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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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Zhu, Jing Dong, and Zhen Zhou. "The Construction of Platform for Teachers' Training: A Study from Perspective of Mobile Education." Advanced Materials Research 186 (January 2011): 671–75. http://dx.doi.org/10.4028/www.scientific.net/amr.186.671.
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With the rapid development of wireless mobile communicational technology and the growing demand for lifelong education, mobile education has become a convenient and effective way of education and received considerable attention and research. To further meet the needs of study at “any time, anywhere, any style” for teachers and solve the problem that the difficulty of continuing education and training of in-service teachers, this paper uses the wireless communicational technology of 3G to create the platform for teachers’ training by the main mobile terminals of mobile phone. It will promote the better service under the concept of mobile learning and it has great significance for solving the problems in the traditional training and supporting teachers to enhance the professional development.
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Danilaev, D. P., and N. N. Malivanov. "Technological Education and Engineering Pedagogy." Education and science journal 22, no. 3 (April 29, 2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.
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Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.
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Alzankawi, Maisoun. "English Teachers’ Attitude towards Professional Development in Kuwait." International Journal of Applied Linguistics and English Literature 10, no. 2 (March 31, 2020): 18. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.2p.18.
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Teacher professional development is a life-long and continuous process in which teachers are expected to upgrade their knowledge, master new skills, and change their practices since advancement in their teaching career is finally for their students and education reform. Besides, teachers and their professional development must be seen as an investment. This study is designed to investigate the English teachers’ attitude towards professional development in Kuwait and the problems encountered by those teachers, and their need for professional development programs. It intends to devise innovative approaches for English teacher’s development in Kuwait based on teachers’ requirements to provide those teachers with all they need to overcome the obstacles they face in their professional lives. It will also assess teachers’ preferences of the pedagogical tools that enable them to convey the instructional material. The participants in this study were 20 experienced in-service English teachers who were chosen randomly from three different institutes at the Public Authority for Applied Education and Training (PAAET) in Kuwait. Data were gathered from two main sources: Interviews with in-service teachers of English, and questionnaires. Specifically, the study aimed to address questions related to the teachers’ future development and the possible problems facing them or expects that might face them in the future, and their feedback about the challenges and difficulties of teaching English in Kuwait. The findings revealed a lack of teachers’ development in some particular areas that need more skill development of English teachers. Intensive training courses should be applied for the in-service teachers, and professional development programs should promote and enhance teaching effectiveness and support professional growth. Teachers’ professional development should permit the transition to higher status and responsibility roles within the teaching profession. Therefore, teachers need access to new research and acknowledgment in teaching literacy, language development, and an integrated curriculum. Moreover, they need appropriate up-to-date qualifications in both the content area of the subject and teaching methodology. They also need opportunities to share expertise with other experienced teachers and educators, leading to reflection on practice. Furthermore, high-quality teaching should be focused on developing a strong, well informed, and well supported professional body to respond to community and educational concerns. Also, access to professional development is of paramount importance as it enables teachers to improve students’ learning outcomes. Finally, English teachers can actively participate in evaluating teaching practices and programs; and actively participate in the implementation of local state and national curriculum initiatives.
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Manasia, Loredana, Maria Gratiela Ianos, and Teodora Daniela Chicioreanu. "Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness." Sustainability 12, no. 1 (December 24, 2019): 166. http://dx.doi.org/10.3390/su12010166.
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While it is generally agreed that teachers can shape student learning outcomes, there remains considerable debate on how national policies and training programmes can best support teacher education to address sustainable development challenges. This study aimed to develop a teaching readiness model with a focus on education for sustainable development. Therefore, the research investigated pre-service teachers’ readiness for fostering education for sustainable development by applying its principles to teaching and learning activities. Pre-service teachers in science, technology, engineering, and mathematics responded to a survey regarding their perception of the readiness for designing, conducting, assessing, and engaging in teaching and learning experiences underpinning sustainable development. The results suggest professional knowledge and practice, professional engagement, and self-management could be considered central dimensions of teachers’ job readiness, each of them encompassing a set of components or vectors. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In regard to professional knowledge, the ability to conduct didactic transposition is the most influential component. The most significant vectors of the professional practice dimension were found to be the ability to design effective evaluation tools and interpret learning outcomes. The research also revealed weak areas of teacher training: the ability to manage students’ disruptive behaviors, to customize learning and to self-regulate teaching emotions.
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Pikalova, Valentyna. "IMPLEMENTATION OF STEAM CONCEPT IN PREPARATION OF PRE-SERVICE MATHEMATICS TEACHERS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 95–103. http://dx.doi.org/10.28925/2414-0325.2020.9.8.
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The article considers the current problem of improving the education system, namely the application of the concept of STEAM as an innovative approach, which is today the subject of mass interest of both researchers and teachers-practitioners. Thanks to STEAM-education, teachers have the opportunity to develop students in several subject areas - computer science, physics, technology, engineering, art and mathematics. The necessity of introducing the concept of STEAM-education into the system of training pre-service teachers, which continues the implementation of STEM ideas, caused by the transition of society to the digital age, is substantiated. STEAM approaches in the educational process are considered. The experience of such developed countries as the USA, Finland, Australia, Great Britain, Israel, Korea, Singapore was analyzed and it was found out that they implement state programs in the field of STEAM education. In Finland, a LUMA center has been opened, in Spain teachers use STEAM-Makerspace to improve the knowledge of high school students in the field of geometry, in Australia the program STEAM Professionals in Schools has been implemented that brings together teachers with STEAM professionals to improve STEAM teaching practice and provide STEAM training at Australian schools. Possibilities of realization of three main ways of introduction of STEAM-education into the learning process, such as STEAM-project, STEAM-lesson, Maker-space are covered which can be effectively introduced into the educational process of higher education institutions. The implementation of the STEAM approach using the example of training pre-service mathematics teachers is considered. The author notes the important role of teachers who are ready to implement the ideas of STEAM-education in this process. The results of experimental work on the implementation of the concept of STEAM-education within the project activities of students using the example of the project "Ukrainian embroidery" are presented. The purpose and activity of students are revealed, the research tasks which they carried out are described. The result of the study was the development of a program that "embroiders", simulates the process of embroidery in different techniques, implementing different approaches to bypass the embroidery scheme. In addition, a set of tools was created in the GeoGebra package for research and design of various ornaments based on traditional elements of Ukrainian embroidery.
