Relevant bibliographies by topics / Pre-service training teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pre-service training teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Pre-service training teachers.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Pre-service training teachers"

1

OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Skela, Janez. "Training Pre-Service Language Teachers." ELOPE: English Language Overseas Perspectives and Enquiries 1, no. 1-2 (December 31, 2004): 157–70. http://dx.doi.org/10.4312/elope.1.1-2.157-170.

Full text
Abstract:
This article considers some ways of tackling input in pre-service teacher training. First, it highlights the context and structure of a pre-service course currently provided by the Faculty of Arts, University of Ljubljana, Slovenia. Then it goes on to describe the process of designing a syllabus for the course capitalizing on its methodology component which draws on a wide range of current reflection-oriented models and approaches to teacher training. From these models, a teacher-training activities ‘generator’ is derived, which allows for the formation of many teacher-training procedures. It is argued that such methodology, besides giving trainees the opportunity to examine their attitudes, beliefs and assumptions, also echoes classroom practice.
APA, Harvard, Vancouver, ISO, and other styles
3

Koch, Anne, Misook Heo, and Joseph C. Kush. "Technology Integration into Pre-service Teacher Training." International Journal of Information and Communication Technology Education 8, no. 1 (January 2012): 1–14. http://dx.doi.org/10.4018/jicte.2012010101.

Full text
Abstract:
This study evaluated the perceptions of pre-service teachers in their ability to integrate technology into a learning environment based on coursework and student teaching experiences. Pre-service teachers were surveyed using the 2008 ISTE/NETS*T standards as a framework. Results were collected across four academic years at a university that has identified technology as an underlying theme. Conclusions from the study provide an insight into technology savvy characteristics of pre-service teachers. Results also show that technology modeling and program design within a teacher education program can have a significant impact on pre-service teachers, thus improving their perceptions about their ability to integrate technology.
APA, Harvard, Vancouver, ISO, and other styles
4

Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.004.

Full text
Abstract:
Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.
APA, Harvard, Vancouver, ISO, and other styles
5

Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.009.

Full text
Abstract:
Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.
APA, Harvard, Vancouver, ISO, and other styles
6

Wu, Hsiao-ping, and Myriam Jimena Guerra. "Examination of Pre-service Teacher’s Training through Tutoring Approach." Journal of Education and Training Studies 5, no. 2 (January 17, 2017): 1. http://dx.doi.org/10.11114/jets.v5i2.2082.

Full text
Abstract:
Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers’ skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Thirty pre-service teachers participated and data was collected from 300 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of challenges of working ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for teacher education program to assist pre-service teachers to assimilate pedagogies and apply through a tutoring approach.
APA, Harvard, Vancouver, ISO, and other styles
7

Alahmad, Abdalhamid, Tatjana Stamenkovska, and János Gyori. "Preparing Pre-service Teachers for 21st Century Skills Education." GiLE Journal of Skills Development 1, no. 1 (March 9, 2021): 67–86. http://dx.doi.org/10.52398/gjsd.2021.v1.i1.pp67-86.

Full text
Abstract:
This study examines the efficiency of a model aimed at teaching 21st century skills to preservice teachers at Damascus university. Two fundamental aspects were explored, firstly, promoting the teaching of 21st century skills; and, secondly, incorporating 21st century skills in the educators’ pedagogical training. Quantitative data was collected from 106 student teachers, and 34 teacher educators through two survey questionnaires. Results from the teacher educator’s survey data showed that the model to promote all 21st century skills in student teachers was efficient. The student teachers felt that the pedagogical training of this model was efficient in terms of promoting cognitive skills, but only average when considering information literacy and problem-solving skills and performed poorly in fostering communication skills. Thus, even though the model is efficient in promoting 21st century skills for future teachers, it lacks a training framework that places equal emphasis on applying the skills during teacher training.
APA, Harvard, Vancouver, ISO, and other styles
8

Ferizat, Mizambayeva, and Baimyrzayev Kuat. "The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1976–96. http://dx.doi.org/10.18844/cjes.v16i4.6066.

Full text
Abstract:
The pre-service training of competent geography teachers requires searching for effective teaching methods to increase their professional competence. The study aims to determine the effectiveness of interactive teaching methods for teaching geography during the pre-service teacher training. The ideas of transactional analysis and interactionism underlay the interactive teacher training of 260 students from Kazakh universities. The survey revealed interactive teaching methods positively influence the readiness of pre-service teachers to enhance their professional competence. This research confirms the importance of using interactive teaching methods to promote students’ engagement and cooperation during the pre-service teacher training. Keywords: pre-service teacher training; professional competence; pre-service geography teacher; interactive teaching methods; methods for teaching geography;
APA, Harvard, Vancouver, ISO, and other styles
9

Tachaiyaphum, Nutthida, and Apisak Sukying. "EFL Pre-Service Teachers’ Perceptions of CLIL." Asian Education Studies 2, no. 4 (November 3, 2017): 44. http://dx.doi.org/10.20849/aes.v2i4.283.

Full text
Abstract:
This study aims to investigate EFL pre-service teachers’ perceptions of CLIL concerning what CLIL is, what CLIL provides, what CLIL requires, who should implement CLIL, and where CLIL teachers should be trained. The participants were EFL pre-service teachers studying in the faculty of education, Mahasarakham University, Thailand. Questionnaires were used to collect the data after the introduction of CLIL. The findings revealed that most of the participants knew the notion of CLIL as they had taken the teacher training course. The majority of the participants viewed that CLIL provided the opportunities to integrate language into the content subjects. They believed that CLIL helps students develop both language skills and subject knowledge. However, it was revealed that the difficulties in CLIL implementation concerned content, a combination of culture to the lesson, and language (communication). The factors causing the difficulties were mainly related to teachers’ lack of content knowledge, students’ low English proficiency, and the difficult content interrelated to the technical vocabulary. Another factor directly related to CLIL was 4Cs integration into the lessons. It can be seen that although the EFL pre-service teachers have taken the CLIL training course, they still find CLIL difficult to apply and cannot make CLIL classes effective. The factors can be a guide to develop the CLIL training in order to produce qualified CLIL teachers. Content subject and language training, principles of 4Cs and of CLIL, as well as how to apply to the lessons should be highly emphasized in the training course.
APA, Harvard, Vancouver, ISO, and other styles
10

Lopes, Amélia, and Rafael Tormenta. "Pre-Service Teacher Training, Primary Teachers’ Identities and School Work." Literacy Information and Computer Education Journal 1, no. 1 (March 1, 2010): 52–58. http://dx.doi.org/10.20533/licej.2040.2589.2010.0008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Pre-service training teachers"

1

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

Full text
Abstract:
The purpose of this study is to examine Tukish pre-service teachers perceptions about global versus local environmental issues and determine gender and major effect on their perceptions of global and local environmental issues. The information will be collected from Elementary Education pre-service teachers from Middle East Technical University. Their concerns and attitudes toward 9 global and 5 local environmental issues will be measured by using a survey questionnaire. The questionnaire has been adopted from the one originally used by Duan and Fortner (2005). The local issues were selected according to report about the major environmental problems declared by the Ministry of Environment and Foresty of Turkey and the global issues were kept same as the original questionnaire. The results of the study were analysed by means of descriptive and inferential statistics. The results revealed that elementary education pre-service teachers mostly gave more importance to global environmental issues
females had higher attitudes and concerns about environmental issues than males and Early Childhood Education students have higher attitudes and concerns for environmental issues than students from departments of Elementary Science Education and Elementary Mathematics Education. In the stage of preparing environmental education courses as a must course for the faculty of education students in Turkey, the outcome of the study is expected to propose an insight for environmental education for the future teachers.
APA, Harvard, Vancouver, ISO, and other styles
2

Senler, Burcu. "Pre-service Science Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.

Full text
Abstract:
The aim of this study was to examine the relationships among pre-service science teachers&rsquo
personality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo
self-efficacy and academic self-regulation, and pre-service science teachers&rsquo
academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipated in the study. Self-efficacy (i.e. self-efficacy for student engagement, for instructional strategies, and for classroom management), academic self-regulation (i.e. achievement goals, task value, control of learning beliefs, test anxiety, metacognitive self-regulation, effort regulation, and peer learning), and personality trait (i.e. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) were assessed by self-report instruments. The results of the path analysis revealed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies were positively linked to different dimensions of self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of academic self-regulation and self-efficacy, openness was found to be negatively linked to these adaptive outcomes.
APA, Harvard, Vancouver, ISO, and other styles
3

Ayan, Didem. "Promoting Efl Pre-service Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611554/index.pdf.

Full text
Abstract:
The purpose of this study was to investigate the role of electronic portfolio building in development of self-directed learning by fostering reflective thinking through electronic journals and by compelling individual to take responsibility and control of one&rsquo
s own learning in a practicum course among pre-service teachers from the Department of Foreign Language Education, Middle East Technical University. A qualitative case study research method was applied to analyze the data gathered from pre- and post-ICT surveys, pre- and post Self-Directed Learning Readiness Scales, interviews, and the electronic journals and artifacts demonstrated in pre-service teachers&rsquo
web-based electronic portfolios. The data were collected from eight 4th grade undergraduate pre-service teachers enrolled in School Experience course of the English Language Teaching program at METU during 2008-2009 Fall Term. Electronic portfolios, having the opportunity to provide multimedia displays, allow the pre-service teachers to monitor the outcomes of their learning goals and strategies regularly and by monitoring their studies and reflections they review their own work and have a chance to evaluate their learning and teaching process. Essentially, portfolios transfer the responsibility of learning and decision making to the student with its dynamic process
when students are required to reflect on the information they acquire and on how they acquire this information, they begin to accept their learning practice as a process under their control. This study recognizes the notion that information and communication technologies are crucial to teacher education for both learning and teaching
and takes the constructivist stance that using ICTs tools, mainly electronic portfolios in this case, enhances reflective thinking, authentic self-assessment, self-management, and ownership over learning process and facilitates technological competence which all in all foster self-direction in learning.
APA, Harvard, Vancouver, ISO, and other styles
4

Kaplan, Merve. "Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.

Full text
Abstract:
Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in various means in mathematics education. Mathematics teachers have a crucial role in the use of GCs in mathematics classrooms. Therefore, pre-service teachers&rsquo
use of GCs and their views on the use of the tool in mathematics learning are considered to be valuable. The purpose of this study was to investigate the difficulties pre-service elementary mathematics teachers face, and the benefits and constraints they emphasize while learning elementary school algebra through using the Casio Classpad after receiving an instruction with graphing calculators. The graphing calculator used in the present study is the Casio Classpad 330, which is an evolved handheld device combining features of graphing calculators, dynamic geometry environment, computer algebra systems and more. The following two research problems guided the study: What are the difficulties do pre-service elementary mathematics teachers face while using Classpad in learning elementary school algebra after receiving an instruction with graphing calculators? What benefits and constraints do pre-service elementary mathematics teachers emphasize while learning elementary school algebra through using Classpad after receiving an instruction with graphing calculators? With the aim of investigating the views of a group of pre-service elementary mathematics teachers, qualitative research strategies were used. The data was collected and analyzed by means of a case study design. Classroom observations, a questionnaire, and focus group interviews were the main data sources of the existing study. The study was carried out with 21 pre-service elementary mathematics teachers. In the classroom studies elementary level algebra was taught to the participants with the use of Classpad as a main tool by giving one tool to each of the participants. Classroom observations ended in five weeks &ndash
20 courses &ndash
including one week of a training period. After the classroom observations, participants filled out a questionnaire including five open-ended questions about the classroom studies. Finally, data collection procedure was ended with three focus group interviews. The data was analyzed with qualitative means by transcribing and analyzing the observation records, answers of the questionnaire, and records of the three interviews. Results revealed that pre-service teachers&rsquo
view Classpad in three categories
as a personal tool, as an educational tool, and the relationship between CP and motivation. They viewed CP as a personal tool that they were eager to use the tool in every level of mathematics from elementary to mastering degrees. As an educational tool, they preferred to use the tool as a teacher by giving some cautions that teachers and students should be careful with. Lastly, they considered that the tool has a positive effect on motivation when used appropriately. Pre-service elementary mathematics teachers faced some difficulties in the beginning courses of the classroom studies which was their learning period of how to use CP and they overcome most of the difficulties at the end of the classroom studies. As the new elementary school level mathematics curriculum encourages the use of various technologies in teaching and learning of mathematics, the results of this study will have useful implications for mathematics teachers and curriculum developers.
APA, Harvard, Vancouver, ISO, and other styles
5

Semiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.

Full text
Abstract:
The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
APA, Harvard, Vancouver, ISO, and other styles
6

Debreli, Emre. "EFL pre-service teachers' changing beliefs about learning and teaching English : insights from a nine-month pre-service teacher training programme on pre-service teachers' practical knowledge development." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646410.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632872.

Full text
Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles
8

Pamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.

Full text
Abstract:
The purpose of this study was (1) to explore pre-service science and mathematics teachers&rsquo
levels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public universities in Ankara participated. Also, students were enrolled in first and fourth grades. The scales were administrated during 2006 Fall semester. Computer Self-efficacy Scale and Computer Attitude Scale which had four sub-scales, namely anxiety confidence, liking, and usefulness were used to determine pre-service teachers&rsquo
computer self-efficacy and attitudes towards computer levels. Moreover, the v questionnaire had some questions that asked demographic characteristics of participants. The results indicated that pre-service Science and Mathematics teachers had high computer self-efficacy and attitude levels. Furthermore, participants&rsquo
gender was not a significant factor on their computer self-efficacy and computer attitude except for liking sub-scale. Males liked more computer than females. Major of participants did not have any effect on computer self-efficacy and computer attitude. Grade level was an important factor for computer self-efficacy and attitude
fourth graders had higher scores on both scales. Computer owner participants had significantly higher scores of computer self-efficacy and attitudes towards computers. Finally, results showed that participants&rsquo
computer self-efficacy scores were related to sub-scale scores of computer attitude scale.
APA, Harvard, Vancouver, ISO, and other styles
9

Neal, Ann-Michelle. "Training Pre-Service Teachers in Response to Intervention: A Survey of Teacher Candidates." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3702.

Full text
Abstract:
Addressing training in Response to Intervention at the pre-service level has potential to reach educators during their formative years; preparing them to implement research-based practices upon entering the field and building the capacity to do so with more fidelity and less support. While the knowledge levels and perceptions of pre-service teachers are critical to the future success of RTI implementation, the level of training among pre-service educators is less understood relative to their colleagues in the field. This exploratory study was designed to examine pre-service general and special education teachers' perceptions of RTI, and self-efficacy in implementation. A survey, created and distributed to measure teacher candidates' (TCs) opinions and self-efficacy in RTI, found that TCs have positive opinions of RTI. They believe it to be effective for students, but have less ability to implement specific components in the classroom. The outcomes from this study suggest that special education majors had significantly higher ratings of their self-efficacy than elementary education majors. This has implications for curriculum changes in teacher training programs to better prepare educators to implement RTI in the classroom.
APA, Harvard, Vancouver, ISO, and other styles
10

Wickham, Allison. "Culturally Responsive Art Educators: Proactive Training for Pre-Service Teachers." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1393332892.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Pre-service training teachers"

1

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Corcoran, Roisin P. Developing emotionally competent teachers: Emotional intelligence and pre-service teacher education. New York: P. Lang, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Clive, Beck, ed. Priorities in teacher education: The 7 key elements of pre-service preparation. Abingdon, Oxon: Routledge, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Keengwe, Jared, Grace Onchwari, and Darrell Hucks. Literacy enrichment and technology integration in pre-service teacher education. Hershey PA: Information Science Reference, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Teaching Practice Workshop: Strategies for Effective Monitoring of Teaching Practice as an Essential Tool for Pre-Service Teacher Preparation (1995 Windhoek, Namibia). Teaching Practice Workshop: Strategies for Effective Monitoring of Teaching Practice as an Essential Tool for Pre-Service Teacher Preparation. Edited by Njabili Agnes F and University of Namibia. Faculty of Education. [Windhoek]: Faculty of Education, University of Namibia, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Candau, Debbie. Intel teach to the future: Pre service curriculum and CD-ROM. 2nd ed. [S.l.]: Intel Corp., 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Candau, Debbie. Intel teach to the future: Pre service curriculum and CD-ROM. 2nd ed. [S.l.]: Intel Corp., 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Elmi, Djama Egueh. Training pre-service teachers of English in Djibouti, with particular focus on self-directed learning. (UK): (s.n.), 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Fish, Della. How to enable learning through professional practice: A cross-profession investigation of the supervision of pre-service practice. Twickenham: West London Institute of Higher Education in association with Brunel University, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fisher, Harry K. Final report submitted to the Task Force on Review of Pre-Service Programs, Teacher Education Council, Ontario. [Toronto, Ont: The Council, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Pre-service training teachers"

