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Relevant bibliographies by topics / Teacher's support services

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Academic literature on the topic 'Teacher's support services'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Teacher's support services"

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Jalal, Novita Maulidya. "Dukungan Sosial Guru Bimbingan Konseling terhadap Kematangan Karir Siswa di Sekolah Menengah Atas." Indo-MathEdu Intellectuals Journal 5, no. 5 (2024): 6230–40. http://dx.doi.org/10.54373/imeij.v5i5.1927.

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The aim of this research is to determine the social support provided by Guidance Counseling Teachers (BK) on the Career Maturity of High School Students or equivalent. The method in this research is library research which uses 9 scientific articles related to social support, guidance and counseling teachers, and career maturity of high school students. The results of this research show that BK teachers provide information services to students who really need services so that they can maximize their learning process and be enthusiastic about achieving their dreams or desired careers. Through ca

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Prof., Ughamadu U., Ezeaku S. Dr., and N.E. Nwagwu. "Teachers' Support Services as Predictors of their Job Commitment in Public Secondary Schools in Anambra State." International Journal of Research in Education and Sustainable Development 4, no. 10 (2024): 15–28. https://doi.org/10.5281/zenodo.13957140.

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<em>The study examined teachers’ support services as predictors of their job commitment in public secondary schools in Anambra State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study is 6,598 teachers in the 267 public secondary schools from the six Education Zones in Anambra State. The sample of 660 teachers (that is, 10% of teachers’ population) was used for the study. Multistage sampling techniques comprising of proportionate stratified and sim

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Johny Taroreh, Sjeddie Watung, Cecilia Lelly Kewo, and Febriyani Maureen Lidya Rattu. "Factors That Influence the Succes of Application of Technology in Learning: Teacher Work Motivation and Organizational Support." Journal of Education Technology 7, no. 1 (2023): 146–54. http://dx.doi.org/10.23887/jet.v7i1.53812.

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The problem with teachers in general is that they have not fully mastered the use of technology in learning. To evaluate the effect of teacher work motivation and organizational support on the application of technology is the goal to be achieved in this study. This study used a quantitative method, namely explanatory research. Samples were taken using simple random sampling technique of 115 respondents. Data collection was carried out through questionnaires and interviews. Test method with validity and reliability tests. Validity test to correlate questions with the total score of each variabl

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Najiah, Salwa, Retno Hanggarani Ninin, and Fitriani Yustikasari Lubis. "Strength Of Character In Teachers Of Children With Special Needs." Jurnal Indonesia Sosial Teknologi 4, no. 8 (2023): 1086–98. http://dx.doi.org/10.59141/jist.v4i8.685.

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Education is a right for everyone including students with special needs or also called Children with Special Needs (ABK). Teachers must guide and provide learning facilities for their students to achieve educational goals. In the learning process, students categorized as ABK require different services than non-ABK children. Educating ABK is not easy, the strength of the teacher's character is an important factor that can support teachers in dealing with ABK. Strength of character reflects virtue values which refer to positive qualities consisting of good character and are raised by individuals

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Ludfi, Muhammad Kholid Ni'amul, Devina Rahmadiani Kamaruddin Nur, Endang Pudjiastuti Sartinah, et al. "Picture Exchange Communication System as a teacher's effort to provide augmentative and alternative modes of communication for children with complex communication needs." International Research-Based Education Journal 6, no. 2 (2024): 272. http://dx.doi.org/10.17977/um043v6i2p272-280.

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Communication is an important aspect of human life. Communication is needed to carry out social interactions between humans in every social environment. Students also need communication in carrying out their social interactions at school. Students with complex communication needs (CCN) have difficulty communicating with other people, so special school teachers must be able to provide and develop communication skills students with (CCN). If teachers cannot do this, then efforts need to be made so the teachers can provide appropriate services and support accessibility for their students. One for

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Sytniakivska, Svitlana, and Olha Illina. "INTERNATIONAL AND DOMESTIC PRACTICES OF ASSISTANT TEACHER'S WORK." Physical and Mathematical Education 33, no. 1 (2022): 48–51. http://dx.doi.org/10.31110/2413-1571-2022-033-1-008.

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Formulation of the problem. It is stated that in Ukraine inclusive education is provided by an inclusive school - an educational institution where a physical environment is created as well as curricula and plans are implemented, teaching methods and forms are used, resources and specialists are involved to provide educational services according to every child's needs. Accordingly, there is a problem of defining and specifying the functions and responsibilities of professionals being at work in such an institution. Materials and methods. Methods of theoretical analysis and comparison are applie

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СМОЛІКЕВИЧ, Надія. "The teacher’s main competencies in modern higher education." EUROPEAN HUMANITIES STUDIES: State and Society 3, no. I (2019): 30–42. http://dx.doi.org/10.38014/ehs-ss.2019.3-i.03.

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The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization

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Putri Ainul Maulida and Iva Inayatul Ilahiyah. "PERANAN GURU PAI DALAM MENGEVALUASI HASIL BELAJAR PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM UNTUK ANAK BERKEBUTUHAN KHUSUS DI SLB DARUL ULUM JOGOROTO JOMBANG." JURNAL ILMIAH PENELITIAN MAHASISWA 2, no. 4 (2024): 1209–18. http://dx.doi.org/10.61722/jipm.v2i4.412.

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Islamic Religious Education can be defined as learning that is carried out both in terms of academic content and daily practice, by individuals or educational institutions that provide material about Islam to those who want to learn it. One of them is in SLB Darul Ulum Jogoroto Jombang, which consists of several levels starting from elementary school, junior high school and vocational school which are located in one location. This school is specifically for children with special needs to get educational services that are in accordance with their specialities to support the growth and developme

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Yoo, Jin-Young, and Jung-Eun Kim. "The effect of Child-Care Teacher's Self-efficacy and Work Environment on Job Crafting." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 18 (2024): 309–24. http://dx.doi.org/10.22251/jlcci.2024.24.18.309.

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Objectives The purpose of this study is to examine the impact of childcare teachers' self-efficacy and work environment on job crafting. Methods To this end, a survey was conducted among 425 childcare teachers working at childcare0 centers in the Busan and Gyeongnam regions. The collected data were analyzed using SPSS 24.0, employing descriptive statistics, correlation analysis, and multiple regression analysis. Results First, childcare teachers' perceived self-efficacy averaged 3.46 out of 5, their work environment averaged 3.30, and job crafting averaged 3.81. Second, it was found that there

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Harahap, Latipa Hannum, and Ali Daud Hasibuan. "Upaya Guru Bimbingan dan Konseling dalam Meningkatkan Kedisiplinan Siswa di MAN 1 Padangsidimpuan." Reslaj : Religion Education Social Laa Roiba Journal 6, no. 1 (2023): 502–11. http://dx.doi.org/10.47467/reslaj.v6i1.4515.

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Student discipline is one of the important factors to support the success of student learning and future plans for students in madrasas. BK teachers play an important role as an important actor to help students. This study aims to determine the efforts of counseling teachers at MAN 1 Padangsidimpuan in improving student discipline. The research approach used is qualitative research with a descriptive case study type of research. The research subjects were counseling teachers, homeroom teachers, subject teachers, and students of MAN 1 Padangsidimpuan who were taken by snowball sampling. Data co

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Dissertations / Theses on the topic "Teacher's support services"

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THOMAS, MARI KATHERINE. "TEACHER INTERN AND MENTOR TEACHER BELIEFS AND PRACTICES REGARDING COLLABORATIVE PROBLEM SOLVING." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029753830.

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Johnson, Catherine. "Examining classroom teachers perceptions of student support services, psychologists, resource teachers and speech pathologists." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23750.pdf.

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Grogg, Kathryn Rogers. "Preservice Teacher Perspectives on Prereferral Intervention and Student Support Teams." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/33.

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This qualitative inquiry evaluated the Student Support Team Project and its effects on preservice teachers’ knowledge and perceptions of prereferral intervention and student support teams. This investigation is important because prereferral intervention and student support teams have been used increasingly to provide assistance to teachers and to students who need assistance with academic, social and emotional problems. This has created a need to provide preservice education that helps to prepare teachers to use these resources to help their students. This investigation demonstrated a specific

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Khuzwayo, Herbert, S. Bansilal, Angela James, Lyn Webb, and Busisiwe Goba. "A case study of a teacher professional development programme for rural teachers." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82632.

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Gay, Sara Svoboda. "Understanding elementary teachers' beliefs, attitudes and intentions to support mental health services in schools." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5901.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 2, 2007) Vita. Includes bibliographical references.

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Shea, James. "Pre-service teachers' social media usage to support professional development : a communities of practice analysis." Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/622490.

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The current study was based in one higher education institution and examined pre-service teachers’ use of social media to support their own professional development whilst on school placement, through a community of practice lens. The trainees were registered on a one year secondary course designed to lead to a Post Graduate Certificate in Education with 60 credits at Masters Level combined with Qualified Teacher Status (QTS) for England and Wales during which the researcher repeatedly interviewed a focus group sample from each subject cohort and analysed transcripts of these interviews throug

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Bowers, Okema S. "Adjunct faculty perception of professional development and support services." Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571529.

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<p>The purpose of this descriptive study was to investigate the adjunct faculty's perception of professional development and support services offered and needed at Tidewater Community College, a multicampus community college. This study involved adjunct faculty only. A survey was created and contained 58 survey questions. The majority of these were Likert-like items based on a scale from <i>Strongly Agree</i>, indicating a very important need or value for the adjunct, to <i>Strongly Disagree</i>, indicating a not important at all level of perceived value. In order to determine if other factors

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Stuckey, Bronwyn. "Growing online community core conditions to support successful development of community in internet-mediated communities of practice /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080911.092048/index.html.

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Elmabruk, Reda. "Using the Internet to support Libyan in-service EFL teachers' professional development." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/11038/.

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Libyan in-service teachers of English with poor INSET provision and low-resourced school environments stand to gain a great deal from Internet-based Continuing Professional Development (I-CPD). The aim of this exploratory and descriptive study was threefold: first, to understand current practices and conditions pertaining to CPD provision for Libyan teachers; second, to explore the potential of Internet-based CPD for Libyan teachers through a bottom-up informal approach; third, to develop an I-CPD model appropriate for the Libyan context. A mixed-method interventionist case study approach form

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Siering, Gregory John. "Faculty development and support for computer-assisted writing instruction." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203839.

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Despite calls for better training of college composition teachers utilizing computer-assisted writing instruction (CAWI), English departments have only recently begun to systematically address the faculty development needs of these teachers. Other fields such as adult education and staff development have begun applying theory and research to faculty development efforts, but CAWI proponents have yet to attain that depth of study and commitment.By investigating methods and characteristics of CAWI faculty development programs, this study found that academic-year workshops were the most common dev

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Books on the topic "Teacher's support services"

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Dwyfor, Davies John, ed. A Teacher's guide to support services. Nfer-Nelson, 1989.

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Council, Oregon School Study, ed. Induction programs support new teachers and strengthen their schools. Oregon School Study Council, 1986.

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Fleer, Marilyn. Support services for computer education teachers in Australia. Unesco Principal Regional Office for Asia and the Pacific, 1991.

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Playfoot, David. Primary file: The teacher support service. Mary GlasgowPublications., 1988.

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Shellard, Elizabeth. Using professional learning communities to support teaching and learning. Educational Research Service, 2003.

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Teacher, Education Council Ontario. Support for beginning teachers (induction) : report. The Council, 1992.

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Council, Oregon School Study, and Stanford Collegial Evaluation Program, eds. Collegial support for professional improvement: The Stanford Collegial Evaluation Program. Oregon School Study Council, 1986.

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Necheuhina, Nadezhda, Ol'ga Mustafina, and Anton Chepulyanis. Theoretical provisions of accounting and analytical support of effectiveness and efficiency. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2124803.

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The monograph presents the theoretical and practical provisions of accounting and analytical support for efficiency and effectiveness at enterprises in the consumer market services sector. The main directions of the development of theoretical and methodological provisions are substantiated. It is addressed to researchers, university teachers and students of economic fields of study and specialties, as well as specialists in the field of accounting and analytical support, financial managers and managers. It can be used in studying courses such as "Enterprise Economics (by industry)", "Accountin

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Suzanne, Edmonds, and Lee Barbara, eds. Continuing professional development: LEA and school support for teachers. NFER, 2001.

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Susan, Villani, ed. Comprehensive mentoring programs for new teachers: Models of induction and support. 2nd ed. Corwin Press, 2009.

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Book chapters on the topic "Teacher's support services"

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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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Codreanu, Elias, Sina Huber, Sarah Reinhold, et al. "Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers." In Learning to Diagnose with Simulations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_4.

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AbstractMathematical argumentations and proofs cause difficulties for secondary school students (Healy and Hoyles, 2000). Teachers’ diagnostic skills are essential for adapting their teaching to students’ specific needs in order to facilitate students’ understanding of proofs (Südkamp and Praetorius, 2017). We developed a video-based simulation to investigate and promote pre-service teachers’ diagnostic skills. Participants encountered a diagnostic task with short, scripted video clips showing simulated students working on a geometry proof with a teacher. Observing student-teacher interactions

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Toom, Auli, and Jukka Husu. "Research-based Teacher Education Curriculum Supporting Student Teacher Learning." In Coherence in European Teacher Education. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_10.

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AbstractCoherent research-based teacher education curriculum is of vital importance when educating student teachers for the teaching profession in the academic university context. It is essential that the characteristics and complexities of teachers’ work are comprehensively taken into account in the curriculum. At the same time, the curriculum needs to prepare student teachers to learn an inquiring orientation towards teachers’ work. It is essential that student teacher learning is at the core of teacher education programmes. This means that teacher education should have a clear research-base

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Escobedo, Lizbeth, and Monica Tentori. "Mobile Augmented Reality to Support Teachers of Children with Autism." In Ubiquitous Computing and Ambient Intelligence. Personalisation and User Adapted Services. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13102-3_12.

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Raphael, Christina. "Students Support Services." In Handbook of Research on Global Issues in Next-Generation Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9948-9.ch011.

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This chapter examines challenges the higher learning institutions offering blended learning programmes in Tanzania face in enhancing student support services from administrative standpoint. Using interviews, documentary analysis, and observation as data gathering instruments, the chapter reveals that higher learning institutions face numerous student-support related challenges including poor Internet and narrow bandwidth, erratic electricity and lack of alternative power, computer illiteracy, scarcity of study materials including e-resources and the absence of affirmative institutional policie

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Tsuranova, Oksana, Olga Shumska, and Vitaly Smorodskyi. "PEDAGOGICAL CONDITIONS OF FORMING THE PROFESSIONAL CULTURE OF FUTURE MUSIC TEACHERS IN THE COURSE OF INSTRUMENTAL AND PERFORMING TRAINING." In Enrichment of the pedagogical cluster of educational services. OKTAN PRINT, 2023. http://dx.doi.org/10.46489/eotpcoes-17-23.

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The paper highlights the main mechanisms designed to contribute to the effective process of forming the professional culture of future music teachers in the course of instrumental and performing training. The need to raise the level of the future teacher’s professional culture is substantiated. The abovementioned need is stipulated by the growing requirements for general cultural training of secondary school students, as well as the change of general educational paradigms, which fix the transition from mass-reproductive forms and methods of teaching to individual-creative ones. The professiona

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"Critical Reflective Practice, Critical Pedagogy, and Culturally Relevant Pedagogy." In Antiracist Professional Development for In-Service Teachers. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5649-8.ch003.

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This chapter describes the frameworks of critical pedagogy, culturally relevant pedagogy, and related experiences that teachers engage in as part of the authors' antiracist professional development work. Critical reflective practice is at the core of these pedagogical approaches and is central in offering effective antiracist teacher professional development, with these frameworks having the potential to help teachers become aware of the ways that institutional racism pervades schools and society and the ways we are all complicit in perpetuating racism; shift the focus of oppressive educationa

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Rogers, Reenay R. H., Jodie Winship, and Yan Sun. "Systematic Support for STEM Pre-Service Teachers." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch027.

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Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning e

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Bellows, Elizabeth, Aftynne E. Cheek, and Morgan Blanton. "E-Coaching to Support University-Public School Partnerships." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8009-6.ch016.

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Three teacher educators partnered with a local high school to pilot an e-coaching model with secondary social studies pre-service teachers. Findings reveals an e-coaching supervisory model that can nurture relationships between university and public schools to support pre-service teacher (PST) development, can increase a PST's independence and confidence, and can support creation of a third space where power dynamics between university and public schools are disrupted and potentially leveled. Implications for e-coaching as a means of supervising field experiences in rural teacher education are

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Rueter, Denise, and Margaret-Mary Sulentic Dowell. "Case Study of Instructional Leadership in Two South Louisiana Schools." In Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8661-0.ch007.

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The authors employed a multiple case study to examine the degree to which teachers' capacity to teach writing was further developed in the beginning years of teaching. An overarching question examined how pre-service and in-service teacher training in writing impacted pedagogical knowledge and instruction. This was supported by three sub questions which examined pre-service programs, implementation of writing in K-2 classrooms and support from in-service development. The results of the study included participants' lack of teacher preparation in writing and limited use of evidence-based instruc

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Conference papers on the topic "Teacher's support services"

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Meng, Li, Ling Jiang, Yiran Lin, Na Chen, and Wenshuang Hu. "The Impact of Generative AI-Supported Teacher Comments on Pre-service Teachers' Reflective Behavior Patterns in Microteaching." In 2025 7th International Conference on Computer Science and Technologies in Education (CSTE). IEEE, 2025. https://doi.org/10.1109/cste64638.2025.11092194.

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Tassell, Janet, Elena Novak, Alyssa Gordon, and Naďa Vondrová. "MINDFULNESS, MINDSET, MATH ANXIETY SEMINAR SERIES: HOW TO SUPPORT DEVELOPMENT OF PRE-SERVICE ELEMENTARY MATHEMATICS TEACHERS IN THE CZECH REPUBLIC." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0607.

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Bilgin, Ayse, Carmel Coady, Joanne Mulligan, et al. "Opening real science: statistical literacy for pre-service primary teachers through flexible delivery." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15304.

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Opening Real Science (ORS) is an Australian Government funded project in which leading teacher educators, scientists, mathematicians, statisticians and ICT designers are collaborating to develop online modules for implementation in teacher education programs, aimed at building the competence and confidence teachers need to inspire their students. This paper documents the development of a Statistical Literacy module for Primary Teachers (SL-P). The project’s approach focusses on real life applications of statistics that students are genuinely interested in, coupled with scaffolding applications

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Aboltina, Liga, and Ineta Helmane. "In-Service Teachers’ Education Field Preferences in their Final Papers." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.04.

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Education is essential to keep up with the constantly developing world. The quality of education systems relies heavily on teachers. Teachers need training, resources and support to do their jobs effectively. It is crucial to train and recruit qualified teachers to ensure the success of the education system. In Latvia, the necessities for the professional development of teachers are determined by the Education Development Guidelines 2021–2027. The article analyses theoretical materials concerning the essence of in-service teacher training. Within the framework of in-service teacher training im

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Deshmukh, Narendra D., and Sandhya A. Thakur. "INTEGRATING MULTIMODAL TEACHING STRATEGIES INTO STEM EDUCATION: REFLECTIONS FROM PRE-SERVICE AND IN-SERVICE TEACHER WORKSHOP EXPERIENCES." In Proceedings of the 6th International Baltic Symposium on Science and Technology Education (BalticSTE2025). Scientia Socialis Press, 2025. https://doi.org/10.33225/balticste/2025.71.

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The growing emphasis on STEM education and the diverse needs of learners necessitate the adoption of innovative, inclusive teaching strategies. This study investigates the impact of multimodal teaching strategies—integrating visual, kinesthetic, and auditory modes—on in-service and pre-service teachers. Training sessions were conducted with 34 in-service teachers in India and 56 pre-service teachers in Malaysia. The sessions aimed to promote learner-centered practices, enhance instructional confidence, and support inclusive STEM pedagogy. Data were gathered using feedback forms, session presen

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Greitāns, Kārlis, and Dace Namsone. "IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.49.

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This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers’ professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: “What characterizes high-quality in-service science teachers’ professional development targeted to promote student conceptual understanding?” The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, appli

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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.

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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interp

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Harmer, Sandra Pia, and Michael Alfred Anton. "Using service learning to foster diversity competency of pre-service chemistry teachers at the University of Vienna." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17164.

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In order to feel better prepared for the challenges of teaching chemistry in multicultural and multilingual classrooms, the Institute of Chemistry Education (IDC) at the University of Vienna has launched a teacher training course in which pre-service teachers get the opportunity to engage in service learning at the UniClub. The UniClub is a programme offering learning support for pupils at upper secondary level with refugee and/or migration experience. The results of the qualitative evaluation study show that the course covers topics unique within the chemistry teacher training programme and p

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Sennett, Jacquelyn Baker. "DEVELOPING AN ANTI-OPPRESSIVE PROFESSIONAL VOICE AS A PRE-SERVICE TEACHER." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end046.

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"Service-learning is traditionally used as a pedagogical tool in pre-service teacher education programs to connect theory to practice and to provide future teachers with experiences that support school needs and offer early opportunities to engage with children and youth. While the assumption is that pre-service teachers will benefit from service-learning by ultimately becoming more effective educators, the reality is that pre-service teachers often encounter entrenched power structures and deficit models of teaching and learning while participating in traditional service-learning activities.

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Garcia, Consuelo, and Antoni Badia. "Mentors' identity approaches of pre-service teachers." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17207.

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The impact of the student-teacher mentor's identity is crucial for the development of pre-service teachers during their practicum, influencing skill acquisition, knowledge assimilation, and the nurturing of self-esteem. This research delves into the area of mentoring approaches for early childhood and primary student-teachers in Spain. Using a qualitative approach, data from 35 mentors was analyzed to understand their approaches in guiding pre-service teachers. The study identified three distinct mentor identities approaches: those focused on developing students' design skills, fostering socia

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Reports on the topic "Teacher's support services"

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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Olga V. Bondarenko. The support of the process of training pre-service mathematics teachers by means of cloud services. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4454.

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The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.

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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Ольга Володимирівна Бондаренко. The support of the process of training pre-service mathematics teachers by means of cloud services. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4385.

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The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.

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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essen

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) ind

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War, Ashiq Hussain, and Dr A. K. S. Kushwaha. PERCEIVED SOCIAL SUPPORT IN RELATION TO QUALITY OF LIFE AMONG SCHOOL TEACHERS. World Wide Journals, 2023. http://dx.doi.org/10.36106/ijar/6019669.

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The purpose of this study is to examine the relationship of various levels of social support with quality of life (QOL) among school teachers in Kashmir. It has been found that social support and its three dimensions namely support from signicant others; support from family and support from friends had a positive signicant relationship with quality of life and its four dimensions. Understanding the relationship between perceived social support and QOL in teachers may provide guidance to the healthcare providers, family members and social services about the importance of social support to the

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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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Verdisco, Aimee, and Juan Carlos Navarro. Teacher Training in Latin America: Innovations and Trends. Inter-American Development Bank, 2000. http://dx.doi.org/10.18235/0008798.

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On average, teachers' qualifications in Latin America fall short of what is needed to implement and sustain the education reforms under way in most countries. Large investments in teacher training, both pre-service and in-service have been made and will continue to be made by the governments of the region in recognition of this fact, often with the support of the IDB and other international organizations. This paper responds to the growing demand for new approaches to the design of teacher training components in education reforms. This demand reflects widespread disappointment with the effecti

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning develo

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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Supp

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Stagg, Jessica. Trauma-informed Care in Schools: A Multi-tiered Systems of Support Training for Pre-Service Teachers. Iowa State University, 2021. http://dx.doi.org/10.31274/cc-20240624-1521.

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