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Betaubun, Martha. "A Survey of Pre-Service Teachers ICT’s Competencies in Papua." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (July 29, 2021): 813–20. http://dx.doi.org/10.35445/alishlah.v13i2.651.
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This research analyzes the ICT Competencies of Pre-services Teachers in Papua, including the Region of Sorong, Merauke, Jayapura, and Manokwari. This research aims to discover the students of Teachers' Training Faculty spread in Papua competencies on ICT. The measurement of ICT competencies is carried out using a model developed by Tondeur for preservice teachersusing questionnaires that consisted of 19 items. Questionnaires were distributed to Papua Region covering Jayapura and Merauke, West Papua region covering Sorong and Manokwari. Sixty-eight respondents became the data in this study. Data were analyzed using XL Stats to find the mean and standard deviation. The findings in this study were; the low competencies were found on Papuan Indigenous Pre-service teachers, and the high competencies were found in science discipline compared to non-science in Papua and West Papua Indonesia. The low ability of native Papuan students in managing information in the digital world is indicated by the lack of awareness of preservice teachers in developing a sense of responsibility in using ICT as a communication medium and activities involving ICT use.
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Widya Sukmana, Rika. "PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SEBAGAI ALTERNATIF DALAM MENGEMBANGKAN MINAT BELAJAR PESERTA DIDIK SEKOLAH DASAR." Pendas : Jurnal Ilmiah Pendidikan Dasar 2, no. 2 (March 22, 2018): 189. http://dx.doi.org/10.23969/jp.v2i2.798.
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Community service aims to provide insight into knowledge of Science, Technology, Engineering and Mathematics (STEM) approach, to improve professionalism for elementary school teachers at SDN Cilisung 1 and 2, Bandung. In addition, it provides steps how to apply STEM approach for learners through training activities on STEM. The target of the training is elementary school teachers in SDN Cilisung 1 and 2 Bandung. Problems are solved in three stages of activity, namely preparation, implementation and evaluation. Preparation is done by conducting a preliminary survey to see the conditions in the field regarding teachers’ professional development. Implementation is done by training, using lecture method that is with presentation technique, followed by practice of micro teaching about STEM. Evaluation of activities carried out for each stage by collecting and summarizing data from each stage of activity. The results of the training activities show the success rate with an indication of material conformity with the needs of SDN Cilisung 1 and 2 teachers, positive responses from the participants, and most participants have understood the STEM approach.
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Rubio-Cuenca, Francisco, and María Dolores Perea-Barberá. "Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs." Revista Alicantina de Estudios Ingleses, no. 34 (January 29, 2021): 131. http://dx.doi.org/10.14198/raei.2021.34.07.
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The implementation of a bilingual teaching program requires a series of actions concerning methodological training and language support for both teachers and students. The Bilingual Education Program at Escuela Superior de Ingeniería (School of Engineering, University of Cádiz, Spain) was approved by the Board of the School in 2014 with the aim of developing English-Spanish CLIL-based bilingual curricula for the various Bachelor degrees offered. Amongst the measures taken to implement the program, teacher training has been a priority, with monitoring being an essential part. Monitoring sessions have now been carried out for more than six academic years and have a double objective: gathering the teachers’ perceptions and beliefs regarding their role as EMI teachers and providing them with feedback as to their practice through class observation in order to fine-tune future language development and methodology programs. The goal of this paper is to show that monitoring sessions may serve as a valid tool for assessing the impact of in-service training on bilingual teaching. The results show that teachers have experienced remarkable progress by incorporating language awareness into their practice as EMI teachers, thus contributing to improve the language level of both their students and themselves, and by applying specific didactic strategies to make the learning process more dynamic, participatory, stimulating and creative.
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Androshchuk, Iryna, and Ihor Androshchuk. "Methodology in Training Future Technology and Engineering Teachers in the USA." Comparative Professional Pedagogy 7, no. 3 (September 26, 2017): 70–74. http://dx.doi.org/10.1515/rpp-2017-0038.
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Abstract In the article, the defined problem has been justified and the significance of studying foreign experience in training future technology and engineering teachers in the USA has been determined. Particular attention has been paid to explanation of methods and forms of organization of future technology and engineering teachers’ training in the USA. The authors have considered Education Technology Standards, developed by the International Society for Technology in Education (ISTE), that are used as reference points and determine the minimum amount of training as well as electives. In addition, there have been outlined such training techniques as microteaching, reflective teaching, the simulation method that allow involving the students into real teaching rather than role-playing; decrease complexity of pedagogical actions through ensuring acquisition of specific skills needed for the teacher in order to form experience of pedagogical interaction. It has been found out that in order to prove themselves during the first year of study in a higher education institution the students create their own web pages and portfolios that consist of working portfolio, showcase portfolio and documentation portfolio. It has been established that mini courses are actively used to help future technology and engineering teachers acquire necessary pedagogical skills. Based on analysis of the research findings, the authors have concluded that counseling or mentoring as forms of training greatly contribute to personal development of both students and their mentor as well as effective collaboration between school and university staff. It has been identified that enhancing effectiveness of teaching practice in American higher education institutions ensures involving clinical professors who monitor, guide and assess teaching practice of future specialists.
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Huang, Le Hui, and Bin Gui. "Research on Training Strategy of College Teacher's Information Literacy in Information Environment." Advanced Materials Research 915-916 (April 2014): 1514–17. http://dx.doi.org/10.4028/www.scientific.net/amr.915-916.1514.
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Improving information literacy of college teacher has great importance for teachers to imporve teaching ability and teaching effect. The paper introduces the necessity of college teachers information literacy training, the connotation of college teachers information literacy, and strategy of improving the information literacy of university teacher.
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Rahmawati, Anis, Nunuk Suryani, and Muhammad Akhyar. "Technology-Integrated Project-Based Learning for Pre-Service Teacher Education: A Systematic Literature Review." Open Engineering 10, no. 1 (July 7, 2020): 620–29. http://dx.doi.org/10.1515/eng-2020-0069.
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AbstractAn alignment between technology and teachers is required to attain a successful integration of technology in the learning process. This alignment should be started at the teacher training program. This article outlines how the literature points toward Project-Based Learning (PBL) with technology integration in pre-service teacher education. The literature review focuses on describing how technology integrated with project-based learning along with the investigation of what influencing the successfulness on PBL’s implementation by integration of technology. The five steps on Systematic literature reviews (SLR) are chosen as a systematic approach for reviewing the literature. Based on the defined inclusion and exclusion criteria, 16 technology integration in PBL studies published between January 2015 and July 2019 was remained and selected to be investigated further. Analysis of the selected studies revealed that the most popular technology integrated with PBL was social media, following by a learning management system. The teacher’s ability to give guidance during the learning process is the most influential factor for the success of technology integration in PBL.
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Gromova, E. M., D. I. Berkutova, and T. A. Gorshkova. "Training of teachers for engineering education in Russian schools." Journal of Physics: Conference Series 1691 (November 2020): 012014. http://dx.doi.org/10.1088/1742-6596/1691/1/012014.
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Shageeva, F. T., E. S. Mishchenko, N. G. Chernyshov, K. E. Nurgalieva, K. M. Turekhanova, and Y. T. Omirzhanov. "International ENTER Project: A New Pedagogical Training Approach for Engineering Educators." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (July 2, 2020): 65–74. http://dx.doi.org/10.31992/0869-3617-2020-6-65-74.
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The formation of a modern generation of engineers capable to drive changes that meet the requirements of the future necessitates a new approach in pedagogical training of engineering teachers. The international ENTER (EngineeriNg educaTors pEdagogical tRaining) project is being developed as part of EU Erasmus program focused on addressing the actual education needs from the standpoint of human and social capitals development both in Europe and in other countries. The ENTER project is aimed at the creation and development of an international platform for multilevel vocational training/retraining of technical universities teachers on the basis of the Eurasian interaction network. Surveys among employers, teachers, and engineering university students, as well as scientific periodicals analysis allowed us to determine the complex of universal and specific engineering and pedagogical competencies that educators should master not only for today, but also for the future needs. Based on the competency analysis, a three-level modular teacher training/retraining program (iPET program) has been developed and its international accreditation is planned.
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Du, Peng Ying, Hao Jiang, Guo Hai Ren, and Xuan Chang Zhou. "Experimental Teaching Model on Information and Electrical Engineering Speciality." Advanced Materials Research 271-273 (July 2011): 1322–25. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1322.
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Training applied talent is the goal of current college. Several common experimental teaching methods, such as 1 × N Class -Team Teaching Model, N × N Class-Team Teaching Model, N × N Teacher-Team Teaching Model, are analyzed and compared. These experimental teaching methods have some disadvantages, which are that the ratio of teacher-student is small, or teacher professional expertise is not conducive to student’s comprehensive knowledge. A new experimental practice teaching model is given, which is Double Teams Model of Teachers and Students (DTMTS) experimental practice teaching model. This model can be used in course practice training, students’ research training and academic competition training. The implementation process of this model are teachers team building, students team building, to carry out experimental method of teaching practice, experimental practice teaching organization, the team teaching process management, strengthen the hardware platform construction of experimental practice. Its implementation can improve student’s participation in practice and innovation ability.
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Cahyono, Adi Nur, Mohammad Asikin, Muhammad Zuhair Zahid, Pasttita Ayu Laksmiwati, and Miftahudin Miftahudin. "The RoboSTE[M] Project: Using Robotics Learning in a STEM Education Model to Help Prospective Mathematics Teachers Promote Students’ 21st-CenturySkills." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 85–99. http://dx.doi.org/10.26803/ijlter.20.7.5.
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Teacher education institutions play a strategic role in preparing prospective mathematics teachers with 21st-century skills to teach mathematics in schools. This study aimed to explore how mathematics lectures employing robotics in a STEM (Science, Technology, Engineering, and Mathematics) education approach can contribute to the preparation of prospective mathematics teachers with 21st-century skills to teach mathematics in schools. The research was conducted through a project called the RoboSTE[M] Project, in three stages: pre-development, development, and field experiment. The project was run to encourage prospective mathematics teachers to arrange mathematical activities for mathematics learning with a STEM education approach using robotics. The findings indicated that the model, lab and online modules developed and implemented in this project succeeded in supporting the ability of prospective mathematics teachers to design a mathematics learning environment with a STEM-influenced robotics approach that has the potential to support students’ 21st-century skills. This study has contributed to answer the problem regarding how to provide cross-curricular activities for STEM education by implementing STEM in an integrated manner in schools, including lack of training for teachers, which will translate STEM in the lesson plans. This research shows that teacher education programmes can provide adequate training for pre-service teachers in practising STEM education in mathematics classroom. This study fills in the gaps by focusing on designing a lecture model with a “STEM Robotics” approach for prospective mathematics teachers and their students and to explore its potential to promote prospective mathematics teachers’ 21st-century skills.
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Hidayat, Muhammad Luthfi, Wibowo Heru Prasetiyo, and Jan Wantoro. "PRE-SERVICE STUDENT TEACHERS’ PERCEPTION OF USING GOOGLE CLASSROOM IN A BLENDED COURSE." Humanities & Social Sciences Reviews 7, no. 2 (May 19, 2019): 363–68. http://dx.doi.org/10.18510/hssr.2019.7242.
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Purpose of the study: The strategic and learning media course in the Informatics Engineering Education department for pre-service student teachers apply a blended learning method. The purpose of this method is to integrate between face-to-face meetings in the classroom and distance learning by using internet-based Learning Management System (LMS) media. This study aims to determine the perceptions of the informatics’ pre-service student teacher, which utilize the Google Classroom LMS.
Methodology: The research method used online questionnaires and divergent questionnaires were analyzed with the Technology Acceptance Model (TAM) approach and descriptive statistics. The factor analysis included the ease of access, perception of usefulness, communication and interaction, a perception of lecture delivery, student comfortability, and the effectiveness of the Google Classroom LMS.
Main Findings: The results showed that most students felt the ease and improvement of the quality of the blended lectures using Google Classroom, although several notes needed further improvement and evaluation.
Practical Implications: The findings suggest that the stakeholders of teacher training and education faculty could measure the level of perceivers and readiness of their pre-service student teachers on using Google Classroom in a blended-setting course. Further, the pre-service student teachers have experience in using this LMS so that they could apply this learning model for their students.
Novelty/Originality of this study: This article found that students feel the satisfaction of using Google Classroom as an active and independent learning tool. This study also demonstrated consistency based on observations, surveys, and analysis of college students’ perceptions that the design of blended learning by using Google Classroom is still beneficial to the success of reaching the course outcomes.
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Shui Ng, Wing, and Gary Cheng. "Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs." Issues in Informing Science and Information Technology 16 (2019): 061–70. http://dx.doi.org/10.28945/4288.
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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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Pant, Sanjaya Kumar, Bal Chandra Luitel, and Binod Prasad Pant. "STEAM Pedagogy as an Approach for Teacher Professional Development." Mathematics Education Forum Chitwan 5, no. 5 (December 31, 2020): 28–33. http://dx.doi.org/10.3126/mefc.v5i5.34760.
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The ongoing in-service teacher learning or formal teacher professional development (TPD) is too conventional and de-escalating as the disciplinary skills and knowledge of teacher is insufficient to solve real world problems which are multi-disciplinary in origin. Thus, there is a critical need to explore and introduce multidisciplinary pedagogy with wise integration of science, technology, engineering, arts and mathematics (STEAM) concepts as an approach for TPD. This paper aims to explore the possible approaches of introducing STEAM pedagogy as an approach for TPD. This argumentative paper is prepared with the help of relevant and useful literatures. We argue the urgent need to integrate arts and technology in subject disciplines and design STEAM projects and training module as a neo-approach for TPD. This approach is equally useful for pre-service as well as in-service school teachers to develop multidisciplinary ways of knowing and solving real world problems.
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Aydin-Gunbatar, Sevgi, Betul Ekiz-Kiran, and Elif Selcan Oztay. "Pre-service chemistry teachers’ pedagogical content knowledge for integrated STEM development with LESMeR model." Chemistry Education Research and Practice 21, no. 4 (2020): 1063–82. http://dx.doi.org/10.1039/d0rp00074d.
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This study aimed to examine pre-service teachers’ (PST) personal and declarative pedagogical content knowledge (PCK) for integrated science, technology, engineering, and mathematics (STEM) through a 13 week training course. A new model based on research-based practices was proposed. The model includes Learn, Experience, Study with Mentors, and Reflection on own development and learning, and the acronym LESMeR has been coined as the name for this model. The data were collected through Content Representation (CoRe) as pre- and post-lesson plans, semi-structured interviews conducted after the training, and reflection papers written on a weekly basis. Inductive and deductive data analyses were employed. Results revealed that all participants started the training with a topic-specific PCK (PCK A). None of the participants’ pre-CoRe included essential features of integrated STEM. However, after the training, eight participants were able to balance among STEM disciplines, and integrated at least two STEM disciplines; this was coded as PCK for integrated STEM (PCK C). Five PSTs showed PCK for integrated STEM development to some extent but they were unable to achieve balance among STEM disciplines; this was coded as transitional PCK (PCK B). Results revealed that PCK for integrated STEM development requires considerable time and support. Implications are provided for integrated STEM education.
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Kukharenko, Volodymyr. "PEDAGOGICAL TRAINING OF LEARNING ENGINEER." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 161–74. http://dx.doi.org/10.28925/2414-0325.2019s15.
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Digital technologies command determines the information and professional competence of a teacher. The first competences help him to organize a modern educational process, others provide access to the latest professional information. Studies show that serious complex strategies for the use of digital technologies are beginning to emerge, and a teacher is becoming a leader in future education. Digital technologies are becoming more complicated and there is an urgent need for new professionals - learning engineers who have to provide new strategies in education. The paper considers a complex of open distance courses for the training of teachers to use new educational technologies. The courses use the results of the annual polls of the world's pedagogical community to identify popular pedagogical instruments. They form teachers’ personal knowledge mastery. This contributes to the development of a personal learning environment and a teacher's personal learning network. The learning engineer's training system should consist of software engineering and the proposed teaching block. The last block includes sections for the formation of skills of personal knowledge mastery, the design of a distance course, the development of the structure, organization of distance and blended learning, expertise of the distance course. All sections of the pedagogical unit were tested in open distance courses at the Research Laboratory of Distance Learning at NTU "KhPI". During 2013-2018 open distance learning courses were learnt by more than 2,600 teachers of Ukraine and 370 of them successfully completed the training. The next step should be to integrate efforts with IT specialists, identify competencies of the learning engineer and prepare a training program for a specialist in the future.
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SUNYONO, Sunyono, Lisa TANIA, and Andrian SAPUTRA. "EXPLORATORY FACTOR ANALYSIS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER INTEREST FOR PRE-SERVICE MATH AND SCIENCE TEACHERS: A CASE OF LAMPUNG UNIVERSITY, INDONESIA." Periódico Tchê Química 17, no. 35 (July 20, 2020): 282–92. http://dx.doi.org/10.52571/ptq.v17.n35.2020.25_sunyono_pgs_282_292.pdf.
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STEM (Science, Technology, Engineering, and Math) learning approach integrates four disciplines, namely science, technology, engineering, and mathematics, in solving everyday life problems and giving many learning experiences to students. This study aimed to analyze career interest in the field of STEM for prospective Indonesian Mathematics and Natural Sciences (MIPA) teachers, studying the patterns of relationships between factors, preference levels, and what factors influence it. The research sample was 300 prospective MIPA teachers at the Faculty of Teacher Training and Education, Lampung University. This work involved several stages as (1) adapting and transliterating STEM career interests instruments based on literature sources, (2) analyzing content validity based on expert judgment, (3) spreading tools to research samples and (4) evaluating research data results, assessing bivariate correlations, and the level of interest preference. The data obtained were analyzed statistically using exploratory and confirmatory factor analysis techniques, reliability and variance analysis, and Pearson product-moment correlation. The research results showed information regarding the items in the questionnaire were grouped into four factors, namely engineering career attitude, mathematics career attitude, science career attitude, technology career attitude with loading factors ranging from 0.575 to 0.848. All these factors were able to explain the career attitude of STEM to the sum of 62.43%. The science and mathematics career attitude is the dominant preference for prospective students of Mathematics and Natural Sciences teachers to have a career in the future. Furthermore, the instruments used are valid and reliable to be used to analyze STEM career attitudes for Mathematics and Natural Sciences teacher candidates.
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Rachmawati, Mira Aliza, Nur Widiasmara, and Thobagus Muh Nu’man. "Effectiveness of Differentiated Instruction Training to Enhance Teachers' Sense of Efficacy in Inclusive Schools." GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.6(1) Jan-Mar 2018 6, no. 1 (February 16, 2018): 21–26. http://dx.doi.org/10.35609/gjbssr.2018.6.1(4).
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Objective - This study aims to determine the effect of differentiated instruction training on teachers' efficacy at inclusion schools in Jogjakarta. Methodology/Technique - The subjects in this study consist of 5 school teachers working in elementary inclusion schools in Baciro Yogyakarta. The data were collected using the Teacher Sense of Efficacy Scale (TSES), which is adapted from Woolfolk and Hoy (1993). This is an experimental study, using one group pre-test and post-test. The data is analyzed using the Wilcoxon test. Findings - The findings show that there is a significant difference in the efficacy of inclusion school teachers before and after the training is given, where the value Z = -2.023 and p = 0.0438 (p< 0.05). Novelty - This study demonstrates that differentiated instruction teacher training can improve the sense of efficacy in school teachers working in inclusion elementary schools in Baciro Jogjakarta. Type of Paper - Empirical. Keywords: Differentiated Instruction Training; Effectiveness; Teacher Efficacy; Inclusion Schools; Indonesia. JEL Classification: I21, I29.
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Santos, Luis M. Dos. "From Industry Professionals to Secondary School Teachers: The Relationship between Second Career-Changing Teachers and Social Cognitive Career Theory." Academic Journal of Interdisciplinary Studies 10, no. 5 (September 5, 2021): 150. http://dx.doi.org/10.36941/ajis-2021-0130.
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The science, technology, engineering, and mathematics (STEM) education and teaching field is facing significant human resources shortages, particularly in the subject matter of environmental sciences education. The current study collected interview and focus group data and sharing from 220 pre-service and in-service second career-changing teachers in the United States about their career decision and decision-making process. The results of this study indicated that the participants believe educating the next generation is their priority of joining the education and teaching profession. Many expressed that the populations of STEM teachers with professional and industry experiences are greatly needed. The outcomes of this study provided the blueprint for researchers, school leaders, policymakers and human resources planners to reform and polish their current plans for teachers training and professional development in order to solve the workforce issues in the fields of STEM education and teaching. Received: 29 May 2021 / Accepted: 15 July 2021 / Published: 5 September 2021
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Панкратова, О., O. Pankratova, Н. Ледовская, and N. Ledovskaya. "Problems and Features of Pedagogical Personnel Training in the Field of Educational Robotics." Standards and Monitoring in Education 7, no. 4 (August 7, 2019): 39–43. http://dx.doi.org/10.12737/article_5d2db291380ff3.62599687.