1

Stahl, Garth, Erica Sharplin, and Benjamin Kehrwald. "Meeting the Needs of Pre-service Teachers Through Teacher Training." In Real-Time Coaching and Pre-Service Teacher Education, 3–11. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6397-8_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Miller, Dave. "Teachers and technology: pre-service training for mathematics." In Information and Communications Technologies in School Mathematics, 161–64. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Thiel, Oliver. "How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics." In Early Childhood Teachers' Professional Competence in Mathematics, 63–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Barnes, Ann. "Maintaining language skills in pre-service training for foreign language teachers." In Language in Language Teacher Education, 199–217. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.14bar.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Utsumi, Miriam, Irene Cazorla, and Verônica Yumi Kataoka. "Statistical Training of Pre-service Teachers with Application in School Practice." In The Teaching and Learning of Statistics, 279–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_33.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Luís, Ana R. "ICT Training and Pre-service Teachers: Embracing the Challenge at Master’s Level." In Advances in Intelligent Systems and Computing, 353–60. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56541-5_36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kanchanachaya, Nuttaphong, and Kanita Nitjarunkul. "How Do Design Blended Learning Base on Authentic Learning Theory to Enhance Pre-service Teachers’ Ability in Professional Practices of the Pre-service Teacher and Instructor Point of View." In Advances in Human Factors, Business Management, Training and Education, 771–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_71.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Szubko-Sitarek, Weronika. "On the Role of Pre-service Language Teachers’ Beliefs on Multilingual Education in Developing Teacher Training Programs." In Language Learning, Discourse and Communication, 107–16. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00419-8_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Persano Adorno, Dominique, Claudio Fazio, Nicola Pizzolato, and Onofrio R. Battaglia. "Training Pre-service and In-service Secondary School Teachers: Analysis of Changes in Perceptions About Quantum Physics Concepts and NoS Views." In Springer Proceedings in Physics, 165–76. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44887-9_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"Training Pre-Service Teachers to be Creative." In Creativities in Arts Education, Research and Practice, 189–200. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004369603_012.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Pre-service training teachers"

1

Mortari, Luigina, Roberta Silva, and Claudio Girelli. "COMMUNITY SERVICE LEARNING EXPERIENCES IN PRE-SERVICE TEACHERS’ TRAINING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1434.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Romeu, Teresa, Montse Guitert, Marc Romero, and Gemma Abellán. "PRE-SERVICE ONLINE TEACHER TRAINING BASED ON THE COLLABORATION AMONG TEACHERS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1229.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Li, Juan. "The Enlightenment of Finnish Pre-service Teacher Education on the Pre-service Training of Chinese Preschool Teachers." In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210527.025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kanobana, Sibo, and Bart Deygers. "Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2465.

Full text
Abstract:
Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.
APA, Harvard, Vancouver, ISO, and other styles
5

Hernández-Amorós, María J., María E. Urrea-Solano, and Joaquín Ripoll-Ferrándiz. "PRE-SERVICE SECONDARY TEACHERS’ ATTITUDES AND TRAINING TOWARDS DIVERSITY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1072.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Development of Pre-service Teachers’ Assessment Literacy in Assessment Education." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000984.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

Full text
Abstract:
Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
APA, Harvard, Vancouver, ISO, and other styles
8

Song, Ki-Sang, Sang Chun Nam, and Jae Kyung Kim. "Pre-service teachers' media multitasking behaviors with smart devices." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dofkova, Radka, and Martina Uhlirova. "TEACHING METHODS USING IN MATHEMATICS PRIMARY PRE-SERVICE TEACHERS TRAINING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0410.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Baffa Lourenço, Ariane, Salete Linhares Queiroz, and Armin Weinberger. "PRE-SERVICE CHEMISTRY TEACHERS´ BELIEFS ABOUT ARGUMENTATION AND ARGUMENTATIVE PRACTICE." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.14.

Full text
Abstract:
The purpose of this research was to gain an understanding of pre-service chemistry teachers’ beliefs about argumentation and argumentative practice in the context of school after they have participated in intentional argumentation training. A month after completing their training, the researchers conducted interviews with them and analyzed the responses using the content analysis method in which there are a de-contextualisation, re-contextualisation, categorization, and compilation of information. The results show that pre-service chemistry teachers´ beliefs about argumentative practice are in line with the literature of the area. Keywords: argumentative practice, content analysis, pre-service chemistry teachers.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Pre-service training teachers"

1

Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

Full text
Abstract:
To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Pre-service training teachers' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography