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Journal articles on the topic 'Teacher Education: Higher Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Gilbert, Jenny, and Simon Pratt-Adams. "Transforming Higher Education Culture: Teacher Education in Kosovo." International Journal of Educational Reform 29, no. 3 (December 17, 2019): 256–74. http://dx.doi.org/10.1177/1056787919892007.

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Demand for a radical overhaul of teacher education in Kosovo led one Faculty of Education to modernize and improve the university-based preparation of teachers, and so deliver a new competence-based school curriculum. Moving to this learner-centered model of education required transformation in the culture of teacher educators. In order to evaluate the efforts to effect this cultural change, we adopted an unusual action research method, Soft Systems Methodology that recognizes the varying aims and perceptions of stakeholders. These data were holistically captured with the use of metaphors addr

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2

Afanasiev, D. V., O. A. Denisova, O. L. Lekhanova, and V. N. Ponikarova. "Higher Education Teacher Readiness for Inclusive Education." Psychological-Educational Studies 11, no. 3 (2019): 128–42. http://dx.doi.org/10.17759/psyedu.2019110311.

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Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher

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3

Vieira, Marili M. da Silva, and Benedito Guimarães Aguiar Neto. "Peer Instruction: Continuing Teacher Education in Higher Education." Procedia - Social and Behavioral Sciences 217 (February 2016): 249–56. http://dx.doi.org/10.1016/j.sbspro.2016.02.078.

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4

Collins, Mary Lynn. "Imperatives for Teacher Education Faculty in Higher Education." Action in Teacher Education 19, no. 1 (April 1997): 47–54. http://dx.doi.org/10.1080/01626620.1997.10462853.

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5

Buchanan, Michael T. "Teacher education: What Australian Christian schools need and what higher education delivers." International Journal of Christianity & Education 24, no. 1 (December 19, 2019): 96–107. http://dx.doi.org/10.1177/2056997119892642.

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The intersection between schools and the higher education institutions that prepare graduates for teaching in schools is driven by secular agendas. These agendas showcase knowledge transfer as a key indicator of effective learning and teaching. However, the preparation of graduate teachers for service in Christian schooling systems cannot be limited to an exclusive focus that places emphasis on knowledge transfer as a means to an end. Employers of teachers for Christian educational contexts, including Catholic education, desire teachers who are competent in their discipline area(s) and are abl

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Hofman, Amos, and Doron Niederland. "Is Teacher Education Higher Education? The Politics of Teacher Education in Israel, 1970–2010." Higher Education Policy 25, no. 1 (February 16, 2012): 87–106. http://dx.doi.org/10.1057/hep.2011.24.

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Rao, Madasu Bhaskara. "Motivation of teachers in higher education." Journal of Applied Research in Higher Education 8, no. 4 (October 10, 2016): 469–88. http://dx.doi.org/10.1108/jarhe-08-2015-0066.

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Purpose Motivation is the process that accounts for an individual’s intensity, direction and persistence of effort toward attaining a goal (Robbins and Judge, 2008). Teacher motivation is vital to the growing and evolving field of higher education, yet it is not investigated enough. Need for rapid growth of higher education, issues in compensation, developments in information technology and dearth for teaching and technical skills brought teacher motivation to the center stage. The purpose of this paper is to apply McGregor’s Theory X and Theory Y to study teacher motivation in higher educatio

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8

Nougaret, André A., Thomas E. Scruggs, and Margo A. Mastropieri. "Does Teacher Education Produce Better Special Education Teachers?" Exceptional Children 71, no. 3 (April 2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.

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Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency p

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Fatima, Jabeen, and Muhammad Naseer Ud Din. "Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 29. http://dx.doi.org/10.19030/cier.v3i12.921.

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The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and g

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10

Murray, Adam. "Teacher burnout in Japanese higher education." Language Teacher 37, no. 4 (July 1, 2013): 51. http://dx.doi.org/10.37546/jalttlt37.4-7.

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In this brief paper, teacher burnout in Japanese higher education is described. In particular, faculty burnout, work-related stressors, and career fit are described. A case of a typical full-time contract English teacher is used to illustrate burnout within the current Japanese higher education context. The paper concludes with a number of practical suggestions for both contract teachers and university leadership. 本論では、日本の高等教育における教員の燃え尽き（バーンアウト）について考察する。特に、大学教員のバーンアウト、仕事関連のストレスの要因、そして職業への適合について論じる。典型的な専任契約教員の例を用いて、高等教育の現場における教員のバーンアウトについて詳述する。結論では、契約教員及び大学首脳部に対していくつかの実践的な提案を行う。

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11

Phyak, Prem, and Raj Kumar Baral. "Teacher Identity in Higher Education: A Phenomenological Inquiry." Batuk 5, no. 2 (July 31, 2019): 74–86. http://dx.doi.org/10.3126/batuk.v5i2.30119.

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Teacher identity remains as a major issue of research in the field of teachers’ professional development. Understanding the construction of teacher identity is important to fully understand how teachers negotiate their selves with broader institutional power relations and to discuss how teachers invest their agency in building their professional identity. This phenomenological study analyzes the experiencesof six university lecturers with a focus on teacher identity construction in relation to broader institutional culture. This show study shows that university lecturers, who are at the bottom

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Ajani, Oluwatoyin A., and Bongani T. Gamede. "Decolonising Teacher Education Curriculum in South African Higher Education." International Journal of Higher Education 10, no. 5 (May 6, 2021): 121. http://dx.doi.org/10.5430/ijhe.v10n5p121.

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Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students’ protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization.

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Sharma, Dr Haridayal. "Modeling The Traits Of An Effective Teacher At Higher Education." Indian Journal of Applied Research 1, no. 5 (October 1, 2011): 16–17. http://dx.doi.org/10.15373/2249555x/feb2012/7.

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14

Feder, Toni. "Reevaluating teacher evaluations in higher education." Physics Today 73, no. 1 (January 1, 2020): 24–27. http://dx.doi.org/10.1063/pt.3.4386.

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15

Torres-Cajas, Mónica, Adriana Lara-Velarde, Danilo Yépez-Oviedo, and Edgard Heredia-Arboleda. "Teacher Coassessment Process in Higher Education." Atenea (Concepción) 26, no. 523 (June 2021): 347–64. http://dx.doi.org/10.29393/atat523-425mttc40425.

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Kilic, Didem. "An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education." Higher Education Studies 6, no. 1 (February 1, 2016): 136. http://dx.doi.org/10.5539/hes.v6n1p136.

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This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differe

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Reid, Jo-Anne, Ninetta Santoro, Laurie Crawford, and Lee Simpson. "Talking Teacher Education: Factors Impacting on Teacher Education for Indigenous People." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 42–54. http://dx.doi.org/10.1375/s1326011100000582.

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AbstractIn this paper we report the findings of research that has examined, from first-hand accounts, the career pathways of Indigenous Australians who have studied to become teachers. We focus on one key aspect of the larger study: the nature and experience of initial teacher education for Indigenous student teachers. Elsewhere we have reported on aspects of their subsequent working lives in teaching or related fields. We focus here on participants' talk about teacher education, particularly with reference to the factors that have impacted positively and negatively on their identity formation

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18

Daniel, Marie-France, and Sheryle Bergman-Drewe. "Higher-Order Thinking, Philosophy, and Teacher Education in Physical Education." Quest 50, no. 1 (February 1998): 33–58. http://dx.doi.org/10.1080/00336297.1998.10484263.

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19

Muthanna, Abdulghani, and A. Cendel Karaman. "Higher education challenges in Yemen: Discourses on English teacher education." International Journal of Educational Development 37 (July 2014): 40–47. http://dx.doi.org/10.1016/j.ijedudev.2014.02.002.

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20

Novotná, Jarmila, Ľubomír Verbovanec, and Ľuboš Török. "Creativity and Motivation in Higher Education Teacher Training." Acta Technologica Dubnicae 3, no. 1 (June 1, 2013): 1–23. http://dx.doi.org/10.1515/atd-2015-0023.

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Abstract The main research subject of this study is a teacher. Our goal is to contribute to changes in teacher training in the direction of developing their motivation and creative potential, so that creative personalities of students could be subsequently developed. We chose the methodological concept of a natural developing experiment, in which we study the dynamics of changes in motivation and creativity of student teachers. In the scope of extensive research concept we used various methods to record scores before and after the experiment, such as IMB, DMV, IPOT, WKOPAY and Torrance Figural

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21

Takano, Kazuko. "The position of teacher training in UK higher education - unification of higher education and "quality assurance"." Impact 2021, no. 4 (May 11, 2021): 13–15. http://dx.doi.org/10.21820/23987073.2021.4.13.

