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Journal articles on the topic 'Institutions of teacher education'
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1
Gupta, B. S. "CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION." International Journal of Research -GRANTHAALAYAH 5, no. 7 (July 31, 2017): 480–84. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2156.
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A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism Inventory constructed by researcher. The salient finding of the study was the Male student teachers are more absent in their Teacher education Institution than Female student teachers and student teachers in Private Teacher education Institution are more absent in their Teacher education Institution than student teachers in Government Teacher education Institution.
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Shazia Abbasi. "A Comparative Analysis of Institutional Practices for The Evaluation in Teachers’ Education Programs." Propel Journal of Academic Research 1, no. 2 (January 13, 2022): 26–42. http://dx.doi.org/10.55464/pjar.v1i2.17.
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It was aimed and claimed during the teacher education curriculum reform in Pakistan 2010, that formative and summative assessment and evaluation will be improvised at teacher education institutions, to meet the quality of teacher education programs. The study at hand was conducted in two provinces of Pakistan to review the assessment practices within new four years teacher education programs offered between 2010 -2018 in two provinces –Punjab and Khyber Pakhtunkhwa. Teachers, students, and heads of the institutions were included in the sample of study. Mixed method research design was opted to explore the practices and difference among institutional practices. The findings of the study revealed that Teacher Education Institutions in Punjab practiced more of the modern assessment techniques and yielded better results than Teacher Education Institutions in Khyber Pakhtunkhwa. It was further revealed that Teacher Education Institutions in Private sector practiced formative assessment better than Teacher Education Institutions in the Public sector, while the institutions in public sector were focused more on summative assessment technique. It was concluded that the institutions focusing on modern and formative assessment stemmed into better learning opportunities provided to prospective teachers as compared to the institutions practicing only traditional and summative assessment techniques.
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Rutter, Alison. "Teacher Choices: Teacher Development." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–32. http://dx.doi.org/10.1177/016146811711901409.
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This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and math teachers who were still teaching 10-plus years after they entered teaching, either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. By examining the history of teacher development reform movements affecting the careers of these teachers and the ways in which these exemplar teachers chose to build their careers, two case studies are drawn to demonstrate the impact of the institution as well as the individuals’ professional motivation. The cases highlight the different professional paths and choices these teachers selected. In conclusion, the article recognizes that, rather than their initial choice of pathway, teachers’ development into mature veterans was affected most by their ongoing individual choices of professionalism, which include the effects of the institutions in which they chose to work.
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Praptiningsih, P. "PENGEMBANGAN PROFESI GURU SEBAGAI PENINGKATAN KINERJA GURU." Mamba'ul 'Ulum 16, no. 1 (April 20, 2020): 31–39. http://dx.doi.org/10.54090/mu.3.
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This article examines teachers and professional development in the world of education. The teacher is someone who plays an important role in the achievement of educational goals. To achieve this goal, professional teachers are very much needed, therefore the teacher's profession in each teacher must be developed. Professional teacher coach and development including the development of pedagogical competencies, personality competencies, social and professional competencies. Professional teacher development can be carried out at Teacher Professional Education Institutions because of that, becomes an institution that is specifically tasked with conducting teacher professional education and has the authority to become a teacher certification institution, despite teacher education programs and competency areas being taught the teacher is the responsibility of the Non-Teaching Study Program in the PT-LPTK (Teacher Training Institute).
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Fouzia Younas. "A Study of Evaluation Methods of Teaching Practice of Distance Teacher Education Institutions." International Journal of Distance Education and E-Learning 6, no. 2 (July 1, 2021): 42–56. http://dx.doi.org/10.36261/ijdeel.v6i2.1861.
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This study was aimed to investigate evaluation methods of teaching practice of distance teacher education institutions in Pakistan. Major objectives of the study were: to examine the evaluation methods of teaching practice used in distance teacher education institutions; to analyze the effectiveness of teaching practice at distance teacher education institutions; and to find out the problems/weaknesses in evaluation of teaching practice in these institutions. The population was consisted of all the supervisors of distance teacher education institution offering teacher education programmes. Allama Iqbal Open University Islamabad in Pakistan is example of distance education. Two questionnaires were developed on the basis of related literature for prospective teachers and supervisors to get the responses. The data were collected by administering the validated questionnaires. Randomly 200 respondents were selected. The data were analyzed and interpreted by using percentages and two-way chi-square square techniques. Inferred results were discussed and reported. The major conclusions of the study were that the prospective teachers of distance teacher education institutions are not very satisfied with the duration of teaching practice. Some of the recommendations are that there is a need to put in place a continuous system of monitoring and evaluation of teaching practice including observations of prospective teachers for distance teacher education institutions. The time period of teaching practice may be increased. Self-evaluation of prospective teachers may be included in the evaluation of teaching practice.
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Zami Atibuni, Dennis, Deborah Manyiraho, and Agnes Nabitula Nabitula. "A Fourth Industrial Revolution Paradigm Shift in Teacher Education?" International Journal of African Higher Education 9, no. 2 (July 13, 2022): 1–21. http://dx.doi.org/10.6017/ijahe.v9i2.15365.
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This article explores the plausibility of shifting from the instruction paradigm to the learning paradigm in order to prepare teachers to meet the needs of 21st century learners within the fourth industrial revolution (4IR). While the instruction paradigm is dominated by teacher-centred instructional strategies, a shift to the learning paradigm would require teacher training institutions to prepare teachers who will facilitate the teaching/learning process through interactive strategies, that is, teachers who are ‘meddlers in the middle’, who create puzzling situations and work alongside students to construct knowledge. Key aspects of such a shift include training institutions’ mission and purpose, criteria for the institutional and personal success of teacher trainers and trainees, teaching/learning structures within institutions, learning theory, productivity, funding, and the nature of educational stakeholders’ roles. In line with the dictates of the 4IR, training institutions should cultivate versatility to continuously identify, develop, test, implement, and assess effective learning technologies. In turn, their graduates should value learning as a continuous process for themselves, their learners, and their institutions.
Key words: Fourth industrial revolution, paradigm shift, teacher training, instruction paradigm, learning paradigm
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Dahl, Kari Kragh Blume. "Professional development lost in translation? ‘Organising themes’ in Danish teacher education and how it influences student-teachers’ stories in professional learning communities." Research in Comparative and International Education 14, no. 3 (September 2019): 357–75. http://dx.doi.org/10.1177/1745499919865141.
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Retaining the quality of teachers and improving teacher education and professional development through professional learning communities (PLCs) has long been on the policy agenda of, among others, the United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Co-operation and Development (OECD), and the Framework for 21st Century Skills. This study explores and compares student-teachers’ use of PLCs in Danish teacher education institutions and how PLCs are shaped by institutional, organising themes. An ‘organising theme’ is conceptualised as a fundamental ‘idea’ of how – for instance institutional – everyday practices become organised; exploring how institutional organising themes are translated into educational practice in students’ PLCs makes it possible to understand how local moral worlds in teacher education institutions shape students’ communal work and professional development. Drawing on situated learning, social anthropology of institutions and the literature about PLCs, the professional narratives of three Danish student-teachers are compared. The findings suggest that professional development in PLCs takes place in the intersection between personal stories, situated learning in PLCs and institutional themes.
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Ludwikowska, Kamila. "Competency-Based Tests as a Tool for Teacher Evaluation in Higher Education Institutions." Central European Management Journal 30, no. 3 (September 15, 2022): 85–111. http://dx.doi.org/10.7206/cemj.2658-0845.83.
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Purpose: This study aims to verify the quality of the teacher competency inventory as a pedagogical competencies measure of teachers in higher education institutions. Design methodology: The development and testing of the teacher competency inventory covered three phases: (1) item generation, (2) dimension identification and data reduction (factor analysis), and (3) scale evaluation. The current study tests its construct validity, using an independent samples t-test, variance analysis, and Anova in two different environments. Findings: Results indicate that the inventory measures unitary constructs and provide its predictive capacity. The developed instrument measures levels of future-oriented pedagogical competencies with comparable reliability and validity. Practical implications: Teacher competency inventory may be applied to teachers’ recruitment, selection, development, and performance evaluation with the goal to identify current and required levels of competencies. The inventory allows one to compare teacher competencies with the expected competency profile. Possible differences may indicate deficits or overruns in relation to the expected profile. Originality: Teacher competency inventory is a meaningful tool to improve human resource practices – including recruitment, selection, and teacher performance monitoring – and to indicate the current and required level of competencies. The identified competency gap can help plan teacher development to increase job performance.
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Morze, Nataliia, Mariia Boiko, Viktoriia Vember, and Oksana Buinytska. "BUILDING THE DIGITAL COMPETENCE TEACHER PROFILE BY INNOVATIVE TEACHING INSTRUMENTS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, Spesial Edittio (2020): 1–71. http://dx.doi.org/10.28925/2414-0325.2020spv4.
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This report on the MoPED project contains the results of designing the digital competence of teachers, in particular, developed models of standards of digital competence of university teachers and teachers. The report presents the results of a survey of teachers and students of higher education institutions and teachers of secondary education institutions on their attitudes to digital competence and the composition and content of digital competence of teachers, which was conducted under the project. Models of digital competence standards of a teacher of a higher education institution and a teacher of a general secondary education institution have been built. The levels of digital competence of a university lecturer are determined and certain knowledge and skills are determined for each of them. The standard of digital competence of the teacher which consists of 5 components is offered and requirements to each of them are described in detail.
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Subramaniam, P. R., and D. A. Wuest. "Trauma-sensitive Physical education teacher education." International Journal of Physical Education 58, no. 2 (2021): 2–14. http://dx.doi.org/10.5771/2747-6073-2021-2-2.
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Trauma is an epidemic and a public health crisis affecting schools and institutions of higher education globally. Childhood trauma has detrimental impacts on the brain, learning, and socio-moral development into adulthood. Trauma is a mental health as well as an educational problem that poses a serious threat to the academic achievement of students. Public schools have made some progress to become more trauma-sensitive to help build resiliency in students impacted by trauma, but institutions of higher education are lagging in the area of trauma-sensitivity. Physical education teacher preparation programs need a paradigm shift to address trauma with the COVID-19 pandemic posing new challenges. Preparing preservice physical education teachers to be trauma-informed lays the foundation for future teachers to mitigate trauma in schools. Such an effort will align physical education teacher education with public schools in addressing trauma and closing the trauma-sensitivity loop.
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Khan, Dr Shazli Hasan. "Fostering Sustainable Development and Environmental Education Programmes: Role of Teacher Training Institutions and Colleges of Teacher Education." Indian Journal of Applied Research 3, no. 5 (October 1, 2011): 194–200. http://dx.doi.org/10.15373/2249555x/may2013/59.
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Kunnari, Irma, Lai Jiang, and Siru Myllykoski-Laine. "Emvitet- project developing education 4.0 competencies - impacts and experiences during covid-19." Journal of Technical Education Science, no. 62 (February 28, 2021): 3–16. http://dx.doi.org/10.54644/jte62202152.
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The aim of this article is to describe the direct and potential impacts Erasmus+ Capacity Building Higher Education (CBHE) - Project called “Empowering Vietnamese VET teachers for transformation towards Education 4.0” (EMVITET)- after one year of implementation. Additionally, the survey findings also summarized the institutional and teachers’ personal experiences during the Covid-19 pandemic, which pushed Vietnamese institutions to rapidly transform their education to online environments. Qualitative data were collected with online questionnaires from six partner institutions and 35 teacher participants. The findings indicate that both individual teacher participants and partner institutions were given a boost to improve Education 4.0 competencies thanks to the participatory and collaborative approach of the EMVITET- project. The project was perceived as an useful external source for supporting the institutions’ management in organizing demanding online education during Covid-19 pandemic.
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Kunnari, Irma, Lai Jiang, and Siru Myllykoski-Laine. "Emvitet- project developing education 4.0 competencies - impacts and experiences during covid-19." Journal of Technical Education Science, no. 62 (February 28, 2021): 3–16. http://dx.doi.org/10.54644/jte.62.2021.52.
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The aim of this article is to describe the direct and potential impacts Erasmus+ Capacity Building Higher Education (CBHE) - Project called “Empowering Vietnamese VET teachers for transformation towards Education 4.0” (EMVITET)- after one year of implementation. Additionally, the survey findings also summarized the institutional and teachers’ personal experiences during the Covid-19 pandemic, which pushed Vietnamese institutions to rapidly transform their education to online environments. Qualitative data were collected with online questionnaires from six partner institutions and 35 teacher participants. The findings indicate that both individual teacher participants and partner institutions were given a boost to improve Education 4.0 competencies thanks to the participatory and collaborative approach of the EMVITET- project. The project was perceived as an useful external source for supporting the institutions’ management in organizing demanding online education during Covid-19 pandemic.
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Miziuk, Viktoriia. "ANALYSIS OF THE READINESS OF GENERAL SECONDARY EDUCATION INSTITUTIONS TO INTRODUCE DIGITAL EDUCATION." Educational Discourse: collection of scientific papers, no. 15(7-8) (September 6, 2019): 51–65. http://dx.doi.org/10.33930/ed.2019.5007.15(7-8)-4.
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The influence of digital technologies on the educational sector, the requirements of educational reform in the direction of introducing digital education in the educational process of institutions of general secondary education are examined. It is established that the basis of the digital space is the information and educational environment, which consists of information resources, pedagogical technologies, technological means and means of maintaining the system’s performance. It turned out that a modern teacher, regardless of the subject he teaches, should have informational and digital competencies. The article presents the results of a study of the existing conditions for the introduction of digital education in institutions of general secondary education at the regional level. An insufficient level of resource provision of institutions, a low level of teachers' knowledge of digital information competencies was found, problems were formulated that needed to be solved. An adaptive approach to the organization of teacher training courses on the formation of information and digital competencies is proposed.
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Morozova, Larysa. "Formation of the information culture of teachers in the conditions of military institutions of higher education." ScienceRise: Pedagogical Education, no. 6(51) (November 30, 2022): 13–17. http://dx.doi.org/10.15587/2519-4984.2022.268179.
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This article presents the methodological principles of forming the information culture of teachers in the conditions of military institutions of higher education. The practical result of the scientific research of the article was the system of recommendations to the management of the military institution of higher education regarding the formation of the information culture of teachers in the conditions of military institutions of higher education. The article systematizes the key problems of improving the information behavior of teachers in military institutions of higher education. The article considers the internal and external factors of formation of the information culture of teachers of military institutions of higher education. The article emphasizes that the information culture of the teacher, as a systematized set of knowledge, skills and abilities that ensure the optimal implementation of individual information activities, aimed at meeting both professional and non-professional needs, is a multilevel system that develops over time. The essence of information needs of teachers in the conditions of military institutions of higher education is considered in the work. Particular attention in this study is focused on the fact that today in Ukraine there is no state concept of information culture. The components of the model of the information culture of a teacher in the conditions of military institutions of higher education are analyzed and considered in detail in the work. The article presents the essence of the concept of pedagogical conditions, which are necessary for designing the learning process in the conditions of military institutions of higher education and which contribute to the development of the information culture of teachers. The basic factors which are necessary for revealing of pedagogical conditions of development of the information culture in the conditions of military establishments of higher education are offered. The main didactic requirements for information technologies of teaching for the formation of the information culture of teachers are considered. The list of criteria for an estimation of a level of formation of the information culture of the teacher in the conditions of military establishments of higher education is offered. The list of organizational and pedagogical conditions in the military institution of higher education, which are necessary for the formation of the information culture of the teacher, is presented. The article presents the key stages of technologies for the formation of the information culture of the teacher. The specifics of the project-reflective approach to the formation of the information culture of teachers and cadets in military institutions of higher education are considered. The scientific result of the research was the proposed methodological principles of forming the information culture of teachers in the conditions of military institutions of higher education
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Gregory, M. Kent. "Collaboration for Music Teacher Education between Higher Education Institutions and K-12 Schools." Journal of Research in Music Education 43, no. 1 (April 1995): 47–59. http://dx.doi.org/10.2307/3345791.
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This study's purpose was to investigate the extent and nature of collaboration for music teacher education between K—12 schools and higher education institutions across the United States. A survey was used to gather data from a stratified random sample (n = 204) of the 813 higher education institutions offering music education degrees. The findings indicated that 96.77% of colleges/universities collaborate with K—12 schools in some form, but the degree of collaboration varies widely. Higher education music faculty respondents reported a broad range of benefits to students, faculty, the higher education institution, and the K—12 schools. Communication, shared decision-making, funding sources, faculty rewards, trends, and reasons for collaboration were examined. An analysis of variance revealed significant relationships between the degree of collaboration and (a) the number of music education majors, (b) the institution's size, and (c) graduate study in music education.
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Muhtar, Fathurrahman. "Comparative Study of Kuttab Islamic Education System and Madrasah Ibtidayah Education System." SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) 9, no. 1 (June 21, 2021): 1–19. http://dx.doi.org/10.21093/sy.v9i1.3019.
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This article shows the numerous benefits created in the 7th-13th century A.D. by a primary education institution named Kuttab. Kuttab is an educational institution that teaches the Qur'an to be read and memorized, history to be studied, and Arabic verses. This article utilizes an approach to literature research, gathering different references related to Kuttab. The empirical content process then evaluates the relation, and conclusions are drawn from the reference analysis. This paper concludes that with education in Madrasah Ibtidaiyah, Kuttab institutions have a similar curriculum. The excellence of Kuttab focuses more on memorizing the Qur'an so that in the golden age (7-12 years), Kuttab students will remember the entire material of the Qur'an, in addition to teachers who have excelled and skills. Unlike Ibtidaiyah madrasahs, which do not focus students on memorizing the Qur'an, and as teachers in Kuttab, teachers are also far from professionalism. In comparison to the current madrasah Ibtidaiyah curriculum, the learning materials in Kuttab are thin.Keywords : curriculum, kuttab, madrasah, teacher, student.
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Hayes, Denis. "Opportunities and Obstacles in the Competency-Based Training and Assessment of Primary Teachers in England." Harvard Educational Review 69, no. 1 (April 1, 1999): 1–29. http://dx.doi.org/10.17763/haer.69.1.786253760356v747.
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In this article, Denis Hayes discusses the competence model for teacher training in England in the 1990s. This model uses Circulars — policy guidelines that list competence statements — to outline the level of achievement that student teachers must reach before obtaining qualified teacher status. Hayes considers the impact that the competence approach to monitoring standards of achievement has had on teacher-training institutions and student teachers. He explores questions of terminology and examines the limitations of using a competence model, the difficulties of separating competences for the purposes of assessment and of structuring competence statements in a hierarchy that reflects the way that student teachers progress in their ability to teach. He presents a case study based on his own institution's attempt to develop a hierarchy of competence acquisition and cautions that a competence approach to the training and assessment of teachers is extremely complex. Hayes concludes that, in aligning their programs with the statutory competence model, teacher-preparation institutions must not neglect the developmental aspect of the skills that enable student teachers to reach the competences.
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Hayati, Miratul, Yubaedi Siron, and Erma Hermawati. "Strategi Lembaga Pendidikan Anak Usia Dini dalam Melibatkan Guru Laki-Laki." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 6, no. 1 (March 31, 2021): 11–24. http://dx.doi.org/10.14421/jga.2021.61-02.
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The involvement of male teachers in Early Childhood Education (ECE) institutions is still a matter of debate. Data for the last 10 years shows a decrease in the number of male teachers in ECE institutions. Even though their involvement is as a substitute figure for their father at school. This study aims to determine the strategy carried out at ECE institutions in KB-TK Al-Fath Cirendeu in involving male teachers. This research uses a qualitative approach with a case study method. The research subjects included: the principal, 2 female teachers and 7 male teachers. Data collection was carried out employing observation, in-depth interviews and documentation. Data analysis using Miles Huberman through the stages of data reduction, data presentation, verification, and concluding. The results of the study found that the ECE institutional strategy to involve male teachers in the institution was carried out through the planning of male teacher involvement objectives, recruitment plans, provision of special facilities, preparation of organizational structures, division of job descriptions between male and female teachers and institutional supervision of male teacher performance.
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Klanienė, Ilona, Gražina Šmitienė, and Raimonda Vainorė. "Headmasters’ Attitudes Towards Career Management Opportunities for Pre-School Education Teachers." Regional Formation and Development Studies 37, no. 2 (July 18, 2022): 66–76. http://dx.doi.org/10.15181/rfds.v37i2.2422.
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In an ever-changing world, the goals of education and the expectations of education policy makers, society and parents for the education system are also changing. Pre-school educational institutions need teachers with professional excellence and leadership skills who are constantly improving their competencies. In this context, the management of a teacher’s career is becoming a particularly important issue. In the management of a teacher’s career, not only the motivation of the teacher himself but also the role of the headmaster is very important in creating conditions and providing opportunities for the development of a teacher’s career. The article reveals the attitude of headmasters in pre-school educational institutions to the possibilities of pedagogue career management. It presents the results of qualitative research (interviews with headmasters in pre-school institutions), which revealed that headmasters understand the importance of teachers’ career management both for the teacher himself and for the quality of the institution’s activities. Some headmasters take care of a teacher’s career, creating conditions for improving competencies, and providing financial and psychological support. However, not all headmasters in pre-school institutions create favourable conditions for the development of a teacher’s career by delegating this function to the teacher himself.
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Dubovyk, Olena M., and Violetta Y. Dubovyk. "HEALTH OF THE TEACHER OF HIGHER EDUCATION INSTITUTIONS (EFFICIENCY – DEVELOPMENT)." Wiadomości Lekarskie 74, no. 3 (2021): 773–76. http://dx.doi.org/10.36740/wlek202103239.
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The aim: Of the work is to find a scientifically based approach to improve the health of teachers on the basis of a comprehensive socio-hygienic analysis of the factors that affect the state of their health. Identify the main aspects of psychological work with teachers to support the mechanisms of self-regulation of their psychological health. Materials and methods: Theoretical and methodological analysis of psychological and pedagogical literature; сomparison; generalization; systematization. The article presents the current problem of modernity – the mental health of teachers of higher education. Criteria, quality categories, levels, principles of ensuring the mental health of the teacher as a person are analyzed. The components of mental health are compared. Conclusions: The concept of professional psychological health as a process of scientific understanding of the teachers practice involves the development of a comprehensive program for teacher's health care, which will include all areas: informational, preventional, diagnostical, rehabilitational and treatment. Higher education teachers are active participants in the preservation and promotion of health at the state, social and personal levels. They should form the concept of health in students during the process of their professional activities. Teachers use various forms of organizational, educational, volunteer work and different new technologies to preserve their own health and create the environment with the appropriate social conditions, where students can take responsibility for their own actions, deeds, work, leading a healthy lifestyle.
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Enumah, Lisette. "White Supremacy and Teacher Education: Balancing Pedagogical Tensions When Teaching about Race." Teachers College Record: The Voice of Scholarship in Education 123, no. 1 (January 2021): 1–44. http://dx.doi.org/10.1177/016146812112300108.
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Context University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators. Critical scholarship on teaching about race and racism has identified some core concepts that teachers should learn, including an understanding of systemic racism. A deeper understanding of the structure and function of White supremacy as a system, specifically as it operates within teacher education as a social institution, can provide insight about the challenges faced by teacher educators (TEs) who teach about race and racism. Drawing from articulations of the characteristics of White supremacy, the author identifies operant mechanisms of White supremacy in teacher education. Purpose This article offers a framework for the logic of White supremacy as consisting of three core concepts: (1) the logic of racialized distribution of power; (2) the logic of intentional White ignorance and historical erasure; and (3) the logic of dehumanization of people of color through violence and White cultural hegemony. The study examined the tensions that emerge for teacher educators who aim to teach teachers to disrupt White supremacy but are working from within White supremacist institutions. Research Design The theoretical framework was used to examine emerging tensions experienced by TEs in a cross-institutional qualitative study that used phenomenological methods. Data were collected from teacher educators across multiple institutions and included interviews, classroom artifacts, and focus groups. Findings Findings aligned to the White supremacy framework. Tensions related to the racial distribution of power focused on differentiated support for teacher candidates (TCs) of color and navigating moments of racial tension. Tensions related to White ignorance and erasure centered on responding to White students’ resistance decentering Whiteness. Finally, tensions related to dehumanization of people of color focused on challenging deficit ideologies. Recommendations The findings suggest that being open to and conscious of these tensions through critical reflection can be productive for teacher educators. More research is needed that considers the distinct needs of TCs of color and White TCs when learning about race and racism. In addition, further research can apply the logic of White supremacy in cross-institutional studies and continue to engage TEs as participants to explore linkages between interpersonal and institutional effects of White supremacy in other contexts.
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Mikeladze, Madona, and Inga Shamilishvili. "Gender Issue in Georgian General Education Institutions." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 2 (December 29, 2019): 48–55. http://dx.doi.org/10.22333/ijme.2019.14006.
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Gender Equality is one of the principles of functioning democratic society. It is clear that this principle should be integrated into the education system itself. Georgia, as in the State, has taken on commitment to establishing gender equality in the education system in recent years. “The Georgian Law on Gender Equality” (Chapter 2, Article 6) separates the equality guarantees in relation with education. “The State Action Plan for Gender Equality” determines the whole spectrum of measures for achieving gender equality in education. However, everyday practice is far from the desirable situation because of not understanding equality principles. The school, as one of the most important institutions of gender socialization, can create the conditions for the development of children of both sexes, as well as it can become the factor of the gender inequality and transmission. Gender inequality within the education system can be seen in the aspects such as education policy and development strategy, institutional aspects, educational programs and content of textbooks, teaching approaches, assessment forms, organizing physical environment, etc. Of course, it is of great importance that the gender-character of formal and informal relations of the subjects involved in the education process, i.e. the specificity of relations among teachers, administration and pupils. The study provides an analysis of teacher behavior, gender attitudes and stereotypes towards the children of different sexes as well as the gender sensitivity of teachers, pupils and parents in Georgian educational space.
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OLEFIR, Natalia. "FEATURES OF THE TEACHER'S ASSISTANT WORK IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION WITH INCLUSIVE EDUCATION." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 1 No. 1 (December 20, 2021): 68–73. http://dx.doi.org/10.54891/2786-7005-2021-1-11.
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Summary. The article considers the peculiarities of the work of an assistant teacher in general secondary education institutions with inclusive education. It is proved that inclusive education is not just the inclusion of a child with special educational needs in a regular school, but also the creation of a special approach to learning in the common space, which provides additional elements of the educational process – specially equipped place, appropriate conditions, individual child development plan and mandatory presence of a teacher's assistant in an inclusive classroom. On the basis of scientific and pedagogical literature, normative and legal sources the concept of «teacher's assistant» is revealed and its activity is defined. The functions of the teacher's assistant are singled out, which include: organizational, educational and developmental, diagnostic, prognostic, consultative. It is noted that the main function of a teacher's assistant as a teacher is to work with an inclusive class teacher to help pay attention to each student during the educational process. The task of the teacher's assistant to establish his cooperation with teachers, specialists of the team of psychological and pedagogical support and parents is theoretically substantiated. It is noted that one of the conditions for successful inclusive education is a team approach, which is provided by members of the team of psychological and pedagogical support of a child with special educational needs. This is a mutually agreed complex activity of a multidisciplinary team of specialists and parents of the child, which aims to create the necessary conditions conducive to the development of the child's personality, learning, skills, successful adaptation, rehabilitation, self-realization and integration into society. The role of the teacher's assistant in providing children with a full social life, articipation in the educational process is determined. The organizational aspect of the work is analyzed and the ways of successful cooperation of the teacher's assistant with parents are suggested.
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Kumar, Sachin, and Manjinder Kaur. "Readiness for Education 4.0: Pandemic as the Wakeup Call for Teacher Education Institutions." Journal of Advances in Education and Philosophy 7, no. 1 (January 10, 2023): 10–13. http://dx.doi.org/10.36348/jaep.2023.v07i01.002.