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The article is devoted to the existing problems arising in the formation of teachers’ readiness for professional activities in the fi eld of educational robotics. The necessity of systemic training of pedagogical personnel meeting the demands of modern society and capable of teaching the young generation of the country at various educational levels, thereby increasing the level of engineering education, is established. The teacher of this direction should have knowledge from various scientifi c fi elds: computer science and information technology, physics, microelectronics and artifi cial intelligence. The article describes the experience of the Institute of Information Technologies and Telecommunications of the North-Caucasian Federal University in teaching children, schoolchildren and students of educational robotics, as well as the training of teachers and advanced training of existing teachers in this field. A promising area of research is the study of the organizational and methodological conditions for the formation of teacher competence and the development of teacher training technologies in the fi eld of educational robotics.
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Neves, Renato Martins, Rui M. Lima, and Diana Mesquita. "Teacher Competences for Active Learning in Engineering Education." Sustainability 13, no. 16 (August 17, 2021): 9231. http://dx.doi.org/10.3390/su13169231.
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The implementation of active learning strategies in engineering education still encounters barriers when facing conventional teaching-learning practices. This work aims to contribute to the discussion on teachers’ pedagogical competences required for active learning. This contribution is developed from the perceptions of 205 engineering teachers of Brazilian higher education institutions, centered on significant teaching competences necessary for teachers of engineering courses and how to develop them in the active learning context. The results show that essential competences identified by the participants are (I) teamwork (teachers’ cooperation); (II) teacher–student relationships (empathy); (III) feedback about students’ performance throughout the learning process; (IV) information and communication technology (ICT) competences; (V) selecting and adapting the teaching-learning methodologies to the class context; and (VI) creativity. A complementary logistic regression model suggested that female Ph.D. full-time teachers are more likely to employ active learning. Differences in active learning adoption among Brazilian regions were also captured by the model. The identified competences are essential for the sustainability of the innovation of teaching practices in the context of active learning, which may be used to inform more effective professional training of engineering teachers in the current globalized scenario.
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Anshari, Khairul, Kasman Rukun, and Asrul Huda. "Analysis of Micrtoic E-Module Training Development Needs." International Journal of Educational Dynamics 2, no. 1 (January 17, 2020): 77–83. http://dx.doi.org/10.24036/ijeds.v2i1.235.
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The purpose of this study is to conduct a needs analysis for the development and compilation of e- modules. The e- module was prepared to facilitate training in order to improve the competency of informatics engineering teachers in West Sumatra. The development of e- module is using the model ploom and nieveen . The development procedure consists of 3 stages , namely 1) preliminary Research 2) prototyping stage and 3) assessment phase. Research carried out in the period 6 months , to perform the analysis of the needs in some of SMK Negeri Sumatra west who have majors engineering informatics and designing e- module training . Subject of research is the teacher engineering informatics SMK Negeri that exist in West Sumatra. Analysis of the data is done by descriptive with the method of the survey . From the results of the analysis obtained that . From the results of the analysis obtained that Master requires a time that is free to carry out training so as not interfere with the process of learning to teach . Second of all teachers in need of training in the field of competence of each , such as in the field of engineering of computer networks , teachers require training on connecting cable fiber optics , build networks , administer the network and use mirotik and Cisco. Teachers also need the latest developments from the 2013 curriculum , namely materials , modules and teaching materials.
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Wang, Yue, Li Li Zhao, and Xiao Fei Guo. "Training Status and Cultivation Approaches of Double-Qualified Teachers in Engineering Universities." Advanced Materials Research 785-786 (September 2013): 1489–92. http://dx.doi.org/10.4028/www.scientific.net/amr.785-786.1489.
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The role of the double-qualified teachers in the talents cultivation is more and more important. In this paper, the current situation of teachers training was analyzed, and the facing problems were discussed. According to these problems, the necessity of double-qualified teachers cultivation was emphasized and the specific training ways were provided.
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Гуменюк Тетяна Броніславівна. "СУЧАСНЕ БАЧЕННЯ СИСТЕМИ ФАХОВОЇ ПІДГОТОВКИ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ В УНІВЕРСИТЕТАХ ЯК ПЕДАГОГІЧНОЇ МОДЕЛІ." World Science 3, no. 8(36) (August 30, 2018): 39–45. http://dx.doi.org/10.31435/rsglobal_ws/30082018/6077.
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The article substantiates the modern vision of the system of professional training of teachers of professional education at universities as a pedagogical model. The structural-functional model of professional training on the new conceptual-methodological basis is offered. The purpose of this system is to train a competent specialist capable of pedagogical and engineering activities in institutions of vocational (vocational) education; able to realize itself in the educational sphere, in production and in the sphere of service; a specialist of the future with neo-humanistic views and established ecological culture. It is noted that for the implementation of the system of professional training it is necessary to theoretically substantiate and develop scientific and methodological materials that will enable to introduce author's developments in the practice of professional training of teachers of professional training at universities.
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Marmai, Ungsi A. O., and Elda Martha Suri. "Assessment and Evaluation for Learners in Multilingual Societies at Technical Civil Engineering Ekasakti University." J-SHMIC : Journal of English for Academic 3, no. 2 (August 25, 2016): 104–17. http://dx.doi.org/10.25299/jshmic.2016.vol3(2).532.
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This analysis examines some of the problems that are faced by teachers and students in the teaching and learning of English for special purposes (ESP) in multilingual nations. A survey recently found that although 98 percent knew that English was the sole language of instruction at the institution, only 49 percent expected to study English as a subject in any form as part of their curriculum. Many students looked upon English as a subject of study necessary only to gain entrance into the university, and had little motivation to study it past the secondary level. Other problems faced by teachers and students include the multilingual background of the learners, lack of cooperation from teachers of other subjects, the need to import language materials, poor levels of language teacher training, and large class sizes. An alternative approach to ESP is suggested, one in which the learner's native language and other languages in the learner's environment play a major role in tertiary education. The importation of culturally and educationally irrelevant materials is noted along with the urgent need for teacher training reform.
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KUBRUSHKO, PETR F., LIUDMILA I. NAZAROVA, and DIANA O. EPRIKYAN. "INTERNATIONAL SOCIETY FOR ENGINEERING PEDAGOGY: HISTORY AND DEVELOPMENT TRENDS." Agricultural engineering, no. 3 (2021): 80–84. http://dx.doi.org/10.26897/2687-1149-2021-3-80-84.
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The paper analyzes the history of the establishing and development of the International Society for Engineering Pedagogy IGIP – one of the fi rst international organizations specializing in the theory and practice of training TVET teachers (TVET stands for technical and vocational education and training). Engineering pedagogy is presented as a part of TVET pedagogy, which considers the training of professional personnel in various specialties and areas. Engineering pedagogy dates back to the 1950s. It was centered around the International Society for Engineering Pedagogy IGIP established in 1972 in Klagenfurt (Austria) under the leadership of Adolf Melecinek. Russia joined this movement in 1995. In a number of engineering universities, IGIP Centers were established and have been successfully operating since then. TVET teachers improve their professional and pedagogical qualifi cations and, if their level of training and professional experience is confi rmed to the IGIP standards, teachers are awarded the title of “European Lecturer at an Engineering University”. The development trends of the International Society for Engineering Pedagogy in Russia are primarily associated with its integration into the system of continuous vocational (TVET) teacher training in the context of the digital transformation of society. It is necessary to systematically update the tasks set for IGIP. A new international standard (third generation) of the minimum pedagogical training required for university teachers has been developed. Cooperation with other partner organizations is being established. The IGIP publication system was revised (a new iGEP journal was established – International Journal of Engineering Pedagogy). Annual IGIP Symposiums contribute to integration processes in professional education and promote academic mobility. The centers for engineering pedagogy are accredited according to the international IGIP standard. An important task of the International Society for Engineering Pedagogy is not only the modernization of the scientifi c and methodological foundations of university engineering pedagogy in accordance with the urgent tasks of professional education, but also the improvement of the methodology of engineering and technical
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Xu, Hong Xing, Jian Wang, Fu Zhen Xu, and Xiu Jun Zhang. "Survey and Analysis of Teacher-Resources of Normal Physical Department Equipped in Colleges in Tianjin." Advanced Materials Research 187 (February 2011): 469–74. http://dx.doi.org/10.4028/www.scientific.net/amr.187.469.
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The commitment of teachers of Physical Education Department in colleges are conducting PE course, training sports team, organizing sports science research, social sports service of the whole school etc. Methods are adopted, such as documentary, questionnaire investigation, and mathematical statistics etc., to have the gender, age, record of formal schooling status and in-service training status of PE faculty of colleges in Tianjin surveyed. According to the investigation, we can draw the conclusion that improving gender structure, cultivating scientific research team should be paid close attention to improve the teaching level when teachers are introduced in Tianjin universities. PE of colleges is not only considered to be an important component of higher education, whose quality is measured by Morality, intelligence and physique, but also an aspect which can not be ignored. The faculty of the department of Physical Education in colleges is liable for a series of important works such as Physical education curriculum teaching, sports training and sports research, students' extracurricular physical exercising guidance and services such as social sports. Many factors, such as high quality and structure of faculty resources and cultivating younger teachers, are playing an important influence on the future quality of education. In order to provide certain theoretical basis and theoretical support for the teaching management of public PE department of colleges in Tianjin, available suggestions to optimize the existing personnel structure and echelon construction could be contributed through the investigation.
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Zhijian, Zhou. "From General English to EST: A Proposal to Reform China's Service English Teaching." TESL Canada Journal 6, no. 1 (October 26, 1988): 51. http://dx.doi.org/10.18806/tesl.v6i1.540.
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This paper gives a brief survey of service English teaching in China and proposes reform based on the theory and practice of the ESP/EST approach. The survey describes the course materials, classroom teaching activities, and students' reactions to them under the General English approach now prevalent in China, while at the same time noting an apparent upsurge of interest in EST among Chinese learners and teachers of English. The proposal argues for a shift from General English to EST and offers solutions to such problems as the preparation of EST course materials, the training of EST teachers, and the testing of EST learners. The paper also reveals how expatriate teachers of English working in China could assist in the reform and why textbooks produced in the U.S. and Britain do not suit Chinese students of science and engineering very well.
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Han, Lihong. "Research and Practice of Constructing Engineering Practice Base for Application-oriented Universities." Lifelong Education 9, no. 5 (August 2, 2020): 243. http://dx.doi.org/10.18282/le.v9i5.1262.
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"Practical training" is very important in construction engineering, especially for the construction engineering major of application-oriented undergraduate colleges. For students to master professional knowledge, it is necessary to carry out effective practical teaching. Generally speaking, teachers carry out practical training at the practical training base. Therefore, college leaders and teachers have always been very concerned about the construction of training bases. This article analyzes the construction of the construction engineering training base focusing on how to build a practical training base in application-oriented undergraduate colleges, in order to train more construction engineering professionals to meet the needs of social development.
