Relevant bibliographies by topics / Reading teachers – Training of – Namibia

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

Academic literature on the topic 'Reading teachers – Training of – Namibia'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Reading teachers – Training of – Namibia"

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February, Pamela J. "Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia." JULACE: Journal of the University of Namibia Language Centre 4, no. 1 (January 1, 2020): 15–28. http://dx.doi.org/10.32642/julace.v4i1.1422.

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A number of international and national assessments show that Namibian children are not reading according to set benchmarks. The teaching and learning of reading can only be as good as the teachers who facilitate the reading acquisition process. Namibian learners are formally taught how to read in Grade 1, and thus this article focuses the perceptions of Grade 1 teachers in Windhoek, Namibia regarding their knowledge and classroom practices in teaching reading and how they support their learners’ reading acquisition. Through a survey to gauge their use of reading practices, 132 teachers were asked about the teaching methods they use, the specific instruction content they use, how they create a literate classroom, how they encourage and support poor readers, and whether and how reading instruction in small groups occurs. Their teacher training was examined, as well as the knowledge that they have regarding certain language and reading components that support reading instruction. Teachers reported that they mostly use a range of methods when teaching reading (83%), while (15%) report using only one method. Of all the reading and language skills that teachers had to select from, 90% included phonological awareness as part of their reading instruction content, more so than the other reading and language skills. Among different strategies used to create a literate environment in the classroom, the majority (82%) use labels and notices to draw children's attention to literacy. To encourage struggling readers to read, teachers indicated they mainly use simple, easy texts so that poor readers can experience success. The results of the study reveal that while most Grade 1 teachers (81%) claim that they have received average to excellent training in teaching reading and demonstrate that they overwhelmingly agree (99%) with good reading practices and beliefs, the results reveal that their actual knowledge of various aspects of reading does not relate to their stated teacher training and reading beliefs. It appears that the overall average for the knowledge section showed that less than 37% of teachers had detailed knowledge of specific aspects of reading such as being able to identify syllables, morphemes, and speech sounds in words as well as demonstrating knowledge of phonics, phonemes, and diphthongs. The article discusses some strategies to alleviate some of the issues highlighted in the results.
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Peacock, Alan. "The In‐Service Training of Primary Teachers in Science in Namibia." British Journal of In-Service Education 19, no. 2 (January 1993): 21–26. http://dx.doi.org/10.1080/0305763930190205.

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Gouguenheim, L., and M. Gerbaldi. "The Training of Teachers." International Astronomical Union Colloquium 162 (1998): 256–60. http://dx.doi.org/10.1017/s0252921100115209.

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Informal and formal astronomy education is present through many channels: newspapers and TV; amateur associations; clubs and science associations; at school at any level. The teachers are not only the main agents of the educational process at school, but they are also very active in extra-curricular activities: they run clubs, educational projects etc.These activities are present everywhere in the world, as can be seen from the reading of the National Reports published every 3 years by Commission 46 “Astronomy Teaching” of the International Astronomical Union and published in its Newsletter.
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Hoveid, Halvor, and Marit Honerød Hoveid. "The place of reading in the training of teachers." Ethics and Education 8, no. 1 (March 2013): 101–12. http://dx.doi.org/10.1080/17449642.2013.799408.

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Kovács, Gabriella. "Reading Strategies, Reading Comprehension, and Translation." Acta Universitatis Sapientiae, Philologica 10, no. 2 (November 1, 2018): 55–67. http://dx.doi.org/10.2478/ausp-2018-0013.

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AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.
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Siyave, Theresia Nerumbu. "Teaching Reading in Rukwangali: How Children Learn to Read---A Case Study." English Linguistics Research 6, no. 2 (June 12, 2017): 50. http://dx.doi.org/10.5430/elr.v6n2p50.

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This paper looks at how children learn to read. It draws on the cognitive constructivist view and the schemata theory which inform the teaching of reading. This is a qualitative case study carried out in an interpretive paradigm as it seeks to understand the meaning people attach to human actions. Participants were selected purposefully and in terms of convenience.The data was collected from four grade three teachers at three schools in Rundu, Kavango Region of Namibia. Qualitative research methods were employed and data was triangulated to enhance validity.The study reveals that teachers use multiple methods that include phonics and syllabification to help struggling learners to decode difficult and long words; look-and-say method for whole word recognition; and thematic approach to expand learner’s vocabulary and enhance their understanding. The study also found that lack of reading books written in Rukwangali and large classrooms constrain the teachers from teaching in a more learner-centred way.
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Anshu, Alemu Hailu. "Impacts of Action Research-oriented Upgrading Training on Initial and Early Reading Comprehension Performances of Students." International Journal of Education and Literacy Studies 7, no. 1 (January 31, 2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.31.

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This article reports impacts of action research-oriented upgrading training given to teachers on early reading performances of Grades 2 & 3 students. Initially a baseline assessment was conducted to determine the initial reading performances of the students, and a survey was conducted to identify the training and experience teachers had in teaching initial and early reading skills. Based on the findings of the baseline assessment and the survey made, a training module was prepared focusing on the nature of teaching of initial and early reading skills, and initial up-grading training was given for nine days. Six months later, impact assessment of the initial training was conducted to see improvements in students’ reading performances, and school visits were made to see changes of initial and early reading teaching practices and to investigate further training gaps that teachers might have needed. The training module was revised based on the feedbacks received from the initial impact assessment and the observations made. Based on the noticed training gap, refreshment training was given for the same teachers for five days. Six months later, an overall impact assessment was conducted to see an overall reading skills improvement of the students because of the trainings the teachers received. The finding shows that students’ reading performances greatly improved because of the action research-oriented up-grading trainings. Percentages of Grade 2 students who failed to identify alphabets (62.6%) and who scored zero in early reading comprehension test (47%) reduced to 34.4% and 38.3% after the initial training, respectively, and dropped to 1.3% and 29.8% after the refresher training. Similarly, percentages of Grade 3 students (49.15%) who failed to read common words in the textbook dropped to 14.5% and 6.9% after the initial training and the refresher trainings, respectively.
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WHITE, JACOB, DENISE SHOCKLEY, MARGARET HUTZEL, and NATALIE WILSON. "Interdisciplinary Professional Development for Teaching Science and Reading." Ohio Journal of Science 114, no. 2 (July 8, 2014): 2. http://dx.doi.org/10.18061/ojs.v114i2.4391.

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Because instructional demands in literacy in the lower grades often limit instructional opportunities in other areas, including science, interdisciplinary approaches to training science educators are of current interest. This article describes the structure and impact of professional development activities for elementary and middle school teachers within a rural Ohio public school district (Gallia County Local) that aimed to address needs in both science and literacy. All teachers (n = 39) of grades three through eight who taught science and/or reading, including special education teachers, received targeted training on Earth & Space Science content and pedagogy and on strategies for teaching non-fiction reading within the science curriculum. Additional professional development was provided through one-on-one academic coaching sessions with teachers in their respective classrooms. Pre- and post-training teacher surveys were compared using a Wilcoxon signed-ranks test to determine statistical significance (α = 0.05) of any observed differences. The results indicate significant changes in instructional practices of participating teachers in several key areas, including increased usage of nonfiction reading (p = 0.04) and differentiated instructional practices within the science curriculum (p = 0.05). Comparison of student achievement scores on selected components of state-level assessments in reading and science also suggest a positive impact of the professional development in some areas. An increase in student proficiency in informational text and Earth & Space Science was observed after teachers received the training compared to the year prior to the training.
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Zutell, Jerry, and Timothy V. Rasinski. "Training teachers to attend to their students’ oral reading fluency." Theory Into Practice 30, no. 3 (June 1991): 211–17. http://dx.doi.org/10.1080/00405849109543502.

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Yang, Xiaoling. "On Suggestions of Strategy Training in Reading Comprehension." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 849. http://dx.doi.org/10.17507/tpls.0604.24.

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This paper introduces the goals of strategy training and provides kinds of forms that are taken when designing strategy training. Models are firstly listed to make sense of general procedures of strategy training which ensue an approach to integrating strategy training into the regular reading classroom, as a blueprint for teachers to put it into practice.
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Dissertations / Theses on the topic "Reading teachers – Training of – Namibia"

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Dikuwa, Alexander. "Enhancing the critical reading skills of student teachers in Namibia : An action research project." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1007162.

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This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.
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Simanga, Elizabeth Miyaze. "Teaching struggling adolescent readers in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1005639.

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Though research has been conducted on many issues since Namibia's independence in 1990, none of these studies has investigated how English Second Language (ESL) teachers teach and support struggling adolescent readers (SARs) to read. Utilising qualitative research techniques such as classroom observations, semi-structured interviews and document analysis, this case study looked at strategies, methods, and resources used by five ESL secondary school teachers to teach SARs to read in two regions in Namibia, Caprivi and Otjozondjupa regions. Two of the five participants were male teachers. The presence of SARs in the classes observed was established by using informal methods such as the ESL teachers' experience (Caprivi region), while a sample of questions from PIRLS 2001 (Mullis, Martin, Gonzalez, & Kennedy (2003) was compiled to form a test used in the Otjozondjupa region. The findings show that despite undergoing initial teacher training and majoring in English, the five ESL secondary school teachers were not trained to teach SARs either how to read or how to support them. In addition, the study found that there was a shortage of reading materials in all five selected schools.
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Siyave, Theresia Nerumbu. "Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003683.

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This study aims to explore four grade 3 teachers’ understanding of teaching reading in Rukwangali, a home language in Namibia in Kavango region and to observe the strategies they use as well as the activities they set for their learners. During my School Based Studies (SBS), I noticed that learners were not reading with understanding. My interest was also stimulated by a study carried out in Namibia that found that the literacy levels for Namibian learners were poor compared to those of other African countries. This is a qualitative case study carried out within an interpretive paradigm. It seeks to understand the meaning that people attached to human actions. I selected the participants purposefully and in terms of convenience, as all three schools selected are situated in Rundu, the town in which I work as a college lecturer. The research tools I employed were semi-structured interviews, document analysis, classroom observation, and stimulated recall discussions on the lessons I observed. I used a variety of methods to triangulate data and enhance validity. This study reveals that teachers use multiple methods to teach reading. These methods include phonics and syllabification to help struggling learners to decode difficult and long (polysyllabic) words and the look-and-say method for whole word recognition and meaning making at word and sentence level. In addition, they also use the thematic approach to teaching and learning to expand learners’ vocabulary and enhance their understanding of the texts they read and to make their lessons learnercentred. However, the problems of language, lack of reading books written in Rukwangali and large class sizes constrain the teachers from teaching in a more learner-centred way. Therefore, the study gives some tentative recommendations to remedy this situation.
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Nzwala, Kenneth. "A study of the teaching of reading in Grade 1 in the Caprivi region, Namibia." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/936/.

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Mostert, Johan André. "The perceptions that mentors and in-service teachers in the basic education teacher diploma have of the nature and role of the mentoring system." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003578.

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This contextual analysis is concerned with the study of the Basic Education Teacher's Diploma In-service Curriculum. It is based on the following assumptions: firstly, that the BETD (Inset and Preset) represents the Namibian Educational Reform in the realm of Teacher Education. Secondly, it is assumed that the BETD as a vehicle for reform in Teacher Education should yield teachers who are capable of change and development. Based on the above-mentioned assumptions, this analysis examines this Teacher Education course/programme against some criteria pertinent to its philosophy. A critical analysis of its curriculum in terms of some core subjects, as well as its practical implementation, will form the basis of this scrutiny. Secondary to the above, this analysis also intends to reflect this sociohistoric and economic context in which the BETD has been designed. An underlying motive in this analysis is to study the dynamics between the philosophy, which represents the heart and intention of the Namibian educational reform on the one hand and implementation which in turn delivers the end product or final outcome of the course on the other hand. This analysis should also fit into the current debate between conservatives who claim that the BETD lacks content and is therefore inferior, and those who claim that the course adequately prepares teachers for the needs of Basic Education.
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Luwango, Luiya. "Critical reflective teaching practice in three mathematics teachers." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003366.

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This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
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Alexander, Christa Henriette. "An investigation of instructional leadership in a Namibian teacher training college." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003516.

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This thesis investigates how instructional leaders at the Windhoek College of Education (in Namibia) make sense of their roles. The Windhoek College of Education (WCE) was selected for this study because that is where I work, therefore it would be easy to observe some of the responses provided by the interviewees. It was also observed that instructional leadership is little researched in Namibia and hence study would contribute towards understanding the various perceptions that instructional leaders have of their roles. There is a need for information about the skills and tasks required to support practices of instructional leadership so that the best possible instruction can be provided. The thesis examines and presents such skills. A qualitative research framework, in particular an interpretative approach was used for the study. As my research is concerned with people’s perceptions, it is located in the interpretative paradigm. Semi-structured, open-ended interview questions were asked in order to gather information on how the participants make meaning of their roles as instructional leaders. The sample for the study consisted of eleven instructional leaders over different levels, i.e., executive leaders, leaders on middle-management level and leaders on classroom-instructional level. The findings indicated a narrow view of instructional leadership at the college. Factors contributing to this narrowness are addressed, e.g., the way concepts such as delegation, guidance and monitoring/supervision are perceived. The findings also addressed certain expectations that are needed from instructional leaders in order to ensure efficiency in their practice. The study concludes by recommending alternative, expansive ways of thinking about instructional leadership.
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Kashima, Andreas Akwenye. "Teaching for conceptual understanding : an analysis of selected teachers' practice." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017348.

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The purpose of this study was to explore how teachers’ practice either supports or constrains learners’ conceptual understanding. The study is structured within an interpretive paradigm. The research takes the form of a case study and focused on the teaching practice of two purposefully selected teachers who had been identified as being effective/successful practitioners. The data was collected in two stages. In the first stage, qualitative data was collected by video recording six classroom lessons, three for each of the two participating teachers. In stage 2, participating teachers were individually interviewed. In these interviews the two participating teachers were asked to reflect on their classroom practice, through a process of stimulated recall, where their actions seemed to either support or constrain the development of learners’ conceptual understanding. The study identified a number of elements of the two teachers’ practice that related to the development of learners’ conceptual understanding in the classroom. These include building on learners’ prior knowledge, the use of concrete manipulatives, questioning that promotes critical thinking, and the use of multiple representations and connections. The study also identified elements of the two teachers’ practice that had the potential to constrain the development of learners’ conceptual understanding. These include the lack of opportunities for co-operative or peer-oriented learning, the absence of questioning that leads to discussion, and a scarcity of activities that build mathematical concepts through hands-on engagement. The study highlights the need for supporting teachers and helping them strengthen their practice with regard to those activities that support the development of conceptual understanding in their learners.
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Cox, Lillian Sharon. "Teacher empowerment change and Reading Recovery professional development training /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137691.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2004.
Reading Recovery has registered trademark symbol after the "y" in Recovery in title. Typescript. Vita. Includes bibliographical references (leaves 131-144). Also available on the Internet.
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Ngula, Elizabeth Njanjukweni-Aluhe. "The reading of extended text in Oshindonga in grade 2 in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003603.

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This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.
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Books on the topic "Reading teachers – Training of – Namibia"

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Council for the Accreditation of Teacher Education. Training teachers to teach reading: A review. London: The Council, 1992.

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Siedow, Marie Dunn. Inservice education: For content area teachers. Newark, De: Internation Reading Association, 1985.

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International Conference on Teacher Education for Namibia (1989 Lusaka, Zambia). International Conference on Teacher Education for Namibia: Lusaka, Zambia, 21-27 September 1989. [Lusaka]: United Nations Institute for Namibia, 1989.

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Reading recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann, 1994.

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Association, International Reading, ed. Preparing reading professionals. 2nd ed. Newark, Del: International Reading Association, 2010.

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Robinson, Richard David. Becoming an effective reading teacher. New York: Harper & Row, 1987.

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Peer, Lindsay. Dyslexia: The training and awareness of teachers. Reading: British Dyslexia Association, 1994.

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Siedow, Mary Dunn. Inservice education for content area teachers. Newark, Del: International Reading Association, 1985.

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(H)IGCSE Colloquium on Teacher Education (1995 University of Namibia). Proceedings of the (H)IGCSE Colloquium on Teacher Education: University of Namibia, Windhoek, 27-29 March 1995. [Windhoek]: Faculty of Education, University of Namibia, 1995.

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The transformation of teacher education in Namibia: The development of reflective practice. Windhoek, Namibia: Gamsberg Macmillan, 2003.

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Book chapters on the topic "Reading teachers – Training of – Namibia"

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Tibbitts, Bonny, and Patricia Pashby. "The Story Reading Project: Integrating Materials Development with Language Learning and Teaching for NNES Teachers in Training." In International Perspectives on Materials in ELT, 219–36. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023315_13.

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Scott, Jeanette M., and Keith D. Ballard. "Training Parents and Teachers in Remedial Reading Procedures for Children with Learning Difficulties." In Behaviour Analysis in Educational Psychology, 239–53. Routledge, 2017. http://dx.doi.org/10.4324/9781315192697-19.

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Johnston, Andrew. "English Language Development for Non-Native Pre-Service Teachers." In Facilitating In-Service Teacher Training for Professional Development, 141–63. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch009.

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This chapter is describing a plan for a mentor teacher assisting pre-service teachers during their practicum using English in an Emirati national school. The plan consists of 20 lessons that covers speaking, reading, listening, and writing to Kindergarten to primary school age students (3 – 12 years old). As an educator, the author is constantly looking for ways to enhance student's communicative abilities, especially non-native speakers of English. There is a constant need to provide scaffolding and learning situations to make sure pre-service education students feel comfortable using English language in a classroom setting. This chapter will give background information for people who want to do research into incorrect language usage and its effect on students in the classroom. It also describes an outline for a course to develop language proficiency and confidence to use communicative language in a classroom setting.
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Beaupoil-Hourdel, Pauline. "Telling stories multimodally: what observations of parent-child shared book-reading activities can bring to L2 kindergarten teachers’ training." In Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century, 167–98. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.44.1105.

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In Chapter 6, Pauline Beaupoil-Hourdel presents multimodal and plurisemiotic analyses of storytelling activities in adult-child dyadic interactions at home in France and analyzes the extent to which this context can inform the professionalization of teachers in the 21st century. Findings show that spontaneous adult-child interactions during storytelling and shared book reading at home provide valuable insights for kindergarten and primary school teachers to teach an L2, as well as new multimodal perspectives on fostering linguistic, narrative, and communication skills in young children at school.
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Burn, Andrew. "Media Education, Digital Production, and New Media." In Digital Literacy, 259–76. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-798-0.ch015.

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The aim of this chapter is to reflect about the teachers’ training in media education. This training in England is quite insufficient and almost based on the transfer of reading competencies: this means that is does not prepare the teacher to work with digital media, normally characterized by authoring activities. Starting from the experience of a master degree developed in the London Institute of Education, the chapter tries to show how many of the problems involved in this training were discussed and solved with the teachers enrolled in the master. The hypothesis presented is based on the mix between theory and practice, the creative activity of the participants, and the centrality of the role of the learner.
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Aksiutina, Tatyana, and Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.

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With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.
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Condori, Klinge Orlando Villalba. "Teaching Formation to Develop Computational Thinking." In Global Implications of Emerging Technology Trends, 59–72. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4944-4.ch004.

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In order to develop computational thinking, it is essential to modify the initial training of teachers, that is to say, to restructure the curricula of the faculties or professional schools of education in any field or context it is going to be possible to identify areas of basic or general training and areas of specialized training. As well as reading or writing, computer thinking is currently essential because its application in any professional context is necessary.
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Condori, Klinge Orlando Villalba. "Teaching Formation to Develop Computational Thinking." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, 393–407. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch019.

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In order to develop computational thinking, it is essential to modify the initial training of teachers, that is to say, to restructure the curricula of the faculties or professional schools of education in any field or context it is going to be possible to identify areas of basic or general training and areas of specialized training. As well as reading or writing, computer thinking is currently essential because its application in any professional context is necessary.
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Belmont, Sarita, and Christine Woodcock. "Case Study of Urban 4th/5th Grade Teachers and Students Engaged With E-Texts." In Next Generation Digital Tools and Applications for Teaching and Learning Enhancement, 79–99. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1770-3.ch005.

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This qualitative action research project follows a case study format as a means of studying the effect of explicit student and teacher training in specific reading strategies designed for reading with e-texts. Teachers in the current study were trained in an instructional approach that took full advantage of e-text features, which complemented, and did not supplant, their existing literacy instructional methods. Results indicate that students exhibited an enhanced form of agency, consistently seeing new approaches in taking advantage of the e-text features, and regularly taking steps to independently enhance their literacy learning and share it with peers. Interviews with teachers and students indicated a discernable increase in access when using e-texts. There was an increased desire to use the e-texts in an engaged and sustained manner in the current study. The authors share strategic and tangible instructional approaches. Further, they address particular focus on participants' growing agency, access via critical literacy, and ways to sustain increased motivation and engagement.
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Nitti, Paolo. "La formazione degli alfabetizzatori di adulti stranieri e la tipologia di corsi in Italia, Francia e Spagna." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/013.

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This paper presents the results of a survey on the typology of literacy courses for adult non-native speakers in Turin, Marseilles and Seville and the teaching methods used in them. The internationalisation of university curricula has highlighted the need to compare the training systems available for access to all forms of teaching, from primary to university education, as well as professional training. The survey was administered to the teachers involved in these courses, and the analysis shows that, although many teachers attended language education and refresher courses, few of them were taught the principles of the acquisition of reading and writing. In the light of the data obtained, these literacy courses for adult non-native speakers have the same characteristics as any other course, but the role of volunteers is very relevant. In order to compare teaching programs in EU countries, an investigation of the university programs for language teaching and literacy is necessary.
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Conference papers on the topic "Reading teachers – Training of – Namibia"

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Ouellet, Chantal, Amal Boultif, Laurie Bergeron, Annie Dubeau, France Dubé, Nathalie Boudrias, and Catherine Turcotte. "ADOPTION OF AN APPROACH PROMOTING READING COMPREHENSION BY VOCATIONAL TRAINING TEACHERS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1983.

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Zhou, Dingxiang. "Developing a Constructionism Training Framework to Reskill Chinese Language Teachers in Reading Teaching." In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.573.

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Utami, Lanjar, Joko Nurkamto, and Prof Gunarhadi. "The Deployment of Scaffolding as a Strategy to Enhance Students' Reading Competence: A Case of Indonesian EFL Teachers." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.12.

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Budnik, E., and E. Novoselova. "The Problem of Russian Reading Training for Chinese Students: State and Prospects." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3103.

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The article aims to discuss the main features of teaching reading in the lessons of RFL (Russian as a foreign language) in the Chinese audience. Foreign language reading is significant speech activity because it is the basis of developing other speech activities. The article analyses the phonetical and methodological barriers, which may meet Chinese students while improving their reading skills, and provide some methods of removing the difficulties in reading. When teaching Russian to Chinese students, especially outside the linguistic environment, teachers do not pay due attention to practicing various types of reading, and, consequently, automating verbal forecasting. In the methodological literature, to overcome oral speech problems, the need to focus on spontaneous oral speech is noted, directly related to reading as a resource for expanding vocabulary and grammatical structures. Using system analysis, comparison, typology, theoretical and methodological forecasting, the work compares the most popular types of reading in China and Russia when teaching international students, analyzes the advantages and disadvantages of using these types of reading. Based on Chinese students’ most frequent difficulties, a developed balanced type text is proposed that considers the most problematic phonetic cases. Also, a system of various exercises is proposed, aimed at developing the skills of oral speech. The exercises and use of phonetically balanced texts might contribute to the further enrichment of RFL methodology. Keywords: reading technique, Chinese interference, Russian as a foreign language, words indentation
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Elsaigh, Aamal Mostafa, and Husnia Mohammed Elsiddig. "The role of e-learning in improving the reading skills of children with learning disabilities in reading from the point of view of teachers of children with learning disabilities." In 2017 Joint International Conference on Information and Communication Technologies for Education and Training and International Conference on Computing in Arabic (ICCA-TICET). IEEE, 2017. http://dx.doi.org/10.1109/icca-ticet.2017.8095305.

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Liu, Xin, Kai Liu, Xiang Li, Jinsong Su, Yubin Ge, Bin Wang, and Jiebo Luo. "An Iterative Multi-Source Mutual Knowledge Transfer Framework for Machine Reading Comprehension." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/525.

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The lack of sufficient training data in many domains, poses a major challenge to the construction of domain-specific machine reading comprehension (MRC) models with satisfying performance. In this paper, we propose a novel iterative multi-source mutual knowledge transfer framework for MRC. As an extension of the conventional knowledge transfer with one-to-one correspondence, our framework focuses on the many-to-many mutual transfer, which involves synchronous executions of multiple many-to-one transfers in an iterative manner.Specifically, to update a target-domain MRC model, we first consider other domain-specific MRC models as individual teachers, and employ knowledge distillation to train a multi-domain MRC model, which is differentially required to fit the training data and match the outputs of these individual models according to their domain-level similarities to the target domain. After being initialized by the multi-domain MRC model, the target-domain MRC model is fine-tuned to match both its training data and the output of its previous best model simultaneously via knowledge distillation. Compared with previous approaches, our framework can continuously enhance all domain-specific MRC models by enabling each model to iteratively and differentially absorb the domain-shared knowledge from others. Experimental results and in-depth analyses on several benchmark datasets demonstrate the effectiveness of our framework.
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Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.

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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an important axis around which all educational processes revolve including the success in the acquisition of the children’s literacy skills. The purpose of this study was to find out the impact of teacher interpersonal characteristics on the acquisition of reading skills among grade three pupils in public primary schools in Bungoma County, Kenya. Vygotsky’s (1978) theory was fundamental to this study. A descriptive survey research was adopted in the study focusing on grade three pupils, their class teacher and the headteachers in Bumula Sub-County. Simple random sampling and purposive sampling techniques were used to select the study sample of 32%. Data was collected using questionnaires, interview schedules and reading tests for grade three pupils to determine their level of reading skills. The researcher designed a pupil test to determine the levels of reading across the Grade III Learners. The study found out that teachers’ interpersonal characteristics had an impact on the acquisition of reading skills among the grade III learners. The study further established that Grade III pupils in Bungoma County have overall poor reading skills as manifested by their dismal sound recognition, comprehension, word recognition, and reading fluency. Furthermore, the study established that Grade III teachers are neither aware nor apply their interpersonal skills, but rely on their skills to help Grade III learners acquire reading skills. The study recommended that Bungoma County’s Ministry of Education should use these findings for policy implementation as a way or improving teacher interpersonal relationships, through modification of the curriculum of teacher training colleges. Keywords: Acquisition, Impact, Interpersonal characteristics, Reading skills
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Tubele, Sarmīte, and Kristīne Serova. "The Methods nd Materials for Promoting Reading Literacy Skills for 6 to 7 Year Old Children." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.04.

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This article summarizes the methods and materials for promoting literacy skills for 6 to 7 year old children. It is essential to promote reading literacy as the ability to read is one of the basic needs in modern society. It has been proved that the ability to read is correlated with one’s cognitive development, in particular with the ability to distinguish phonemes. These methods and materials are aimed at the improvement of the phonological awareness and they seek to raise a child’s interest to read. A total of 33 children, 12 parents, 5 teachers and 4 speech and language therapists participated in this study. The research included 26 training lessons. The purpose of this research was to evaluate the developed material as a reading literacy promotion tool for 6 to 7 year old children. The following research methods were used: the analysis of the scientific literature and the evaluation of the children’s reading performance. During the research the following observation was made: the most significant improvement in the reading performance was demonstrated by the first grade children as compared to kindergarten children with a linear improvement results. When interpreting the results, the following aspects should be taken into consideration: a child’s overall cognitive development, the school’s curriculum and the child’s environment.
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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Reports on the topic "Reading teachers – Training of – Namibia"

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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