Relevant bibliographies by topics / Teacher’s in-service training

Contents

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

Academic literature on the topic 'Teacher’s in-service training'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Teacher’s in-service training"

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Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi, and Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development." American Journal of Social Science and Education Innovations 02, no. 12 (2020): 313–17. http://dx.doi.org/10.37547/tajssei/volume02issue12-54.

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Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).
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Shahmohammadi, Nayereh. "The Effect of In-Service Training Courses on the Teacher’s Attitude and Performance." International Letters of Social and Humanistic Sciences 19 (December 2013): 183–91. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.183.

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The present article reports on a research designed to examine the effect of teachers in-service training programmes on their attitude and performance. The study was conducted on 100 teacher’s trainees in 6th Education district of Tehran. An attitude questionnaire was used once at the beginning and once at the end of the training course to check the participants’ attitude change. The teacher's performance was then observed using an observation checklist. A stimulated recall interview was conducted to check the reasons for the discrepancies between the programme guidelines and the teacher's perf
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Omar, Che Mohd Zulkifli Che. "Need for In-Service Training for Teachers and It’s Effectiveness In School." International Journal for Innovation Education and Research 2, no. 11 (2014): 1–9. http://dx.doi.org/10.31686/ijier.vol2.iss11.261.

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This essay discusses the need for in-service training for teachers and the effectiveness of in-service training in school. In-service training act as a catalyst for a teacher’s effectiveness. It is also a way of updating teachers’ skills and knowledge for improving teaching and learning which lead to better job performance. In-service training is important for teachers to face new challenges and changes in the education world. In-service training is also a fundamental aspect to improve teacher professionalism. The effectiveness of in-service training is important so that teachers can apply the
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Giavrimis, Panagiotis. "Social Inequalities and ICT Teacher’s In-Service Training." Open Journal for Information Technology 3, no. 1 (2020): 11–20. http://dx.doi.org/10.32591/coas.ojit.0301.02011g.

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The purpose of this paper is to present the teachers’ views about their in-service training in ICT. This research is part of a more general research aimed at exploring the educational needs of teachers and the application of ICT in the education system and their impact on the teaching, learning and cognitive process. The sample of this research consists of 162 teachers working in primary schools in Northern Greece. Of these, 70 (43.2%) were men and 92 (56.8%) were women. The results of the research show that teachers emphasize the functioning of the institution of education in ICT as a tool fo
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Gadušová, Zdenka, and L’ubica Predanocyová. "Competence of planning educational process in pre-service teacher training." Nauki o Wychowaniu. Studia Interdyscyplinarne 6, no. 1 (2018): 161–79. http://dx.doi.org/10.18778/2450-4491.06.13.

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Currently, the Slovak system of education requires an increase in its quality, which is influenced by quality of teacher training. Pre-service education of teachers must respond to current requirements concerning their professional competences. Management and planning of education are one of the fundamental teaching skills for teacher’s successful integration in school. The issue is a part of a research project Assessmentof Teacher’s Competences (APVV-14-0446). Planning is an initial activity and a part of the management of educational work. It is a complicated process that a teacher implement
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Ularte, Marcelo B. "Virtual In-Service Training: Its Impact to Teaching and Learning Process in the New Normal School Setting." Instabright International Journal of Multidisciplinary Research 1, no. 1 (2019): 13–18. http://dx.doi.org/10.52877/instabright.001.01.0013.

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This study was undertaken by the researcher to assess how effective the Virtual In- Service Training (INSET) in the teaching-learning process in the New Normal School Setting. Specifically, this sought to answer the teacher’s perception on the teaching and learning process in the New Normal, how the respondents assess Virtual In-Service Training (INSET) in terms of training management, content, delivery of learning, relevance and expertise of the speakers and the effects of Virtual In-Service Training (INSET) in teaching and learning in the New Normal. In this study, descriptive research was u
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Saleem, Zafar, Mohummad Ishaq, and Ziarab Mahmood. "Meta-Analysis Approach towards Importance of In-Service Training in Teacher’s Professional and Social Development." Global Social Sciences Review IV, no. III (2019): 250–56. http://dx.doi.org/10.31703/gssr.2019(iv-iii).32.

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The paper highlights the significance of in-service training and establishes that its role cannot be denied in a teacher’s professional and social development. It plays significant role in enhancing teacher’s competencies and improves teacher’s teaching skills. Its role is of vital importance in achieving teaching and learning outcomes. In-service teacher training enables teacher to have awareness about the advanced instructional technologies used in the teaching-learning process. This equips teacher with modern teaching tools, enhancing a teacher’s efficiency and effectiveness. The in-service
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Wissink, Barbara. "In-Service Reading Teacher Efficacy." International Journal of Contemporary Education 2, no. 2 (2019): 138. http://dx.doi.org/10.11114/ijce.v2i2.4529.

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The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study
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Suranto, Suranto. "Gerakan Guru Menulis Buku Melalui Pelatihan Online dengan Microsoft Teams bagi Guru Se Kota Salatiga." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 4, no. 2 (2020): 109. http://dx.doi.org/10.30734/j-abdipamas.v4i2.1290.

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The recent problems of teacher, among other, is the productivity of writing a book. There are many obstacles that teacher faces, among them, mostly, are the lack of motivation and the lack of knowledge of writing a book. The purposes of this service are: 1) to increase teacher’s motivation for writing a book, 2) to increase teacher’s skill in making a book from a research outcome, 3) to increase teacher’s skill in writing a lesson book and an enrichment book, 4) to increase teacher’s skill in writing a fiction book, 6) to increase teacher’s knowledge of publishing a book. The participants are
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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 (2017): 1. http://dx.doi.org/10.11114/jets.v5i2.2082.

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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 unders
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Dissertations / Theses on the topic "Teacher’s in-service training"

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Alajmi, Aljawharah Mahdi. "The significance of in-service teacher’s training for fully integrating CALL in the female public schools in Riyadh, Saudi Arabia." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/33356.

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Developments in technology have influenced all areas of life, including education and in particular, language learning and teaching. The computer has become very advantageous in the teaching of foreign languages, especially with the augmentation of hardware, software and the World Wide Web. Computer-assisted language learning (CALL) is beneficial, since it helps teachers to enhance their teaching and gives students the opportunity to learn in an authentic and interesting environment. The impact of CALL has led many researchers to carry out studies to explore the significance of CALL and
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Batista, Valter Pedro [UNIFESP]. "Cibercultura e educação escolar: estudo de caso de um curso de formação continuada em serviço na aula de trabalho pedagógico coletivo (ATPC) de uma escola da rede estadual de São Paulo." Universidade Federal de São Paulo (UNIFESP), 2016. http://repositorio.unifesp.br/handle/11600/39224.

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

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<p> The U.S. population is rapidly diversifying, with the expectation that culturally diverse groups&mdash;including students&mdash;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 th
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Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.

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There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontologic
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Kjelgaard, Peggy Anne. "Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278553/.

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In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development schools (PDSs) and provide preservice and inservice teachers with extensive professional development. This study investigated the design and effects of the professional development models in these Texas Centers for Professional Development and Technology (CPDTs). This study used qualitative data collection and analysis procedures. Raw data were collected in the form of individual interviews, focus group interviews, doc
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Saeteo, Pensri. "Competencies and In-Service Training of Functional Literacy Teachers in Northeastern Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331790/.

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This study was designed to determine (a) the most important knowledge and skills for functional literacy teachers; (b) the most important competencies to be covered in in-service training; (c) whether there were any differences between the perceptions of functional literacy teachers, supervisors, and administrators in terms of needed competencies or areas of training; and (d) whether there were any differences in the perceptions of teachers, supervisors and administrators regarding the need for competencies and for training of functional literacy teachers based upon these variables: age, year
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Mniki, Felicia Nobesuthu Vuyiswa. "A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003356.

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The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study
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Safi, Sayedwali. "In-service Training Programs for Schools Teachers in Afghanistan : Teachers’ Views about effectiveness of the In-service training." Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37178.

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Like other fields of life also the education system has affected in Afghanistan by long lasting war and the whole system face with lack of professional cadre. For addressing the deficit in teaching cadre Ministry of Education beside other long term programs has designed short term courses for training of in-service teachers; these courses are called INSETs and it has been delivered through a unified modality of District Teacher Training Team (DT3) and covers all teachers nationwide. In this research I tried to study views of teachers about effectiveness of In-Service Trainings (INSET), since t
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Grafton, Lee Geary. "The affectiveness of a standards-based, technology-connected staff development program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1743.

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One role of an administrator is to provide and assess staff development programs. The purpose of this study was to measure the impact of a 120-hour standards-based, technology-connnected staff development program on participating teachers' instruction.
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Mak, Yiu-kwong, and 麥耀光. "School-based staff development: its policy formulation and implementation : a study of two secondary schools inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958138.

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Books on the topic "Teacher’s in-service training"

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Technical, Working Group (1984 Quezon City Philippines). Training of science teachers and teacher educators. Unesco Regional Office for Education in Asia and the Pacific, 1985.

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Instructional coaching: A partnership approach to improving instruction. NSDC, 2007.

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Knight, Jim. Instructional coaching: A partnership approach to improving instruction. NSDC, 2007.

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Choy, Susan P. Teacher professional development in 1999-2000: What teachers, principals, and district staff report : statistical analysis report. National Center for Education Statistics, U.S. Department of Education, Institute of Education Sciences, 2006.

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

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

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

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

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

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Fessler, Ralph. The teacher career cycle: Understanding and guiding the professional development of teachers. Allyn and Bacon, 1992.

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Book chapters on the topic "Teacher’s in-service training"

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Opazo, Héctor, and Pilar Aramburuzabala. "Service learning in teacher training." In Embedding Service Learning in European Higher Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315109053-10.

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Simón, Cristina. "Telematic Support for In-Service Teacher Training." In Collaborative Learning Through Computer Conferencing. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77684-7_2.

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Tarragó, Ferran Ruiz I., Jordi Vivancos I. Martí, and Jordi Baldricr I. Roselló. "XTEC Online In-Service Teacher Training Project." In Learning Technology in the European Communities. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2672-4_21.

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Thorsnes, Jørgen, Majid Rouhani, and Monica Divitini. "In-Service Teacher Training and Self-efficacy." In Informatics in Schools. Engaging Learners in Computational Thinking. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63212-0_13.

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Chunjian, Ma, and Li Hong. "Problems in PE Teachers’ In-Service Training and Countermeasures." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25538-0_42.

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Zan, Nuray, and Burcu Umut Zan. "A Supporting Service in Teacher Training: Virtual Newspaper." In Smart Education and e-Learning 2016. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_17.

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Bullough, Robert V. "The Continuing Education of Teachers: In-Service Training and Workshops." In International Handbook of Research on Teachers and Teaching. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_10.

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

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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. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_33.

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Maccario, Daniela. "Professionalization of Teachers and Problematization Processes." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.26.

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This article presents the path and the results of research aimed at developing innovative teaching approaches in the context of academic courses for in-service teachers as regards their professional training
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Conference papers on the topic "Teacher’s in-service training"

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Sulisworo, Dwi, and Dian Kusumaningtyas. "In-Service Teacher’s Response to The Professional Development Training and Workshop in Indonesia." In Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iconprocs-19.2019.4.

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Amante, Lúcia, Elizabeth Batista de Souza, António Quintas-Mendes, et al. "COMPUTATIONAL THINKING, PROGRAMMING AND ROBOTICS IN BASIC EDUCATION: EVALUATION OF AN IN-SERVICE TEACHER’S TRAINING B-LEARNING EXPERIENCE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2626.

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Robinson-Hill, Rona. "THE TRAINING FUTURE SCIENTIST PROGRAM IMPACT ON PRE-SERVICE TEACHER’S FEARS TO TEACH SCIENCE AND PROVIDING SCIENCE ACCESS TO UNDERSERVED AND MARGINALIZED ELEMENTARY STUDENTS IN THE MIDWEST." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1702.

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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. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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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.
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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. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2465.

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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
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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno, and Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongo
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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge
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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.

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Lejter de Bascones, Jeanette. "In-service teacher training in Venezuela." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37549.

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Reports on the topic "Teacher’s in-service training"

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

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, th
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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Abstract:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
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