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Change has been the unwritten yet self-evident law of nature and society. However, in recent times the pace, magnitude, complexities and dimensions of these changes got accelerated and intensified. The changes can be discerned in each sphere of our lives including the domain of learning and education sector. Scholars have identified four stages of Education from 1.0 to 4.0. In each of these four phases, all the characteristics change including institutional arrangement, content organisation, learning orientation, technology, teaching-learning methods, and role of students and teachers. Transition in to Education 4.0 necessitates a transformation in teacher education institutions (TEIs) because in these institutions teachers and educational administrators of future are being prepared. This paper looks at the 2 year B. Ed. curriculum prescribed by Himachal Pradesh University in 2015 and assesses the extent to which this curriculum can prepare graduates for future. The paper observes that teachers being prepared currently are not ready for roles and responsibilities they are expected to shoulder in the changed and changing scenario. It further observes that many aspects of current system of teacher education actually stand at Education 1.0 and as such requires responsive curriculum, unflinching commitment and unprecedented mobilization of resources in order to cover the long path in order to transition into 4.0 successfully. The current pandemic has potential to become a pretext for taking steps in desired direction.
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Maslova, Tetiana. "Governmental and Non-Governmental Forms of Teacher Development Organization in Poland." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 122–27. http://dx.doi.org/10.2478/rpp-2018-0028.
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AbstractThe article analyzes the activities of governmental and non-governmental institutions aimed at orginizing teacher development in the system of postgraduate education in Poland. The author pays attention to the most prominent governmental institutions involved in advanced teacher training, namely, the Center for Education Development and the National Center for Supporting Vocational and Continuing Education in Warsaw, the Polonia Teachers’ Center in Lublin, which is part of the Centre for Polish Education Development Abroad. The activities of governmental institutions for teacher training in Poland operate at such three levels as central, regional and local. These institutions realize the main goal that is mainly related to teaching staff in the system of teacher development in accordance with the priorities in the country’s education policy. The funding allocated for the activities of central institutions for teacher development is provided under the budget of the Ministry of Education. Non-govermental centers for advanced teacher training are established by natural or legal entities. There are more than 370 institutions of this kind in Poland. In addition, teachers can participate in various training courses offered through the EU projects and funded by the European Social Fund. Based on Polish experience, it was proved that the European vision of education and new quality criteria motivate the teacher to develop both national and pan-European identity in their students.
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Bogush, Alla. "Project- language behavior of teacher-methodologist of preschool education institution: categorical research apparatus." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 7–15. http://dx.doi.org/10.24195/2617-6688-2021-1-1.
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The preschool education institution is the first educational link in the continuous education system of Ukraine. The future of our state depends on the level of education of the youngest citizens. The current stage of society development requires the traditional forms and methods in the work of teaching staff rethinking. Also it includes the training of creative teachers at preschool education institutions, who are able to combine professional knowledge, skills and abilities acquired in the education process with advanced innovative technologies of education and upbringing of the youngest citizens of Ukraine. And on top of it easily to design a new modern educational models at preschool education institutions. The primary role in the modernization vector of modern preschool education institutions functioning consists in searching of new interactive methods of educational work with children, as well as with the teaching staff and parents belongs primarily to preschool education institutions authorities. The pedagogical staff of preschool education institution is headed by the director and the teacher-methodologist. The last is the responsible for quality of educational work with children. She is a highly educated, professionally competent, pedagogical specialist who supervises the pedagogical work of teachers at preschool education institution: provides methodological assistance to teachers, summarizes and implements the advanced pedagogical experience, promotes the career enhancement of teachers, organizes the cooperation with parents, public organizations, school, plans educational work of at preschool education institution - with children and teaching staff. One of the modern interactive directions of teacher-methodologist’s activity is project- language behavior. The article reveals the categorical apparatus of research and positioned the professionally oriented glossary, such as: "project" and derivatives of this concept: project method, project techniques, project technologies, project activities, project and implementation activities, pedagogical project. There is defined the phenomena of " Project- language behavior of teacher-methodologist of preschool education institution” and different types are characterized: the project subject of project- language behavior. We understand the project in language behavior as purposeful perspective planning of innovative, interactive forms, methods, technologies of native language teaching for children, united by one theme, aimed at achieving a positive result in the cooperation of children and teacher, under her guidance and control in various language behaviors. We consider the of project- language behavior of the project- language behavior of preschool education institution as a multifunctional, multidimensional, constructive-planning language behavior aimed at providing the educational- language behavior process in different age groups of preschool education institution with the latest innovative technologies and interactive methods of language improvement and native language teaching to children in early age, carrying out intermediate control and assistance in their implementation, which will objectively assess the results obtained at the final stage. The principles of language behavior organization of the teacher-methodologist and types language behavior are characterized.
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Lee, Jongmok. "Exploring the Physical Education Classes of Teacher Education Institutions Viewed by Novice Teachers." Journal of Humanities and Social sciences 21 10, no. 5 (October 30, 2019): 241–56. http://dx.doi.org/10.22143/hss21.10.5.18.
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Alda, Rivika, Helen Boholano, and Filomena Dayagbil. "Teacher Education Institutions in the Philippines towards Education 4.0." International Journal of Learning, Teaching and Educational Research 19, no. 8 (August 30, 2020): 137–54. http://dx.doi.org/10.26803/ijlter.19.8.8.
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Jatuporn, Omsin. "Repositioning the Field of Socio-Cultural Foundations under the Efficiency-Driven Reform in Teacher Education." International Journal on Social and Education Sciences 4, no. 2 (May 26, 2022): 164–77. http://dx.doi.org/10.46328/ijonses.279.
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This article examines how qualification frameworks for Bachelor of Education and the Thai Teachers Council regulations on teaching professional standard affect the status of knowledge of socio-cultural foundations in teacher education institutions. The researcher used document analysis, in-depth interview and field observations with 7 teacher educators from 7 teacher education institutions. Findings indicate that socio-cultural foundations courses are still present in the teacher education program, and there is integration of the subject matters of philosophy and sociology of education. In addition, the everyday life discursive practices of teacher educators are the implementation of the teacher education curriculum reflecting negotiation, resistance, or articulation process between policy and practices. As a critical active agent in their own cultural politics, teacher educators are the most important actors influencing the status of knowledge of the field of socio-cultural foundations in teacher education institutions.
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Rasmani, Upik Elok Endang, Warananinngtyas Palupi, Jumiatmoko Jumiatmoko, Nurul Shofiatin Zuhro, and Anjar Fitrianingtyas. "Improving Early Childhood Education Management through Problem Identification of Institutions." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 1 (May 9, 2021): 307–14. http://dx.doi.org/10.31004/obsesi.v6i1.888.
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The success of managing early childhood education institutions is determined by management aspects such as curriculum, infrastructure, marketing, students, supervision and educators. One of the most important management is management that regulates education personnel because this management determines how educators provide facilities to develop children's abilities so that they can achieve the expected educational goals. This study aims to improve PAUD (Early Childhood Education) Management by identifying institutional problems. This study used a qualitative descriptive research model. The research sample was teachers in Kindergarten AULIA Surakarta. The results showed that the observation, attention, communication, personality of the teacher and the child was good and the teacher always conducted consultations on children's problems. It showed that the average AULIA Surakarta kindergarten teacher had done their job well.
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Hussain, Ikhlaq, Dil Angaiz, and Salma Jan. "RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS’ ATTITUDE TOWARDS INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND ITS USE FOR EDUCATIONAL PURPOSES IN GILGIT-BALTISTAN." Pakistan Journal of Social Research 03, no. 04 (December 31, 2021): 398–411. http://dx.doi.org/10.52567/pjsr.v3i4.302.
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The purpose of this study was to investigate the relationship between prospective teachers’ attitude towards ICT and its use for educational purposes among teacher education institutions of Gilgit-Baltistan. All final year prospective teachers (n= 236) of two teacher education colleges and a public sector university were the sample of this study. The researcher has adapted Test of e-Learning Related Attitude scale to measure attitude towards ICT. Whereas, Technology Level of Use scale was used to investigate prospective teachers’ use of ICT. Findings indicated that more than 90% prospective teachers show high positive attitude towards ICT. Findings further indicated a significant difference in prospective teachers’ attitude towards ICT by institution. However, no any significant difference was found among institutions regarding use of ICT. The study found weak positive correlations between use of ICT and attitude towards ICT; and program of studies and attitude towards ICT; gender and program of studies. However, attitude towards ICT was found to have inverse correlation with gender and type of institution. Similarly, inverse correlation was observed between use of ICT and gender and use of ICT and program of studies. This study will be an addition in the available literature from the context of Gilgit-Baltistan. Keywords: Prospective Teachers, Attitude, Information and Communication Technology (ICT), ICT integration, Teacher Education Institutions
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Sharma, Ms Jyotsna. "Total Quality Management in Teacher Education Institutions." International Journal for Research in Applied Science and Engineering Technology 6, no. 4 (April 30, 2018): 2354–57. http://dx.doi.org/10.22214/ijraset.2018.4401.
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Cleave, Hayley, Philip Carey, Patricia Norris, Patricia Sloper, David While, and Anne Charlton. "Pastoral Care in Initial Teacher Education: A Survey of Secondary Teacher Education Institutions." Pastoral Care in Education 15, no. 2 (June 1997): 16–21. http://dx.doi.org/10.1111/1468-0122.00051.
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Темняков, Дмитрий, and Dmitriy Temnyakov. "Self-education is one of the forms of improving the professional skill of the teacher." Applied psychology and pedagogy 2, no. 4 (November 13, 2017): 1–6. http://dx.doi.org/10.12737/article_5a0766024a9625.85715137.
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The article reveals the specifics and problems of the qualification requirements for the teacher of a higher education institution within the framework of self-education. Features of self-education of teachers of higher educational institutions at the present stage of reforming the educational system in the Russian Federation are considered. The article analyzes traditionally developed approaches to self-education, advantages and disadvantages of forms of enhancing professional skills through self-education. Recommendations for improving the process of self-education of a teacher of higher education are presented.
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Chang, Annalisa C., and Angela Ammerman. "String Teacher Preparation Programs in the United States." String Research Journal 10, no. 1 (June 16, 2020): 33–43. http://dx.doi.org/10.1177/1948499220926175.
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The rise in demand for string teachers is a sign of support for string programs across the United States. Despite an increase in string teacher positions, there is growing concern regarding the lack of qualified string music education graduates to fill the vacancies, sometimes leading administrators to close programs. This study investigated the status of string teacher education programs in the United States. Participants for this study were degree-granting institutions ( N = 636) accredited by the National Association of Schools of Music (NASM). The NASM directory listings and institution websites were examined to determine what type of degrees were offered, and presence of a full-time string music education faculty member. Results indicated that while most NASM-accredited institutions offer some type of undergraduate degree in music education, very few institutions (16%) were shown to have a full-time string music education specialist. Results also indicated a significant relationship between the size of school and likelihood of having a full-time string music education specialist, χ2 (7, N = 526) = 80.03, p < .001.
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,, Parul, and Dr Madhulika S. Patel. "Redefining Teacher Education in India." SMART MOVES JOURNAL IJELLH 7, no. 11 (November 28, 2019): 16. http://dx.doi.org/10.24113/ijellh.v7i11.10116.
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Professional development of a teacher is a continuous process. Quantitative and qualitative debate may hinder our approach to fill the deep crevices between theory and practice regarding teacher development. Reflective teaching practice and improvement of environment for CPD predetermines for unanimity in variations. Upgrading national policy on education teachers’ training institutions and creating centre of excellence are among few expected ways to meet the challenges. Integration of information and communication technology in education and stimulation of quality assurance system may support CPD. Furthermore, uniform policy on recruitment, cadre of teachers, and financial benefits may induce the overall teachers’ professional development across the time and space.
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Graber, Kim C., K. Andrew R. Richards, Chad M. Killian, and Amelia Mays Woods. "PETE Faculty Preferences and Responsibilities for Research, Teaching, and Service in the United States." Journal of Teaching in Physical Education 39, no. 3 (July 1, 2020): 396–406. http://dx.doi.org/10.1123/jtpe.2019-0056.
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Purpose: Grounded in occupational socialization theory, the purpose of this investigation was to examine U.S. physical education teacher education faculty members’ work role preferences, how their actual work role responsibilities compare to institutional expectations, and differences in these preferences and responsibilities based on gender and institution type (i.e., bachelor’s, master’s, and doctoral institutions). Methods: Participants included 323 physical education teacher education faculty members (188 females and 135 males) from 230 institutions of higher education who completed an online survey. Data were analyzed using descriptive statistics and a series of 3 × 2 (Institution Type × Gender) factorial analysis of variances. Results: There was relative alignment between what faculty members are expected to do, what they prefer to do, and how they actually spend their time. There are, however, some important differences based on gender and institutional classification. Discussion/Conclusion: Results are discussed within the framework of occupational socialization theory and with reference to faculty role expectations and the propensity for role conflict.
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Risnita, Risnita, and Fahrina Yustiasari Liriwati. "Aktualisasi Total Quality Management dalam Meningkatkan Profesionalisme Guru di Lembaga Pendidikan Islam." INNOVATIO: Journal for Religious Innovation Studies 18, no. 1 (June 30, 2018): 39–50. http://dx.doi.org/10.30631/innovatio.v18i1.39.
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The task of the teacher to give instructions and guide students for more progressive in their knowledge, skills and self-constructivity to develop their potential. The teacher carries out his duties requiring technical skills that are supported by certain personality attitudes, and are guided by a code of ethics at the institution where he works, especially in Islamic education institutions. Technical skills, personality attitudes, obedience to religious values should develop when teaching profession is supported, and the situation provides opportunities in a professional manner, and teacher can realize the vision and mission of teaching and simultaneously carry out the vision and targets of the educational institutions in which they work. Increased professionalism of teachers requires Total Quality Management (TQM) which aims to encourage management to work in total to improve quality, quality assurance and provide satisfaction to customers; parents, students themselves and other stakeholders. This paper will outline the role of TQM in increasing the professionalism of teachers in Islamic education institutions
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Basution, Fitri Pranita. "Identifikasi Kinerja Guru Dalam Menentukan Kualitas Mengajar Menggunakan Metode Profile Matching." Jurnal Sistem Komputer dan Informatika (JSON) 1, no. 3 (May 20, 2020): 172. http://dx.doi.org/10.30865/json.v1i3.2104.
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To determine the quality of teacher performance, an educational institution must conduct a process of evaluating the performance of its teachers. MTsS YASPI College Foundation Labuhan Deli is one of the educational institutions that always improves the quality of education in schools. Teacher performance appraisal at Labuhan Deli YASPI schools is still done conventionally, so there are many assessment criteria and it takes a long time to evaluate the teacher's performance. This study aims to optimize the teacher performance appraisal process to be faster and more precise. The method used is Profile Matching. The results of this study can determine the teacher's performance more precisely by 100%. So that this research can be recommended as an appropriate system in evaluating teacher performance in schools
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Beyer, Landon E. "Reconceptualizing Teacher Preparation: Institutions and Ideologies." Journal of Teacher Education 40, no. 1 (January 1989): 22–26. http://dx.doi.org/10.1177/002248718904000106.
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Torres Castillo, Rolando. "Teacher training and quality of mathematics education." Green World Journal 5, no. 1 (February 25, 2022): 009. http://dx.doi.org/10.53313/gwj51009.
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The problem of teacher training in mathematics at the secondary education level is recurrent, as shown in various publications on the history of education. Therefore, it is difficult to understand why so little progress has been made, despite the many complaints and proposals. In this sense, the aim of this study was to analyze the relationship between the training and the processes of improvement in the teaching of mathematics teachers. Currently, content knowledge is almost the only professional reference for most teachers. This is despite the fact that no one disputes the fact that teachers also need to have other knowledge of Didactics of Mathematics and knowledge derived from teaching practice. In this sense, it is important to establish a stable, rigorous and coherent institutional framework between university and non-university institutions involved in initial and continuing teacher training, which will make it possible to seriously and rigorously address the problems we have discussed.
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DODUEVA, OLGA F., and VICTORIA V. STEPANOVA. "Prevention of emotional burnout of teachers of educational institutions of higher education of the Federal Penitentiary Service of Russia (example of the VLI of the FPS of Russia)." Vedomosti (Knowledge) of the Penal System 226, no. 3 (2021): 47–57. http://dx.doi.org/10.51522/2307-0382-2021-226-3-47-57.
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Abstract. The article examines the features of the activities of teachers of higher educational institutions, gives a characteristic of the emotional burnout of a teacher of higher educationalFPS of Russia higher educational institutions, presents the results of a study of the level of emotional burnout among teachers of the VLI of the FPS of Russia, suggests directions for the prevention of emotional burnout of teachers. Key words: teacher, pedagogical activity, emotional burnout, factors of emotional burnout, official activity, prevention of emotional burnout. institution, reveals the specifics of the activities of
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R., RAMESH. "MEDIA UTILISATION AMONG SECONDARY TRAINEE TEACHERS IN THEIR TEACHING-LEARNING ACTIVITIES." International Journal of Research -GRANTHAALAYAH 9, no. 2 (March 5, 2021): 275–80. http://dx.doi.org/10.29121/granthaalayah.v9.i2.2021.3629.
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This study explored the views of teacher trainees on various components of their training about the use of new technology to teach their subject. There is a significant change in our daily life with the advancement of information and communication technologies. Integrating ICTs into teaching and learning offers significant potentials for higher education institutions and opens new challenges for educators, through their capacity to facilitate new kind of education in the digital environment. Particularly, the use of technology in teacher education opens new opportunities for teachers and students. The success of ICT in teacher education depends on teacher educators, trainee teachers and authorities in the institutions. The present study investigated the media utilisation among secondary trainee teachers in their teaching-learning activities. The investigator adopted the survey method and used random sampling technique for the selection of sample. A structured questionnaire was distributed to the selected 500 teacher-trainees and data collected were analyzed using t-test. The findings concluded that the selected personal variables like sex, locality of the students, type of institutions and locality of the institutions have influenced media utilisation among secondary trainee teachers in their teaching-learning activities.
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BİLMEZ, Derin Hilal, and Ümit ARPACIOĞLU. "RURAL EDUCATION PRACTICES IN THE 20TH CENTURY." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 34 (November 15, 2022): 14–31. http://dx.doi.org/10.31567/ssd.764.
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The lack of education in the countryside is one of the biggest problems inherited by the Ottoman Empire to the Republic of Turkiye.The fact that a large part of the population lives in the countryside, that the educational institutions in the countryside provide religious-oriented education and that this education is far from a common system has brought along the education problem. The Republic of Turkiye has been aware of the education problem in the countryside since its establishment and has tried to produce solutions. Before the teacher in the countryside eliminated his/her deficiency, he/she connected all educational institutions to the Ministry of National Education and ensured the teaching unity. As the first concrete step for the Village Teacher problem, village children who can teach were made village teachers for three years with short-term courses. The success achieved here has led to the institutionalization of these courses and first Village Teacher Schools and then Village Institutes have been opened. One of the reasons for the opening of village institutes is to reduce the difference between the city and the village, to develop the village and the villagers, to increase the cultural level of the society and to meet the needs of teachers and other occupational groups in the countryside. The institutes were merged with Primary Schools for severe criticism nearly a decade after opening. In this way, these institutions only started to train teachers again. Primary Teacher Schools have been transformed into higher education institutions over time and have been connected to faculties of education. In the 21st century, various private institutions and organizations produced and implemented projects to support and encourage education in rural areas.
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Soltero Lopez, Ana K., and Patricia D. Lopez. "Expanding Our Reach: Cross-Institutional Collaborations and Teacher Preparation in Hispanic Serving Institutions." Journal of Culture and Values in Education 3, no. 1 (June 4, 2020): 120–35. http://dx.doi.org/10.46303/jcve.03.01.8.
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This paper addresses the role of cross-institutional collaborations among Hispanic Serving Institutions (HSI). Specifically, we focus on the Enseñamos en el Valle Central Initiative—a five-year, Title V, Developing Hispanic Serving Institutions (DHSI) grant for recruiting and preparing bilingual, Latinx teachers with a strong sense of self and service to their communities. While California four-year state institutions have historically been at the helm of preparing bilingual Kindergarten through 12th grade (K-12) teachers, this has not been the case for community colleges, which continue to be the first entry point into higher education for many Latinx communities. We discuss how the process of a two-week summer institute among two- and four-year faculty at two community colleges and one university expands conventional notions of teacher preparation, and how these non-normative approaches can lend to stronger pathways into the profession. Moreover, we share how our faculty development approaches disrupt the status quo in teacher preparation and how non-tenured Faculty of Color navigate the politics of disruption and how these race-gendered experiences hold relevance for how we understand teacher preparation and expanding access to underrepresented Teachers of Color into the teaching profession.
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Cieśleńska, Beata. "The Professional Experience Changes of Teachers in Poland." Physical education, sport and health culture in modern society 4(52) (2020): 3–11. http://dx.doi.org/10.29038/2220-7481-2020-04-03-11.
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Introduction. Improvement of teachers is entered in the educational system of each country. It largely depends on the political and socio-cultural expectations of the state. Improvement is aimed at raising the qualifications and competences of teachers, whose knowledge and skills directly translate into the educational success of the pupils. The need to raise awareness of the value of work was a key guarantee for teachers in Poland to keep up with the changing educational and social realities. The Research Aim is to analyse the teacher`s system development in Poland during the post-war period and the beginning of the XXI century. The Research Methods. Analysis of historical and pedagogical literature on the theory and practice of teacher training at schools in Poland. The Research Results. In Poland the issue of teacher training has always received considerable attention. As in other countries, a teacher training system was created, which would be the subject of in-depth analysis and controversy. Over the last decades, the legal framework for teacher training in Poland changed in line with the political situation in education. The importance of institutions that trained teachers and passed state accreditation has increased. The number of non-governmental institutions, involved in teacher retraining, has also increased. The number of non-governmental institutions has also been growing systematically. In-service, training is a key element in the professional development of a teacher. In the teacher improvement development during post-war Poland, at least several stages can be distinguished: the initial period characterized by the diversity and structural incoherence of teacher training; the period of reaching the rational concept of teachers' professional development; a period of full uniformity in the improvement of teachers; the period of building a system of continuing teacher education at the post-graduate level; period as the activity of the Teacher Training Institute and its branch offices stabilizes; development of post-graduate studies and qualification courses for teachers. After 2000s teacher training takes place at three categories: as self-education, intra- school teacher training [WDN] and institutional improvement outside of school. Contemporary professional development of teachers in Poland is also multithreaded, both institutional and non-institutional. Although during the last decades the self-education activity of teachers has increased, institutional forms that improve the skills and competences are still dominant. Instrumental improvement, which is instrumentally treated, unfortunately, but a limited extent, plays the role of a stimulator in the professional teacher development. Therefore, it is necessary to undertake various activities aimed at maintaining the motivation for the development and professional development of teachers. Conclusion. The instrumentally defined process of professional retraining, unfortunately, does not fully, plays the role of stimulator of teacher deve- lopment. Therefore, the process of gradual changes in the teachers` pedagogical activities require not only external control, but also the activity of the teachers, particularly, their acceptance of those values and aspirations as serve-development
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Lopuha, Hanna, Valeriya Reshetilova, and Yuliya Mikhailenko. "World Experience in Organizing the Educational Process in the Discipline of «Physical Culture» in Higher Education Institutions During the Pandemic." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 191–200. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-191-200.
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The article is devoted to the research of the problem of organization of the educational process in the discipline «Physical Culture» in higher education institutions during the pandemic period. The aim of the article is to analyze and summarize the world research literature on the problem of research. It was found out: first, teachers and students faced technical difficulties; lack of educational resources; insufficient information literacy of teachers; the difficulty of implementing regular curricula online; secondly, these are psychological problems: in practical classes, traditional teacher-student communication has been replaced by student-computer-teacher communication; limited conditions for students to study at home and doubts about online physical education. But, despite the difficulties, the practice of physical education classes was as follows. In China, a mixed method of teaching physical education has been proposed – learning using an online course + push notifications of a public WeChat account, ie (synchronous and asynchronous learning). In Northern Macedonia, teachers used various forms, such as live online classes, recorded videos, student assignments, projects, or links to go. Weekly «movement diaries» were practiced in Hungary. In Italy, teachers were invited to teach through distance learning. In the US, SHAPE America has provided virtual online resources on health and physical education, #HPEatHome, including videos with theoretical and practical content. Teachers conducted online classes and performed one hour of physical activity daily. Teachers in Turkey read online courses through an educational information network called EBA, prepared by the Ministry of Education. Conclusions. The period of self-isolation, in world practice, has identified several types of distance learning that teachers have used to ensure the educational process of «Physical Education». This is synchronous and asynchronous learning, or blended learning. This is synchronous and asynchronous learning, or blended learning. Physical education teachers have gained a wealth of experience gained during the pandemic and can use it when they return to normal activities.
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Тетяна Григоренко and Валентина Коваль. "PROFESSIONAL TRAINING OF TEACHERS-PHILOLOGISTS IN AMERICAN HIGHER EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 36–44. http://dx.doi.org/10.31499/2307-4906.3.2020.219087.
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The article reveals the peculiarities of the American professional training of teachers of philology. The source base is analyzed and the lack of a common understanding of the concept of teacher training model, as well as the identification of concepts of models and approaches to the training of teachers of philology. The problematic issues of interdisciplinary training of teachers-philologists of integrative type for expanding opportunities for professional realization in the modern labor market are identified. The purpose of education and prestige of three types of master's and doctoral schools in American research universities are determined: the school of humanities and natural sciences; vocational schools of medicine, law and entrepreneurship; school of pedagogical education. The article considers such models of training of teachers of philology as intuitive, artistic and craft, scientific and applied, reflective, experimental, critical, collaborative, alternative, which allowed to substantiate scientific and methodological recommendations for improving the professional training of teachers of philology: development and introduction of an alternative model of training of teachers-philologists (alternative educational programs); development of mechanisms to stimulate students of philology to research activities; introduction of innovative teaching methods and technologies on the basis of interactivity, facilitation, collaboration, work in an interdisciplinary team, cooperation and constructive socialization; awareness of the need for interdisciplinary knowledge and skills, professional self-development. It was found that the models of teacher training in the United States have much in common with other countries of the European educational space, and the only model that is purely American is an alternative model of teacher training. Scientific and methodological recommendations for improving the professional training of teachers of philology in Ukraine on the basis of theoretical, organizational and didactic models of professional training in the United States are outlined.
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Dlamini, Nosisi Percis. "Preparing South African Foundation Phase Preservice Teachers to Teach Reading for Meaning." International Journal of Language and Literary Studies 4, no. 4 (December 29, 2022): 158–74. http://dx.doi.org/10.36892/ijlls.v4i4.1101.
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Scholars have widely documented the current reading crisis in South Africa. This crisis has drawn attention to the need for adequately prepared teachers to teach reading for meaning, particularly in the Foundation Phase classroom. However, little is known about how South African teacher education institutions prepare preservice Foundation Phase teachers to teach reading for meaning. This article addresses this gap by offering recommendations on how South African teacher education institutions can prepare preservice teachers to teach reading for meaning in the Foundation Phase classrooms. The article argues that there is an urgent need for South African teacher education institutions to rethink their curricula to prepare teachers to teach reading for meaning in the South African Foundation Phase classroom. By focusing on preparing Foundation Phase teachers to teach reading for meaning, the article seeks to contribute to a reconceptualization of the content and structure of the South Foundation Phase teacher education curriculum. It also lays the groundwork for further research on the preparation of South African Foundation preservice teachers to teach reading for meaning.