Relevant bibliographies by topics / Engineering teachers - In-service training

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Academic literature on the topic 'Engineering teachers - In-service training'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Engineering teachers - In-service training"

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Ivanchuk, Anatolii, Tetiana Zuziak, Oksana Marushchak, Anatolii Matviichuk, and Viktor Solovei. "TRAINING PRE-SERVICE TECHNOLOGY TEACHERS TO DEVELOP SCHOOLCHILDREN’S TECHNICAL LITERACY." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 554–67. http://dx.doi.org/10.33225/pec/21.79.554.

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Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the “Utility machinery” course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students’ readiness level to study technical phenomena was determined. At the formative stage, the students’ readiness to develop children’s technical literacy was measured. At the control stage, students’ readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university. Keywords: multidisciplinary approach, narrative approach, technical phenomena, technology teachers
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Zhang, Jiahua, Junjie Shi, Xu Liu, and Yueliang Zhou. "An Intelligent Assessment System of Teaching Competency for Pre-service Teachers Based on AHP-BP Method." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 52. http://dx.doi.org/10.3991/ijet.v16i16.17891.

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The Education Informatization 2.0 Action Plan issued by the Chinese Ministry of Education calls for further improvement on teachers’ teaching competency in the era of "Internet+ Education", which also brings new requirement for the training of pre-service teachers who are enrolled in university teacher education courses. This study put forward three principles to construct a new framework to assess the teaching competency for university students majoring in teacher education. Developed on the basis of the Analytic Hierarchy Process (AHP) methods, the assessment system included six dimensions contributed by 21 indicators. This system is supported by Back Propagation (BP) neural network and data label technology to realize intelligent assessment of teaching competency. The trial results of real data samples showed that the system could meet the requirements of large-scale assessment for Pre-service students in higher education sectors. The assessment framework could well cover pre-service teachers’ qualification standards, facilitate the assessment of their teaching competency, and provide a clear guidance for effective trainings for the pre-service teachers to meet the requirement of future teaching supported by the Internet technology.
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Burhanudin, Encep. "Upaya Meningkatkan Kemampuan Guru dalam Memahami Konsep Media Pembelajaran dan Keterampilan Guru PKn Dalam Menggunakan Media Pembelajaran (In Focus) Melalui Metode Pelatihan In-Service-Training di Gugus IV Kecamatan Sukaraja Kabupaten Bogor." Madrasah 10, no. 1 (December 29, 2017): 57. http://dx.doi.org/10.18860/madrasah.v10i1.5228.

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This research aims to know the capacity of teachers in understanding learning media and concepts of learning and skills teachers PKN in using media learning through in-service training methods-training. The method of research used the qualitative Research with engineering support (Research Action class). The results of this research are as follows: Inservice Training Training Implementation can improve the understanding of teachers about Media Pemebelajaran in cluster IV sub district of Bogor regency Well-known; Application of Training In Service Training can improve the skills of teachers in using media learning in Cluster IV sub district of Bogor regency Well-known. Application of inservice training training together can improve the understanding of teachers PKn about media learning and skills teachers PKn in learning to use media (in focus) in Cluster IV Sub Well-known Bogor regency
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Tocora, Milena Alcocer, and Carola Hernandez Hernandez. "Sociocultural Perspectives of Science and Learning: Contributions on Pedagogical Practices on STEM teachers in Service." Journal of Education and Training Studies 8, no. 10 (September 16, 2020): 47. http://dx.doi.org/10.11114/jets.v8i10.4961.

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This research study contributes to science teacher training by analyzing a curriculum that takes in sociocultural perspectives of science and learning in in-service teachers' pedagogical practices. It is a qualitative study with a critical hermeneutic methodology. The method used was a multiple case study, which inquires by exploring different cases in depth. The information was collected within the framework of a postgraduate training program, with in-service teachers from the areas of Science, Technology, Engineering, and Mathematics (STEM), in two settings: the training program and the observation of their pedagogical practice. Results show that this sociocultural perspective of the curriculum contributed to the pedagogical practices of the teachers under study in six different ways: i) generation of new understandings of science, learning, and the discipline they teach; ii) identification of other meanings for the concepts they teach; iii) changes in-class activities that help to recognize the identity of the scientific community; iv) inclusion of strategies that foster the negotiation of meaning in the community; v) changes in the evaluation strategies, giving more importance to feedback; and vi) generation of reflexive processes about the pedagogical practice in a more conscious way.
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Marques, Margarida M., and Lúcia Pombo. "The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development." Education Sciences 11, no. 8 (August 5, 2021): 404. http://dx.doi.org/10.3390/educsci11080404.

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Ongoing technology progress sustains innovative teaching approaches. Mobile devices, augmented reality (AR), and games are a few of the new resources that teachers have at their disposal to promote student learning. However, their effective integration into practices requires training, so there is a need to analyze the impact of training initiatives on teacher professional development. A case study is being conducted on the development process of mobile AR games for Science, Technology, Engineering and Mathematics (STEM) learning by 14 Portuguese in-service teachers in a 50 h workshop. This contribution refers to the analysis of this training’s impact on teacher professional development through a questionnaire filled in at the beginning and end of the workshop. This study registered a higher impact on teachers’ understanding of AR educative use, the less-known approach, compared to mobile and game-based learning. Moreover, teachers became more experienced with these approaches as learners, and reported having explored them with their students during the workshop period. Teacher ability to identify benefits and barriers in these approaches increased with the workshop, particularly the learning that could be promoted with mobile AR games. The presented set of barriers to implementation is relevant to future teacher professional-development initiatives.
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Chen, Ke. "Training Mode Design of ESP Teachers in Universities of Science and Engineering." Advanced Materials Research 712-715 (June 2013): 3129–32. http://dx.doi.org/10.4028/www.scientific.net/amr.712-715.3129.

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With the development of global economy and science, the research on ESP teaching has become increasingly the focus of scholars at home and abroad, and the development of ESP teachers is the key factor to ESP teaching. Through the research on professional development of ESP teacher in University of Science and Engineering of Shaanxi Province, we analyze the factors that have influence on ESP teachers development, finally put forward the idea that training mode of ESP teachers in University of Science and Engineering must be based on students' occupation demand, and ESP teachers should constantly update their knowledge structure. Only in this way, can the quality of ESP teacher in University of Science and Engineering be promoted, and they will develop into applied teachers who can be in line with the future direction of economic development in China.
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Dillinger, Lisa S. "Interactive learning at a distance: technology integration training for pre-service and in-service teachers." International Journal of Continuing Engineering Education and Lifelong Learning 10, no. 1/2/3/4 (2000): 189. http://dx.doi.org/10.1504/ijceell.2000.000360.

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Dos Santos, Luis Miguel. "Pre-service teachers’ pedagogical development through the peer observation professional development programme." South African Journal of Education, no. 40(3) (August 31, 2020): 1–12. http://dx.doi.org/10.15700/saje.v40n3a1794.

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Student-teaching internships in a teacher-preparation programme are a significant way for teachers to gain practical skills and transfer their textbook knowledge into classroom practice. One of the outcomes of student-teaching internships is that pre-service teachers can observe experienced teachers’ teaching pedagogy and strategies for implementing their skills. The purpose of the research study reported on here was to explore how pre-service teachers acquire and improve their teaching pedagogy through the peer observation training model at the secondary school at which they intern, with a focus on pre-service teachers with an interest in science, technology, engineering and mathematics (STEM) teaching. The results indicate that most of the participants could learn and improve their teaching pedagogy through the peer observation professional development programme – particularly young teachers without significant work experience. More importantly, the research proved how a peer observation cycle programme may apply to different educational systems with similar structures internationally, particularly in former European colonised countries with similar backgrounds.
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Prasetyoningsih, Luluk Sri Agus, and Prayitno Tri Laksono. "Enacting Scenario Card-Lesson Study in Pre-service Teacher Education: A Case Study on Indonesian Pre-service Teachers with Disabilities." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 31, 2021): 1403–10. http://dx.doi.org/10.35445/alishlah.v13i2.1014.

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Pre-service teachers are agents involved in several teaching training before involving in the professional community. The present study was designed to look at the enactment of Scenario Card-Lesson Study (SCLS), a previously developed learning media. A single pre-service teacher with disabilities was voluntarily involved in the project. Data were garnered through multiple video-recorded observations and checklist documentation. Findings suggest that the participant demonstrated contextual practices of classroom teaching using SCLS. Based on the themed-finding, the participant designed the lesson plan effectively, improved classroom teaching skills, and wrote the lesson study report well. In addition, based on our observation session, The participant also engaged fully in student-student discussion and teacher-student interactions. One tangible finding from this study is that the participant appeared autonomous in designing the teaching and learning plans. Suggestions for policymakers, stakeholders, and future researchers in pre-service teacher education are offered in this paper.
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Rich, Peter Jacob, Brian Jones, Olga Belikov, Emily Yoshikawa, and McKay Perkins. "Computing and Engineering in Elementary School: The Effect of Year-long Training on Elementary Teacher Self-efficacy and Beliefs About Teaching Computing and Engineering." International Journal of Computer Science Education in Schools 1, no. 1 (January 11, 2017): 1. http://dx.doi.org/10.21585/ijcses.v1i1.6.

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STEM, the integration of Science, Technology, Engineering, and Mathematics is increasingly being promoted in elementary education. However, elementary educators are largely untrained in the 21st century skills of computing (a subset of technology) and engineering.  The purpose of this study was to better understand elementary teachers’ self-efficacy for and beliefs about teaching computing and engineering. An entire faculty of a US-based elementary school participated in a year-long series of weekly professional development trainings in computing and engineering. Researchers collected quantitative data through a survey designed to assess teachers’ self-efficacy and beliefs towards the integration of computing and engineering and compared responses with a demographically similar Title I school in the same city. Additional qualitative data was collected through semi-structured interviews and documented observations. Researchers found that between the two schools, self-efficacy and beliefs toward computing and engineering were likely influenced by professional development (p < .05). Through interviews, teachers attributed changes in self-efficacy and beliefs to the trainings. Although all teachers reported higher beliefs about the importance of computing and engineering, their self-efficacy for teaching these varied widely. A grounded theoretical analysis revealed this difference was likely attributed to each teacher’s level of implementation, background, and willingness to experiment. We discuss how these factors may affect the professional development of elementary educators in preparing them to teach computing and engineering-related topics.
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Dissertations / Theses on the topic "Engineering teachers - In-service training"

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Delp, Don J. "The Effect of Professional Development Training for Secondary Mathematics Teachers Concerning Nontraditional Employment Roles for Females." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3258/.

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This quasi-experimental study, utilizing quantitative and qualitative descriptive methods, examined the sex-egalitarian attitudes of secondary mathematics teachers from the Ft. Worth Independent School District. A video tape, Women in the Workplace, was used as a training intervention to test the effectiveness of professional development training in altering the mathematics teachers' sex-egalitarian attitudes towards female employment. Information on the video presented seven jobs that provide opportunities for female students in the science, engineering, and technology fields that are considered nontraditional jobs for females. Subjects completed 19 Employment Role domain questions on the King and King (1993) Sex-Role Egalitarianism Scale. A one-way ANOVA was applied to the data to test for a significant difference in the means of the control group, who did not see the video, and the experimental group that viewed the video. Findings concluded that there was no significant difference in the sex equalitarian mean scores of the control group and the experimental group. The research indicated that it takes an intensive and prolonged training period to produce a significant change in people's attitudes. This study supports the research on length of training needed to change sex egalitarian attitudes of classroom teachers. There were data collected on four demographic areas that included gender, age, ethnicity, and years of teaching experience. A two-way ANOVA was applied to four demographic variables to test for interaction and main effect. A significant difference was found between the sex-egalitarian attitudes of male and female mathematics teachers' responses. There were no significant differences found in the sex egalitarian attitudes of secondary mathematics teachers when categorized by levels of age, ethnicity, and years of teaching experience. The information in this study should interest and benefit teachers, parents, students, administrators, and industry leaders.
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Massoumzadeh, Armin. "A training material for Upper-secondary school teachers in mathematics in their endeavours to effectively communicate with students on the autistic spectrum." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-290476.

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En analys av en studie gjord av Lorenz och Heinitz (2014) på autistiska personers uppfattning om sig själva, sina förmågor och behov och en kartläggningsrapport av Specialpedagogiska skolmyndigheten från 2013 har belyst hur det hos dessa individer finns en potential långt utöver det normala. Skolmyndigheten (2013) rapporterar om att lärare saknar verktyg för att förstå elever med neuropsykiatriska funktionsvariationer, framförallt vid autismspektrumtillstånd där sådana verktyg ofta behöver vara individanpassade och därför varierar från elev till elev. Önskan om att hitta metoder för att använda tillgängliga läromedel eller önskan om handledning för att förstå eleverna bättre är någonting som lyfts upp då lärare menar sig vara vilsna kring vad man ska göra i den egna undervisningen med de metoder som finns. Med detta som grund motiverades jag till att utforma ett fortbildningsmaterial för lärare inom matematik som förhoppningsvis ska kunna stötta lärarna i deras kommunikation med elever med autismspektrumtillstånd. Som ett led i utvecklingsarbetet gjordes djupintervjuer med två lärare inom matematik och teknik och med fyra personer diagnosticerade med AST. Därefter analyserades intervjuerna med hjälp av tematisk analys för att sedan användas som underlag för diskussion kring några faktorer som påverkar elevens lärande. Faktorer som framkom var lärarnas undervisningsform, föreställningar av sin och elevens roll i lärandet och hur lärarens relation till de övriga lärare i kollegieteamet påverkar kvalitén av lärarens undervisning. Resultatet från djupintervjuerna visade att det hos elever med AST finns behov av tydlighet, struktur och tidsplanering. Vill man som lärare säkerställa en bra kommunikation med dessa elever behöver en förståelse för hur läraren kan förmedla förväntningar uppmärksammas. Sådana förväntningar kan vara såväl implicita och explicita. Förväntningar som t.ex. kan vara att läraren tilldelar uppgifter som befinner sig på en lägre nivå än elevens egen föreställning av sin förmåga. Läraren behöver också vara införstådd i elevens problematik och för det krävs ett mer omfattande arbete inom kollegiet som läraren är en del av. Detta eftersom ett bra stöd för eleven inte kan förväntas ges enbart av elevens egna lärare då elevens behov av stöd kräver insatser från flera olika yrkesgrupper. Vidare visade resultat från djupintervjuerna hur det hos elever med AST finns ett behov av social inkludering, däremot var det mindre tydligt hur eleverna skulle uppnå detta. Man hänvisade till att läraren saknar kunskap om hur elevens personligheter och intressen måste beaktas tillsammans innan man sammanför grupper. Också underströks hur eleven behöver lära sig hantera vissa sociala situationer, vad den ska säga och hur. Om inte det sker vågar eleven sällan inleda samtal med övriga klasskamrater och det i sin tur har jag kunnat visa påverka elevens fortsatta förståelse av matematik. Utvärdering av det utvecklade fortbildningsmaterialet gav värdefull återkoppling för att förbättra materialet. Utvärderingen genomfördes bland tre verksamma lärare. En lärare hade förstått det avsedda syftet och angav att materialet gav hen idéer om hur undervisning kan genomföras, t.ex. genom att omformulera sina uppgifter eller addera material inför vissa moment som kan göra det lättare för AST-elever att sätta sig in i dem. För de andra två lärarna var syftet otydligt och de angav att det saknades tillräckligt med uppgifter som läraren kunde använda för sina elever med AST, men att de förslagen som gavs ändå var uppskattade.
A study conducted by Lorenz and Heinitz (2014) on the view that autistic people have of themselves, their attributes as well as a survey done by Specialpedagogiska Skolmyndigheten (2013) suggest that a lot of individuals on the spectrum may own a potential far beyond what is considered normal. The report from Skolmyndigheten (2013) paints an image of how present material for students with neuropsychiatric disorders are lacking, especially for those students who are on the autistic spectrum. These students are specially a challenge since every individual on the spectrum and thus a one-way solution is considered virtually impossible. Using this knowledge as a building block, I was motivated to construct an introductory material for teachers in mathematics to effectively communicate with students on the autistic spectrum. The material is based on surveys done in the form of deep interviews. These deep interviews were conducted with 2 teachers in math and technology and with 4 people diagnosed with ASD. Furthermore, the data from the interviews were analysed with the help of a tool called thematic analysis. Afterwards the data was used to discuss some of the factors that affect students learning. The factors involved in my discussion were the specific form of teaching, preconceptions about ones and students’ involvement in their own learning and how teacher interaction with the other teachers in the colleague team may impact the quality of student learning. Looking at the results from the deep interviews, we see that for people with ASD there is a desire for precision, structure and adequate time-planning. Good communication with these students requires the teachers’ understanding of how she can convey her conceptions, explicit as well as implicit, by her form of teaching, for example by recognizing how the distribution of lower level problems could downgrade a students’ perception of their own10ability. Teachers need to consider and understand the problems of specific students and in order to do that a more extensive cooperation is required with the rest of the team. Such cooperation is required since one need to consider how a complex diagnosis such as autism spectrum involves appropriate intervention regulated and influenced by people in different occupation groups. The final results concerned the opinions received by teachers regarding the realization of the introductory material. With regards to the intention to construct a material which can support understanding of the communication problems associated with autism, the results of evaluation from three teachers in mathematics and technology showed mix of responses. One of the three teachers had understood the purpose and commented on how the material inspired his own taking on how to teach for these students, for instance by reformulating problems or add material in the making of problems to make it easier for students on the autistic spectrum to engage with them. The other two teachers mentioned the lack of sufficient amount of math problems which could be of any use in their own teaching, although they saw how some of the parts were useful for other purposes. I suggest that the responses were mixed as an effect of misunderstanding of the real purpose of the introductory material. Since the making of a new introductory material given the feedback was not tested, the conclusions regarding how well this material meets the context cannot be properly validated.
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Safi, Sayedwali. "In-service Training Programs for Schools Teachers in Afghanistan : Teachers’ Views about effectiveness of the In-service training." Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37178.

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Like other fields of life also the education system has affected in Afghanistan by long lasting war and the whole system face with lack of professional cadre. For addressing the deficit in teaching cadre Ministry of Education beside other long term programs has designed short term courses for training of in-service teachers; these courses are called INSETs and it has been delivered through a unified modality of District Teacher Training Team (DT3) and covers all teachers nationwide. In this research I tried to study views of teachers about effectiveness of In-Service Trainings (INSET), since the INSET training program has important role in professional development and capacity building of teachers, but its effectiveness depends on the effectiveness of its composing elements such as teachers’ interest, time and duration, trainers’ ability, subjects covered in each training and follow-on support; to this end I collected the data through questionnaire. The findings show that generally teachers feel the need to their professional development, so they are interested to participate in INSET programs. The respondents believed that scheduling and planning for the INSET shall be made in close coordination to school management. The study findings also illustrate that both male and female respondents have same perception about trainers’ qualification, but female and BA holders have more critics about the trainers’ qualification. Majority of the respondents are satisfied about follow-up activities and they said they received follow-up support to practice the knowledge and skills in their daily class room activities. Majority of the respondents believed that the subjects or topics which are covered in the INSET courses are useful, but during developing of any study materials for INSET courses, more attention shall be paid for avoiding of ambiguity in the course materials, also those materials which are translated from foreign languages shall be adopted in Afghan context; and shall be translated professionally. Based on the teachers’ views the INSET program is effective, but still there are some problems to be solved to make the programs more functional and effective for teachers. Prior to designing of any training, need assessment of teachers through scientific methods is highly recommended. Lack of professional trainers is another issue toward effective implementation of the program.
TEMP
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Conco, Zamumuzi Paulos. ""How effective is in-service training for teachers in rural school contexts?"." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03152005-132722.

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Conco, Zamumuzi P. "How effective is in-service training teachers in rural school context." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/990994813/04.

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Unal, Nilufer. "Pre-service Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609963/index.pdf.

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The purpose of this study is to examine Tukish pre-service teachers perceptions about global versus local environmental issues and determine gender and major effect on their perceptions of global and local environmental issues. The information will be collected from Elementary Education pre-service teachers from Middle East Technical University. Their concerns and attitudes toward 9 global and 5 local environmental issues will be measured by using a survey questionnaire. The questionnaire has been adopted from the one originally used by Duan and Fortner (2005). The local issues were selected according to report about the major environmental problems declared by the Ministry of Environment and Foresty of Turkey and the global issues were kept same as the original questionnaire. The results of the study were analysed by means of descriptive and inferential statistics. The results revealed that elementary education pre-service teachers mostly gave more importance to global environmental issues
females had higher attitudes and concerns about environmental issues than males and Early Childhood Education students have higher attitudes and concerns for environmental issues than students from departments of Elementary Science Education and Elementary Mathematics Education. In the stage of preparing environmental education courses as a must course for the faculty of education students in Turkey, the outcome of the study is expected to propose an insight for environmental education for the future teachers.
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Arbolino, Lauren Allyn. "In-service training on child abuse for classroom teachers what is the effectiveness of mandated training? /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Ganqa, Ncumisa Hazel. "Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/6158.

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The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
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Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632872.

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The U.S. population is rapidly diversifying, with the expectation that culturally diverse groups—including students—will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical reflection, scaffolding, and perspective taking, related to the main research questions regarding (a) the qualities and experiences that in-service public school teachers possess that allow them to effectively teach students from a variety of backgrounds, and (b) what in-service teachers suggest for improving teacher preparation to meet the challenges of cultural diversity in schools. A qualitative, phenomenological approach anchored in a constructivist paradigm was used to gather voice data via a digital voice recorder from 8 participants. Semi structured, open-ended interviews were conducted to collect the data, followed by transcription and analysis. Data analysis resulted in the discovery of 5 themes related to the research questions and revealed mapping onto the conceptual framework. Social change implications can result in improved teacher education programs in rural areas and can enhance collaboration with professional development schools to improve pre-service teacher preparation for teaching diverse students.

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Saeteo, Pensri. "Competencies and In-Service Training of Functional Literacy Teachers in Northeastern Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331790/.

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This study was designed to determine (a) the most important knowledge and skills for functional literacy teachers; (b) the most important competencies to be covered in in-service training; (c) whether there were any differences between the perceptions of functional literacy teachers, supervisors, and administrators in terms of needed competencies or areas of training; and (d) whether there were any differences in the perceptions of teachers, supervisors and administrators regarding the need for competencies and for training of functional literacy teachers based upon these variables: age, years of experience in formal and nonformal education, and training in the functional literacy program. It was found that teachers, supervisors, and administrators agreed that most competencies listed in the instrument were important. No significant difference was found in their perceptions of the importance of the competencies. A significant difference was found in the perceptions of the needs for training among these three groups.
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Books on the topic "Engineering teachers - In-service training"

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United States. Congress. House. Committee on Science, Space, and Technology (2011). Subcommittee on Research and Science Education. STEM in action: Transferring knowledge from the workplace to the classroom : hearing before the Subcommittee on Research and Science Education, Committee on Science, Space, and Technology, House of Representatives, One Hundred Twelfth Congress, first session, Thursday, November 3, 2011. Washington: U.S. G.P.O., 2011.

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Regional Seminar for Teachers in Engineering Schools on the Training of Personnel for Rural Development (1980 Bangkok, Thailand). Proceedings of the Regional Seminar for Teachers in Engineering Schools on the Training of Personnel for Rural Development, Bangkok, 15-19 December 1980. Bangkok, Thailand: Faculty of Engineering, Chulalongkorn University, 1985.

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George, June. On-the-job training: Pre-service teacher training in Trinidad & Tobago. Brighton: Centre for International Education, University of Sussex, 2000.

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Joyce, Bruce R. Models of professional development: A celebration of educators. Thousand Oaks, Calif: Corwin Press, 2010.

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Emily, Calhoun, ed. Models of professional development: A celebration of educators; A Joint publication with the National Staff Development Council. Thousand Oaks, Calif: Corwin Press, 2010.

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Killion, Joellen. Assessing impact: Evaluating staff development. 2nd ed. Thousand Oaks, CA: Corwin Press, 2008.

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Killion, Joellen. Assessing impact: Evaluating staff development. Oxford, Ohio: National Staff Development Council, 2002.

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Kelly, Sue. The CPD co-ordinator's toolkit. London: Paul Chapman, 2006.

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Harris, Ben M. In-service education for staff development. Boston: Allyn and Bacon, 1989.

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Hilary, Shuard, ed. In-service education in primary mathematics. Milton Keynes, England: Open University Press, 1985.

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Book chapters on the topic "Engineering teachers - In-service training"

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Vollmer, Ursula, Sabina Jeschke, Barbara Burr, Lars Knipping, Jörg Scheurich, and Marc Wilke. "Teachers need robotics-training, too." In Automation, Communication and Cybernetics in Science and Engineering 2009/2010, 359–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16208-4_32.

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Shao, Huanrong. "On Modern Educational Technology Training for University Teachers." In Lecture Notes in Electrical Engineering, 263–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_42.

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Zhao, Yan. "Study on Computer Technology Teachers Training Based on Systematic Method." In Lecture Notes in Electrical Engineering, 469–75. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_56.

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Zhao, Hui, Shujuan Fu, and Zhihong Qiang. "Education Training System of Primary and Middle School Teachers in Network Environment." In Lecture Notes in Electrical Engineering, 3–9. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_1.

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Zhang, Jiahua, Chaoyun Peng, Qunying Luo, and Jianping Zhang. "Research on Content Design of Teachers’ Online Training Courses Based on SCORM." In Lecture Notes in Electrical Engineering, 375–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28744-2_48.

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Guan, Yingxin, Songqi Fei, Yaning Zhao, and Yihang Du. "Construction Competence Model of Music Appreciation Course Teachers in Science and Engineering University." In Advances in Human Factors in Training, Education, and Learning Sciences, 223–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80000-0_27.

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Istomina, Olga V., Maria V. Druzhinina, Ekaterina A. Fedoseeva, and Elena A. Donchenko. "Digital and Reflexive Technologies as an Innovation in Teachers’ Professional Training." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 838–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_90.

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Zhang, Jiahua, Yubing Ai, and Jianping Zhang. "Research on Strategies of Digital Resources Construction in Teachers’ Distance Training for Primary and Secondary School." In Lecture Notes in Electrical Engineering, 383–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28744-2_49.

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Kazakova, Ulyana A., and Igor A. Alekhin. "Psychological and Pedagogical Training of Teachers of Engineering Universities in the Framework of Additional Professional Education." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 569–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_60.

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Wang, Ming, and Yingchun Zhang. "Mobile Training: An Effective Teacher Training Model." In Lecture Notes in Electrical Engineering, 797–802. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4811-1_102.

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Conference papers on the topic "Engineering teachers - In-service training"

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Coelho, Luciana Guidon, and Jose Aquiles Baesso Grimoni. "Work-in-progress: Institutional policies on teacher training and engineering teachers' training." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017935.

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Rouhani, Majid, Monica Divitini, and Atle Olso. "Project-based learning and training of in-service teachers in programming: Projects as a bridge between training and practice." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9453934.

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Hamner, Emily, Jennifer Cross, Lauren Zito, Debra Bernstein, and Karen Mutch-Jones. "Training teachers to integrate engineering into non-technical middle school curriculum." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757528.

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"Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4289.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.
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Sun, Lina, Ailing Qiao, and Wenxin Liang. "An Analysis on the Present State of Pre-Service Training Research for University Teachers." In 2009 First International Conference on Information Science and Engineering. IEEE, 2009. http://dx.doi.org/10.1109/icise.2009.234.

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Lickl, Eleonore. "Training teachers for engineering subjects for teaching at austrian VET schools." In 2010 IEEE Region 8 International Conference on "Computational Technologies in Electrical and Electronics Engineering" (SIBIRCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/sibircon.2010.5555195.

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Makrygiannis, Panagiotis S., Dimitrios Tseles, Michail Papoutsidakis, Dimitrios Piromalis, and Evangelos C. Papakitsos. "Fundamental Issues of Teachers’ Training in Laboratorial Teaching." In 2019 4th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2019. http://dx.doi.org/10.1109/seeda-cecnsm.2019.8908270.

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Young, James F., and Deborah L. Jensen. "Outcomes of a three-year in-service secondary teacher training program in engineering design." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685107.

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Tulsi, P. K., and M. P. Poonia. "Training of technical teachers in India: A case of NITTTR." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474553.

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Vermisso, Emmanouil. "A case-study in cross-disciplinary student work: a CNC-manufactured body for FSAE racing." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.10.

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The project discussed here involves the contribution of architecture students towards the design and fabrication of the body for an open wheel race-car for the annual SAE competition (Society of Automotive Engineers). The development of this body constitutes only a portion of a wider project that involves engineering a fully functional car within the time-span of one academic year, within the school of Mechanical Engineering. Naturally, the overall project involves a wide range of skills that exceed architectural training and the author is interested in this collaborative effort between two distinct departments and the logistics involved in its materialization.
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Reports on the topic "Engineering teachers - In-service training"

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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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.

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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.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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