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Saka, Adewale Owodunni, and Peter Aboyami Onanuga. "Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 3–14. http://dx.doi.org/10.31578/jebs.v5i1.183.
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This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at thesenior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEMsubjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysedusing descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teacherswas relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categoriesof teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEMsubjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. Itrecommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,particularly in the use of activity-based instructional materials for science teaching.
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Rowe, Shawn, Mariapaola Riggio, Raffaele De Amicis, and Susan R. Rowe. "Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings." Education Sciences 10, no. 9 (September 4, 2020): 234. http://dx.doi.org/10.3390/educsci10090234.
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This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.
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Orshanski, Leonid, Ivan Nyshchak, Tetiana Pantiuk, Valeriya Milyaeva, and Jaroslav Matvisіv. "INTEGRATION OF GENERAL TECHNICAL KNOWLEDGE IN PROFESSIONAL TEACHING OF TECHNOLOGY TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 171. http://dx.doi.org/10.17770/sie2020vol2.5053.
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The content filling of the educational field of «Technology» provides a deeper acquaintance of students with the modern achievements of technology, mastering the practice of design and technological activities. Bearing this in mind, it is topical to develop the scientific principles of engineering training for future teachers of labor training and technology, which led to theoretical substantiation and practical implementation of structural changes in curricula in general technical disciplines. The analysis of the scientific literature and practical experience shows that the proposed structure of the content of the integrated course «Engineering Mechanics» is aimed primarily at intensifying the students’ cognitive activity, as well as their broad involvement in independent work on the design and construction of technical objects. Such circumstances favor direct impact on the content of engineering training of future teachers of labor training and technology linked to the global change in scientific approaches and innovative processes in the creation of technical facilities and also indirect – caused by the development of modern production and information technologies.The article analyzes the current system of engineering training of future teachers of labor training and technology which is characterized by the reorientation of the educational process to the project-technological activity of students. The authors substantiate the necessity of integration of knowledge from the cycle of general technical disciplines in the content of engineering training of future teachers. Based on the didactic principle of continuity and taking into account the requirements of school curricula and cross-curricular relations with different disciplines of vocational training of teachers of labor training and technology, the authors propose the structure and content of the integrated course «Engineering Mechanics», which consists of the following sections: 1) «Statics, kinematics and dynamics»; 2) «Material resistance and machine parts calculation».
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Djatmiko, Istanto Wahyu, Sri Waluyanti, Thomas Sukardi, and Lilik Chaerul Yuswono. "Profiles of Teachers’ Expertise and Professional Development in Technology and Engineering Expertise Program of Vocational Secondary Schools." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 2 (September 29, 2018): 238–47. http://dx.doi.org/10.21831/jptk.v24i2.20014.
Full textAbstract:
This study was aimed to identify the profiles of teachers' expertise and professional development in Technology and Engineering Expertise Program (TEEP) of Vocational Secondary Schools (VSSs). This study was conducted with a survey approach. The population consisted of 1025 teachers of TEEP at VSSs in Yogyakarta, Indonesia. The samples were 280 teachers selected with proportional random sampling. Data were collected by an open-ended questionnaire and analyzed with a descriptive method. Results of the study identified the profiles of expertise that included the majority of teacher’s employment status is government employees and scanty non-government employees. The range of working time is mostly from 7 and 18 years. Teachers mostly participate in the teachers’ certification through the professional teachers training program. A few number of the teachers have the additional expertise certificates, and none of the teachers has the dual expertise certificates. Furthermore, types of the teachers’ professional development activities that followed by most of the teachers are seminars, journals, learning media, and participating as members of teachers association.
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Galikhanov, M. F., U. A. Kazakova, and E. S. Mishchenko. "Psychological and Pedagogical Training of Teachers of Engineering Universities in the Framework of Additional Professional Education." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 3(77) (2020): 111–21. http://dx.doi.org/10.17277/voprosy.2020.03.pp.111-121.
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The article deals with the actual problems of professional psychological and pedagogical training of teachers of engineering universities. A set of criteria for evaluating the scientific and educational activities of teachers of technical disciplines is proposed. A description of the achievements of domestic and international practice of training teachers of technical universities is given. The directions of increasing the efficiency of this process are determined.
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Solovyev, A. N., V. M. Prikhodko, L. G. Petrova, and E. I. Makarenko. "New IGIP Curriculum for Advanced Training of Engineering University Teachers." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 1 (January 28, 2021): 49–59. http://dx.doi.org/10.31992/0869-3617-2021-30-1-49-59.
Full textAbstract:
The discussion of the new Curriculum for pedagogical training of teachers of technical disciplines, prior to its approval by the IGIP Executive Committee in the fall of 2019 is considered. The previous version of this Curriculum was approved in 2013. Over the past period, there have been significant changes in the use of ICT in training, discussed in the proposals of the National IGIP Offices, in the proceedings of the Annual IGIP Conferences, including the International Conference ICL-IGIP held in Tallinn on 23–25 September, 2020. At this Conference, IGIP President Hanno Hortsch in his presentation has published the IGIP curriculum in the form of a table (now we present it in translation into Russian) and reported about his vision of its use. The authors formulate their point of view on the topic basing on the overview of the presentations given at this Conference and relevant articles published in the latest issues of the journal “Higher education in Russia”.
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Acosta, Roxana, Marina Tomás-Folch, and Mónica Feixas. "Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies." Journal of Technology and Science Education 7, no. 2 (June 7, 2017): 254. http://dx.doi.org/10.3926/jotse.258.
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The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice.