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Journal articles on the topic 'Continuing Education for Teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

S. Banumathi, S. Banumathi, and Dr Kalyani Kenneth. "Need of Continuing Professional Development in Teacher Education." Indian Journal of Applied Research 3, no. 8 (2011): 182–84. http://dx.doi.org/10.15373/2249555x/aug2013/61.

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2

Huy Thọ, Vương. "Continuing education in vocational teacher training." Journal of Science, Educational Science 60, no. 8D (2015): 138–44. http://dx.doi.org/10.18173/2354-1075.2015-0265.

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3

Beach, Dennis. "Continuing Problems of Teacher Education Reform." Scandinavian Journal of Educational Research 44, no. 3 (2000): 275–91. http://dx.doi.org/10.1080/713696675.

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4

Afanasyev, Vladimir Vasilievich, and Michael Vasilevich Novikov. "Regional model of continuing teacher education." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2010): 70–79. http://dx.doi.org/10.51314/2073-2635-2008-1-70-79.

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5

Vieira, Marili M. da Silva, and Benedito Guimarães Aguiar Neto. "Peer Instruction: Continuing Teacher Education in Higher Education." Procedia - Social and Behavioral Sciences 217 (February 2016): 249–56. http://dx.doi.org/10.1016/j.sbspro.2016.02.078.

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6

Santoro, Ninetta, Jo-Anne Reid, Diane Mayer, and Michael Singh. "Teacher knowledge: continuing professional learning." Asia-Pacific Journal of Teacher Education 41, no. 2 (2013): 123–25. http://dx.doi.org/10.1080/1359866x.2013.777326.

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Oliveira Costa, Felipe Augusto, and Ivan Luiz Marques Ricarte. "Knowledge Translation to support continuing teacher education." International Journal for Innovation Education and Research 7, no. 5 (2019): 12–31. http://dx.doi.org/10.31686/ijier.vol7.iss5.1457.

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Nowadays teachers face many challenges in maintaining a continuous and high-class professional update in contemporary education. Faced with the need for greater qualification, teachers require not only sound and based training for their pedagogical activities, but resources that allow to reconcile the acquisition of knowledge in the dynamic routine of the classroom. The purpose of this article is to present the extent to which the process of Knowledge Translation (KT) can improve the continued training of teachers in the exact area. It is suggested that the improvement of these professionals c

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Gołębieska-Wesołowska, Agnieszka. "THE IMPORTANCE OF TEACHERS’ CONTINUING EDUCATIONWITH USE OF MULTIMEDIA EDUCATION." International Journal of New Economics and Social Sciences 8, no. 2 (2018): 291–300. http://dx.doi.org/10.5604/01.3001.0012.9963.

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The aim of the article is to describe the impact and significance of not only self-education of teachers, but also continuous training on teacher’s comprehensive development in the entire digital space (including multimedia) which he deals with not only in his professional work. Participation in continuous training in the era of infor-mation society is the only way to successfully adapt man to the changes resulting from the progress of civilization. The wealth of organizational forms of teacher education makes education a good accessible to all, regardless of age, level of education or materia

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9

Zhara, Hanna. "COMPETENCE-ORIENTED FORMATION OF TEACHERS' INDIVIDUAL HEALTH PRESERVATION IN THE SYSTEM OF CONTINUING PEDAGOGICAL EDUCATION." Innovative Solution in Modern Science 8, no. 44 (2021): 36. http://dx.doi.org/10.26886/2414-634x.8(44)2020.4.

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The requirements for up-to-date professional training of teachers provide for the formation of competencies that are close to the teacher's individual health preservation competence and are formed simultaneously with its components.The purpose of the article is to reveal the competence aspects of the formation of teachers' individual health preservation in the system of continuing pedagogical education.The consistency of the components of the individual health preservation competence with the competencies defined in the draft standard of teacher training is theoretically substantiated. The pec

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10

Greene, Myrna L., and Renate Schulz. "Interpreting Teacher Practice: Two Continuing Studies." Canadian Journal of Education / Revue canadienne de l'éducation 23, no. 1 (1998): 117. http://dx.doi.org/10.2307/1585972.

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11

Srinivasacharlu, A. "Continuing Professional Development (CPD) of Teacher Educators in 21st Century." Shanlax International Journal of Education 7, no. 4 (2019): 29–33. http://dx.doi.org/10.34293/education.v7i4.624.

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Education is a pre-requisite for the development of a country. The teacher is the backbone of the education system and is the architect of society. The progress of an organization depends upon the quality of its teachers. Today’s child is tomorrow’s citizen of the country. Teacher educators of the B.Ed. Colleges are the makers of the future teachers who are bound to have a vital influence on the children learning, shaping their attitude, and developing desirable behavior. To prepare efficient teachers in the 21st century, teacher educators need to be constantly topnotch in their profession. It

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Gathara, Peter Mugo. "Continuing Professional Development." Msingi Journal 1, no. 1 (2019): 1–17. http://dx.doi.org/10.33886/mj.v1i1.91.

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The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need

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Tune Sumar, Warni, and Sartje Tune Sumar. "Implementasi Program Pengembangan Keprofesian Berkelanjutan Guru melalui Peningkatan Kompetensi Pembelajaran Berbasis Zonasi." PEDAGOGIKA 10, no. 2 (2020): 84–94. http://dx.doi.org/10.37411/pedagogika.v10i2.60.

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Continuing professional development for teachers is a government policy in the context of improving the quality of education, through improving the quality of teachers. One of the activities in continuing professional development is teacher training. Teacher professional development activities can be carried out in three forms, namely personal development (including functional training and teacher collective activities), scientific publications, and development. To provide opportunities for teachers to participate and prepare themselves to experience change. Learning Competency Improvement Pro

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14

Oliver, Bernard. "Teacher and School Characteristics: Their Relationship to the Inservice Needs of Teachers." Journal of Teaching in Physical Education 7, no. 1 (1987): 38–45. http://dx.doi.org/10.1123/jtpe.7.1.38.

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Once teachers enter the world of teaching, their opportunities to find continuing education become diffuse and often problematic. Despite the significance placed on continuing education by school districts, inservice and staff development activities are largely understudied in the research community. Accordingly, the purpose of this study was to investigate teachers’ inservice preferences and the relationship of these preferences to selected teacher and school characteristics. A 25-item questionnaire was administered to 85 secondary physical education teachers to assess their preferences for i

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15

Roskvas, Ihor. "Continuing Training of Language Teachers in the UK." Comparative Professional Pedagogy 9, no. 4 (2019): 37–44. http://dx.doi.org/10.2478/rpp-2019-0035.

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AbstractThis paper emphasizes the fact that the current socio-cultural conditions in Ukraine put fundamentally new requirements on professional training of future language teachers. Furthermore, the reforms in Ukrainian higher education, including its focus on the implementation of the principles of the Bologna Declaration, expect that continuing teacher training of future language teachers should result in professionally mobile, proactive and independent future language teachers. Therefore, this paper aims to analyze the continuing teacher training of future language teachers in the UK and su

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Riding, Phil. "Online teacher communities and continuing professional development." Teacher Development 5, no. 3 (2001): 283–96. http://dx.doi.org/10.1080/13664530100200156.

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Carver-Thomas, Desiree, and Linda Darling-Hammond. "The trouble with teacher turnover: How teacher attrition affects students and schools." education policy analysis archives 27 (April 8, 2019): 36. http://dx.doi.org/10.14507/epaa.27.3699.

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Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language dev

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Garbin, Mônica Cristina, Marta Fernandes Garcia, Sergio Ferreira do Amaral, Dirceu da Silva, and Ricardo Rodrigues de Abreu. "Teachers Perception on Collaborative Learning Processes: Experiencing Continuing Teacher Education in Brazil." Procedia - Social and Behavioral Sciences 191 (June 2015): 2231–35. http://dx.doi.org/10.1016/j.sbspro.2015.04.431.

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Korjakovceva, Olga, and Irina Tarhanova. "Continuing Education as a Condition of the Modern Teacher Professional Development." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 4 (May 18, 2015): 48. http://dx.doi.org/10.17770/sie2015vol4.347.

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<p><em><span lang="EN-US">The article discusses the professional development of the teacher as the main condition for the effectiveness of educational process in higher school. The basis of the professionalism of the teacher, the author considers the psycho-pedagogical competence, it reveals the types and defines their role in the process of learning management students. In the framework of the system of additional professional education of the University presents the possible stages in the development of psycho-pedagogical competence, offers innovative approaches to the orga

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Marcut, Ioana Gabriela, and Stefania Kifor. "How Did I Become a Good Teacher? Implications for Teacher Education." Balkan Region Conference on Engineering and Business Education 2, no. 1 (2017): 223–32. http://dx.doi.org/10.1515/cplbu-2017-0030.

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Abstract The professional standards for teachers provide the competences needed for this occupation, in function of the level of education and of the career stages. This study aims to discover the most important training factors which contribute to the acquisition of teacher competences and to establish the implications for teacher education. We have used a mixed-method design as the procedure for collecting, analyzing, and combining both quantitative and qualitative data. To detect the main agents in the teacher competences’ achievement, we applied a questionnaire and we asked the personal op

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21

Heneman III, Herbert G., and Anthony T. Milanowski. "Continuing Assessment of Teacher Reactions to a Standards-Based Teacher Evaluation System." Journal of Personnel Evaluation in Education 17, no. 2 (2003): 173–95. http://dx.doi.org/10.1023/b:peev.0000032427.99952.02.

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22

Maher, Anthony John, and Hayley Fitzgerald. "Initial teacher education and continuing professional development: the perspectives of special school physical education teachers." Curriculum Studies in Health and Physical Education 11, no. 1 (2019): 18–33. http://dx.doi.org/10.1080/25742981.2019.1696687.

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Altoé, Anair, Aldevino Ribeiro Da Silva, Luciano Gonsalves Costa, Neusa Altoé, and Heliana da Silva. "Technologies and Distance Education with Focus on Teacher Training." World Journal of Educational Research 3, no. 2 (2016): 502. http://dx.doi.org/10.22158/wjer.v3n2p502.

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<p><em>The microelectronics revolution in the twentieth century and the evolution of the profile of Information Technologies and Communication require a teacher able to adapt to a changing world. The simple proposition of using technology in school, with the goal of making teaching innovative, is naive. Teachers need to be trained competently in order to open paths in the construction of their own knowledge and creativity. Therefore, researching the fundamentals of distance education to build a path that allows the university community to access the achievements of this type of edu

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Trindade, Larissa Aparecida, and Célia Maria Guimarães. "O ATO EDUCATIVO NA EDUCAÇÃO INFANTIL SOB A ÓTICA DA PEDAGOGIA HISTÓRICO-CRÍTICA." COLLOQUIUM HUMANARUM 16, no. 4 (2019): 75–94. http://dx.doi.org/10.5747/ch.2019.v16.n4.h448.

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This article is the result of a doctoral dissertation called “The play of social roles as a guiding element of the continuing education of a preschool teacher”, in which the main objective was to realize and reflect on the process of continuing education of the preschool teacher by through theoretical and practical interventions for the construction of a humanizing educational practice based on Historical-Cultural Psychology, on Historical-Critical Pedagogy and on the use of toys and the play of social roles in the school situation. For this discussion we bring a brief presentation of the Hist

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Joldoshalieva, Rahat. "Continuing teacher professional development in post‐Soviet Kyrgyzstan." Journal of In-Service Education 33, no. 3 (2007): 287–300. http://dx.doi.org/10.1080/13674580701487042.

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26

Melouka, Ziani, and Lahma Saadia. "An investigation of EFL Teachers’ Professional Development in Algeria: Practices and Perspectives." International Journal of Linguistics, Literature and Translation 3, no. 11 (2020): 94–101. http://dx.doi.org/10.32996/ijllt.2020.3.11.9.

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In English Language Teaching, the complexity of competencies and skills required for maximum achievement calls for a highly structured training programme which caters for a Continuing Professional Development(CPD) of EFL teachers. Hence, it has become more important than ever to involve teachers in the decision making and designing of their CPD programmes. The present paper, then investigates how effective is continuing teacher training to teacher professional development in Algeria. In an attempt to answer this question, an investigation was carried out on a sample of 56 secondary school teac

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27

Romonini, Judith, and Joy Higgs. "The teacher as manager in continuing and professional education." Studies in Continuing Education 13, no. 1 (1991): 41–52. http://dx.doi.org/10.1080/0158037910130104.

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28

Garafalo, Lena. "Continuing Nursing Education: A Partnership Between Learner and Teacher." Journal of Continuing Education in Nursing 43, no. 1 (2012): 15–16. http://dx.doi.org/10.3928/00220124-20111228-03.

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29

Saito, Naoko. "Continuing Education with Stanley Cavell." Conversations: The Journal of Cavellian Studies, no. 7 (June 19, 2019): 54–59. http://dx.doi.org/10.18192/cjcs.vi7.4288.

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How many times in my life have I re-encountered my teacher, Stanley Cavell? The most memorable, the first encounter with him was in the winter of 1996 at Harvard—the image still vivid in my memory, the snow falling outside the window of his room, with me sitting in front of Stanley. At the suggestions of a teaching assistant of Hilary Putnam, who had read my term paper, I made an appointment with Stanley and introduced myself along with my abiding question regarding American philosophy. When I presented this as my being “torn” between Emerson and Dewey, Stanley reacted immediately and expresse

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Gathara, Peter M. "Continuing Professional Development (CPD) For Secondary School Teachers." Msingi Journal 1, no. 1 (2018): 205–40. http://dx.doi.org/10.33886/mj.v1i1.62.

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The objective of this paper is to explore and analyze the role of mentoring in improving teacher development as a tool of Continuing Professional Development in the achievement of vision 2030.This has been necessitated by the aim of Kenya vision 2030 that strives in making the country globally competitive and prosperous with a high quality of life. This aim can be achieved when the current education system realizes that the trial and era teaching and take it or leave it professional development programmes are no longer acceptable. This has been necessitated by the diverse compositions of stude

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Killeavy, Maureen. "Teacher Education in Ireland: The induction and continuing professional development of primary teachers." European Journal of Teacher Education 24, no. 2 (2001): 115–32. http://dx.doi.org/10.1080/02619760120095525.

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Silva, Simone da Conceição Rodrigues da, and Érika Rodrigues de Freitas. "Teacher Training in the School Context of Distrito Federal Countryside - Brazil." International Journal for Innovation Education and Research 8, no. 10 (2020): 453–83. http://dx.doi.org/10.31686/ijier.vol8.iss10.2700.

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The article aims to analyze the continuing education of teachers working in public schools in the countryside in Distrito Federal (DF) - Brazil. In the light of Cruz (2017), García (1999) Molina (2008, 2011, 2012 and 2019), Arroyo (2012), Caldart (2008 and 2012), Freire (1980), Freitas (2019), Libâneo (2010) among others, the on-screen study underlies the materiality of teacher training, through a humanizing look at the bias of educating in schools located in rural areas of DF. The methodology is of a qualitative approach, being based on the theoretical methodological assumptions of Dialectica

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Yuliyana, Yuliyana. "THE IDENTITY CONSTRUCTION OF NEWCOMER TEACHERS IN ENGLISH EDUCATION THROUGH REFLECTIVE WRITING." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 18, no. 2 (2019): 148–54. http://dx.doi.org/10.21009/bahtera.182.04.

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ABSTRACT This study explores teacher identity among four newcomer teachers who are taking their master degree in English education. Specifically, it engages a holistic perspective to research the connection between personal and professional life experiences that shaped their teacher identity. This study tries to look into to what extent the teacher identity is constructed during English education master program. The researcher gathered reflection writing from the participants about their life stories, journey, and their motivation of continuing study. Their institution and formal courses

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S.Yoon, Jina. "TEACHER CHARACTERISTICS AS PREDICTORS OF TEACHER-STUDENT RELATIONSHIPS: STRESS, NEGATIVE AFFECT, AND SELF-EFFICACY." Social Behavior and Personality: an international journal 30, no. 5 (2002): 485–93. http://dx.doi.org/10.2224/sbp.2002.30.5.485.

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Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative

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Kozyreva, Olga A. "Hobby-therapy in professional support of a teacher in the system of continuing education." Vestnik of North-Ossetian State University, no. 1(2021) (March 25, 2021): 73–79. http://dx.doi.org/10.29025/1994-7720-2021-1-73-79.

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The description of the possibilities of theorizing the foundations and ideas of hobby therapy is carried out in the mainstream of classical pedagogy and developmental psychology. The concept and models of theorization and implementation of the foundations and ideas of hobby therapy in the professional support of a teacher in the system of lifelong education are highlighted, which determine the foundations of level, age-appropriate, professional development and the formation of a personality in activity and communication as a condition for the success and productivity of an individual. Hobby th

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Straker, Neil. "Mathematics Teacher Shortage in the UK: a continuing problem." Journal of Education for Teaching 14, no. 1 (1988): 23–38. http://dx.doi.org/10.1080/0260747880140103.

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37

Kirkwood, Margaret, and Donald Christie. "THE ROLE OF TEACHER RESEARCH IN CONTINUING PROFESSIONAL DEVELOPMENT." British Journal of Educational Studies 54, no. 4 (2006): 429–48. http://dx.doi.org/10.1111/j.1467-8527.2006.00355.x.

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Draz, Muhammad Umar, and Fayyaz Ahmad. "Continuing Professional Development and Accounting Academics: A Literature Review." International Journal of Learning and Development 7, no. 4 (2017): 44. http://dx.doi.org/10.5296/ijld.v7i4.12089.

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Continuing professional development (CPD) plays an important role in maintaining professional competency of the accounting academics. The main aim of undertaking CPD is to acquire new technical knowledge pertaining to a certain profession. This study intends to investigate the existing literature on CPD of accounting academics. In reviewing the relevant literature, we have particularly concentrated on these journals: 1) Accounting Education; 2) Journal of Accounting Education; 3) Teachers and Teaching; and 4) Teaching and Teacher Education. The available studies have been classified into three

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Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.

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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.

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Hansen, Janet S. "An Introduction to Teacher Retirement Benefits." Education Finance and Policy 5, no. 4 (2010): 402–37. http://dx.doi.org/10.1162/edfp_a_00012.

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Like most other state and local government employees, teachers participate primarily in defined benefit pension plans whose benefits are largely based on final average salaries and length of service. Such pensions have been replaced in many private sector firms by defined contribution pensions. A number of questions have arisen about the feasibility and desirability of continuing to rely on defined benefit pensions for teachers. This article provides a brief history of teacher pensions and an overview of teacher retirement benefits today, including differences in the legal and economic context

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Celani, Maria Antonieta Alba, and Heloisa Collins. "Critical thinking in reflective sessions and in online interactions." AILA Review 18 (December 31, 2005): 41–57. http://dx.doi.org/10.1075/aila.18.05cel.

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This paper focuses on online educational sessions of a continuing teacher education programme. The aim of this programme is to give a contribution to the continuing education of teachers of English as critical professionals, aware of discursive classroom practices, able to analyze them in the light of objectives to be reached and knowledge to be constructed. The paper gives a detailed account of how teachers deal with central issues in face to face reflective sessions and online interactive discussions and shows the results of a pilot intervention aiming at helping teachers develop more reflec

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Melo, Hérica Maria Saraiva, Denis Barros de Carvalho, and Dayanne Batista Sampaio. "Environmental Education and Sustainable Consumption." U.Porto Journal of Engineering 6, no. 1 (2020): 52–65. http://dx.doi.org/10.24840/2183-6493_006.001_0006.

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The present study aimed to characterize teachers' environmental education practices and the possibilities of applying the theme "consumption" in several subjects. In-depth interviews were conducted with 18 teachers from a technical school linked to the University Federal of Piauí. The results, interpreted through qualitative content analysis, show that the environmental education insertion (subjects with environmental contents or interdisciplinarity) or absence of such practices (overvaluation of subject contents or insufficient knowledge). It is verified that “consumption” in the teaching pra

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Gyurova, Viara, and Rumyana Gyoreva. "Continuing In-Service Teacher/Pedagogical Staff Training as a Criteria and a Factor for the Quality of Education." Педагогически форум 7, no. 2 (2019): 3–11. http://dx.doi.org/10.15547/pf.2019.009.

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The article presents general tendencies, issues and challenges in front of the continuing teacher training and qualification. An emphasis is placed on teacher qualification as a criteria for the quality of education, as well as on indicators for its evaluation. The article presents some results from teachers’ participation in different qualification forms during 2017 and 2018 and their satisfaction level from the results, as well as schools’ engagements in continuous teacher training and training of pedagogical staff.

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McQUITTY, G. D. H. "Role of Canadian family medicine teacher in continuing medical education." Medical Education 9, no. 4 (2009): 291–93. http://dx.doi.org/10.1111/j.1365-2923.1975.tb01941.x.

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Teneva, Mariya. "PROFESSIONAL TRAINING AND CONTINUING QUALIFICATION OF THE TEACHER." Годишник на Педагогически факултет, Тракийски университет 17 (2020): 11–43. http://dx.doi.org/10.15547/ybfe.2020.01.

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The study presents the problems of vocational training and the continuing qualification of Bulgarian teachers. Higher education institutions preparing pedagogical staff need effective interaction and evaluation of their activities by the users of the educational services, such as kindergarten and school directors.The article presents the results of an empirical study conducted with 50 kindergarten and school principals from 8 regions in the Republic of Bulgaria. The object of the study is the managerial reflection on the quality of the training of the newly appointed teachers. The subject of t

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Altynikova, N. V., and A. A. Muzaev. "Subject and Methodological Competencies in Teachers: Testing the Unified Federal Evaluation Tools." Психологическая наука и образование 24, no. 1 (2019): 31–41. http://dx.doi.org/10.17759/pse.2019240102.

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The article describes the main approaches to developing and testing the unified federal evaluation tools (UFET) used for studying subject and methodological competencies of teachers in the Russian Federation. The authors propose a level assessment model of teacher competencies based on the professional standard for teachers. Results of the research helped to identify the shortcomings of teacher training which make carrying out professional activities difficult for teachers. The article describes the terms of using UFET in the procedures of teacher certification and presents the main developmen

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Frolovskaia, Marina Nikolaevna. "Dialogue of cultures in continuous education teacher." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2016): 83–95. http://dx.doi.org/10.51314/2073-2635-2016-3-83-95.

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The problem of continuing education teacher updated understanding of the need to create conditions of self-knowledge, the formation of the author's professional position. The interaction is considered as a Dialogue of Cultures participants of training courses, including the moderator and the texts «became» culture. Reveals the potential humanitarian practices aimed at identifying barriers to professional development, refinement of faculty values and meanings of their own activities and the discovery of the bases for the construction of individual development trajectory.

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Mayen, Patrick. "Teacher Education in Light of a Few Principles, Theories, and Studies on Vocational Training and Adult Education." Articles 46, no. 1 (2011): 157–70. http://dx.doi.org/10.7202/1005675ar.

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The objective of this article is to critically examine teacher education based on the concepts, principles, and practices of adult education, vocational training, and continuing vocational training. We will discuss a few aspects of teacher education from the perspective of our research and our theoretical frames of reference, touching on the fields of initial and continuing vocational training, as well as adult education, work psychology, and developmental psychology (Pastré, Mayen, & Vergnaud, 2006, Mayen, 2007). We will also draw from a research study on professional work and training in

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Swanwick, Keith. "The ‘good-enough’ music teacher." British Journal of Music Education 25, no. 1 (2008): 9–22. http://dx.doi.org/10.1017/s0265051707007693.

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Teaching and learning are complex processes and evaluating the work of music teachers is neither obvious nor simple. The outcomes of educational transactions may not be completely or immediately apparent. Furthermore, the contexts in which musical skills and understanding are acquired are multiple, going well beyond the formal categories of ‘general’ class music teacher or the ‘private’ instrumental and vocal teacher. In many of these alternative settings, standardised student assessment or teacher evaluation processes may be inappropriate. In this paper, an approach to evaluating teaching and

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Sergeeva, Marina Georgiyevna, Natalia Leonidovna Sokolova, Elena Yurevna Pryazhnikova, et al. "Personal Educational Medium of A Creative Teacher In The Continuing Education System." Revista Amazonia Investiga 9, no. 26 (2020): 511–19. http://dx.doi.org/10.34069/ai/2020.26.02.58.

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Along with the sociocultural, natural and technogenic life environments in the post-industrial society, the information environment, embodied by the media and the global Internet, is becoming the leading one. In the information environment, individual activity is transferred to the Internet. It includes professional activities mediated by distance technologies, social networking, Internet communities, personal sites, blogs, twitters, collections of scientific, educational, literary and artistic publications, news, movies, concerts, meetings, etc. In this context, the dual social role of the te

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