substances were: blood (88.3%), vaginal secretion (1.7%), and others (9.1%). The parts of the body most frequently affected were: hands (67%), eyes (18.9%), mouth (1.7%), and others (6.3%). The procedures being performed when the accidents occurred were: suture (34.1%), applying anesthesia (16.6%), assisting surgery (8.9%), disposing of needles (8.6%), assisting delivery (6.3%), and others (25.9%). Forty-nine percent of those involved reported the accident to the accident control department. Of these 29.2% did not receive adequate medical assistance. Eight percent of those involved used antiretroviral drugs and of these 86% discontinued the treatment on receiving the Elisa method applied to the patient (HIV-negative); 6.4% discontinued the treatment due to its side-effects; and 16% completed the treatment.

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Bhebhe, Sithulisiwe, Tawanda Runhare, and Ratau John Monobe. "Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe." British Journal of Music Education 32, no. 3 (November 2015): 259–71. http://dx.doi.org/10.1017/s0265051715000339.

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This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.

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Even, Susanne. "Presence and unpredictability in teacher education." Scenario: A Journal for Performative Teaching, Learning, Research XIV, no. 1 (July 3, 2020): 1–10. http://dx.doi.org/10.33178/scenario.14.1.1.

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The basis of this paper is the talk held at the 7th SCENARIO Symposium at University College Cork on May 4, 2019. It describes the student teacher training program at Indiana University and makes the claim that performative approaches need to be a central part of teacher education. Excerpts of student teachers’ course journals emphasize the need for contextualized learning, the inclusion of physicality, as well as the importance for teachers to be fully present in the classroom and embrace the unpredictability of learning processes.

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Darwis, Nirwana. "Students’ perception toward the plan of tefl module designinfg for college students based on the teacher training." International Journal of Research on English Teaching and Applied Linguistics 1, no. 2 (February 3, 2021): 51–61. http://dx.doi.org/10.30863/ijretal.v1i2.1228.

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This research was done to find out Students’ Perception toward the Plan of TEFL Module Designing Based on Teacher Training. The result of this research will be put into background of the next research in developing TEFL module based on the teacher training approach. A research method applied in this research was survey research. It was held at Islamic State of Institute (IAIN) Bone, Indonesia, in academic year 2017/2018. The samples of this research were 50 English study program students who have been taught TEFL material. The research data were collected through questionnaire and interview. All the samples of this research were involved to respond the questionnaire, and there were only 10 students who involved in follow-up the interview. The results of this research revealed that the mean score of students’ perception was 45.18. Based on the mean scores and interview data, it showed that the students had very high perception toward the Plan of TEFL module designing based on the teacher training.

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Khasengaliev, Alexey L. "MODERN PRACTICE OF TRAINING STUDENTS OF A TEACHER TRAINING COLLEGE FOR ORGANIZING PREVENTIVE WORK AT AN EDUCATIONAL ORGANIZATION." Educational Psychology in Polycultural Space 54, no. 2 (2021): 111–20. http://dx.doi.org/10.24888/2073-8439-2021-54-2-111-120.

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The articleon the basis of the analysis of the educational process at a pedagogical college con-siders the most successful mechanisms for preparing future teachers for the organization of pre-ventive activities at an educational organization. The components of preventive work with chil-dren and adolescents at an educational organization (school), the system of interdepartmental interaction between educational organizations and law enforcement structures are highlighted and characterized. Various types of activities used in the pedagogical practice of working with children and adolescents are listed. The experience of educational institutions in organizing preventive work is presented, the main activities are indicated. Their role and importance in understanding the importance of organizing the prevention process, in improving the content of practical training of students, modernizing the means and methods of practical training in a professional educational organization are shown. Different positions of researchers on the problem of organizing the practical training of students are indicated. This article makes an attempt to identify and characterize the real possibilities of the pedagogical practice of vocational training in the conditions of a pedagogical college for the use of the most successful pedagogical technologies in the organization of preventive work, examples of effective activities in this di-rection are given. The article states that pedagogical practice is an integral part of the educational process, which is aimed at the formation of general and professional competencies. In this regard, the future professional activity of a novice teacher acquires a special role, which is impossible without practical skills acquired at a professional organization, especially when it comes to organizing preventive work with children and adolescents at an educational organization.

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Bouzenita, Anke Sandra, and Mohsin Al-Salimi. "Teacher Formation for Islamic Education: The Experience of Sultan Qaboos University." Ulum Islamiyyah 32 (December 2, 2020): 1–16. http://dx.doi.org/10.33102/uij.vol32no.133.

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Sultan Qaboos University is the prime address for teacher education in the Sultanate of Oman. The B.ed. for Islamic education is one of the core programmes of the College of Education, complemented by the M.A. and Ph.D. for Curriculum and Instruction, with a focus on Islamic education. The paper presents the College’s particular pedagogical approach to the formation and training of Islamic education teacher candidates. It gives an overview over the development of educational institutions of the country, the vision and mission of the College of Education, SQU, and discusses challenges and prospects of Islamic education teacher formation in Oman.

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Pan, Wan Gui, Hai Bo Lin, and Hui Meng Cai. "Research on Innovative Education Model and Management Mechanism of Training for Migrant Workers in Higher Vocational colleges." Advanced Materials Research 271-273 (July 2011): 1935–40. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1935.

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The research for the innovative training model is meaningful, because it is the key of vocational college service for regional economic development, foster high-quality practical and technical talents. The research for the cooperation of college and factory can create sustainable training development environment, and increasing the effectiveness of training. At the same time, the constructive proposal of teacher groups' mutual recruitment and communication can solve the contradiction of training organization’s structure. In the end, the research has highly feasibility due to it focuses on profits, responsibility, and management mechanism between colleges and enterprises.

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Matyushkova, T. M. "STRUCTURE OF PROFESSIONAL VALUES OF THE MUSIC DEPARTMENT STUDENTS AT A TEACHER TRAINING COLLEGE." «Современная высшая школа инновационный аспект», no. 4 (2015): 154–61. http://dx.doi.org/10.7442/2071-9620-2015-4-154-161.

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Lavina, T. A., and E. G. Kosolapov. "INFORMATION TRAINING OF STUDENTS UNDER CONDITIONS OF PEDAGOGICAL COLLEGE (ON EXAMPLE OF MUSIC TEACHER)." Historical and social-educational ideas 9, no. 2/2 (January 1, 2017): 229–34. http://dx.doi.org/10.17748/2075-9908-2017-9-2/2-229-234.

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Fedorov, E. N. "INTEGRATED MODEL AND ASSESSMENT OF INFORMATIONAL AND COMMUNICATIVE COMPETENCE OF TEACHER TRAINING COLLEGE STUDENTS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 42, no. 4 (December 30, 2017): 195–201. http://dx.doi.org/10.25146/1995-0861-2017-42-4-35.

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Journal articles on the topic 'Buloba Teacher Training College'

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