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Government officials and policymakers in Japan are interested in England's teacher training model but how did England arrive at its current teacher training programmes? Professor Kazuko Takano, Meiji University, Japan, is working to improve understanding in this area, which will assist officials from different countries when implementing similar policies. To do this she is shedding light on the history of teacher training in England, with a specific focus on the effects of reforms introduced by the Thatcher and Major governments. A key element of this work involves an exploration of teacher tr

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22

Hartmann, Stefan, Annette Upmeier zu Belzen, Dirk Krüger, and Hans Anand Pant. "Scientific Reasoning in Higher Education." Zeitschrift für Psychologie 223, no. 1 (January 2015): 47–53. http://dx.doi.org/10.1027/2151-2604/a000199.

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The aim of this study was to develop a standardized test addressed to measure preservice science teachers’ scientific reasoning skills, and to initially evaluate its psychometric properties. We constructed 123 multiple-choice items, using 259 students’ conceptions to generate highly attractive multiple-choice response options. In an item response theory-based validation study (N = 2,247), we applied multiple regression analyses to test hypotheses based on groups with known attributes. As predicted, graduate students performed better than undergraduate students, and students who studied two nat

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23

Rana, Kesh, and Karna Rana. "ICT Integration in Teaching and Learning Activities in Higher Education: A Case Study of Nepal’s Teacher Education." Malaysian Online Journal of Educational Technology 8, no. 1 (January 1, 2020): 36–47. http://dx.doi.org/10.17220/mojet.2020.01.003.

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24

Lasauskiene, Jolanta, and Yuqing Yang. "Educating music teachers in the new millennium: Current models and new developments." Contemporary Educational Researches Journal 8, no. 3 (August 24, 2018): 101–14. http://dx.doi.org/10.18844/cerj.v8i3.3009.

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The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. In various countries different traditions of educating teachers of music have been established following the traditions and needs of each country. The aim of this study is to present and generalise an overview of the most common models of music teacher education in Lithuania (with a focus on Lithuanian University of Educational Sciences) and other countries, so as to highlight the main features that might initiate d

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Kuzin, Vasiliy. "Art Education as a Model for Overcoming the Crisis in Higher Education." Ideas and Ideals 13, no. 1-1 (March 19, 2021): 42–51. http://dx.doi.org/10.17212/2075-0862-2021-13.1.1-42-51.

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The article is devoted to the analysis of the existential crisis of the higher school teacher in modern Russia, diagnosed by professors P. A. Orekhovsky and V. I. Razumov in the article ‘Carnival Time: Russian Higher School and Science in the Postmodern Era’. Various aspects of the activity of a higher school teacher are considered: economic, social, and psychological. The author diagnoses the inflation of higher education in modern Russia. Due to inflation, there comes its obvious devaluation. At the same time, the development of digital technologies radically simplifies access to information

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Oonk, Carla, Judith T. M. Gulikers, Perry J. den Brok, Renate Wesselink, Pieter-Jelle Beers, and Martin Mulder. "Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles." Higher Education 80, no. 4 (April 2, 2020): 701–18. http://dx.doi.org/10.1007/s10734-020-00510-9.

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Abstract Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder learning environment and builds an argument for university-society collaborative additions to existing higher education teacher profiles. A s

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Duri, Hanan, and Dahabo Ibrahim. "Online Higher Education." Journal of Comparative & International Higher Education 12, Winter (December 8, 2020): 181–98. http://dx.doi.org/10.32674/jcihe.v12iwinter.1949.

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Online higher education has been a critical element in the lives of refugees trying to create a better future for their families and community (Kekwaletswe 2007; Crea and McFarland 2015; Giles 2018). Education programs in refugee and humanitarian contexts have been inadequate for a variety of reasons such as: a lack of resources and poor infrastructure, shortage of trained teachers, overcrowding, lack of funding from national governments and NGOs (LWF, 2015). In the last 10 years we have seen an influx of educational institutions and Northern-based universities partnering with development orga

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Naeem, Mehek, Fariha Gul, Zaheer Asghar, and Naeem Zafar. "Human Rights Education in Pre-Service Teacher Education – Pakistan." UMT Education Review 02, no. 01 (May 2019): 39–61. http://dx.doi.org/10.32350/uer.21.03.

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As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and

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Dubovyk, Olena M., and Violetta Y. Dubovyk. "HEALTH OF THE TEACHER OF HIGHER EDUCATION INSTITUTIONS (EFFICIENCY – DEVELOPMENT)." Wiadomości Lekarskie 74, no. 3 (2021): 773–76. http://dx.doi.org/10.36740/wlek202103239.

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The aim: Of the work is to find a scientifically based approach to improve the health of teachers on the basis of a comprehensive socio-hygienic analysis of the factors that affect the state of their health. Identify the main aspects of psychological work with teachers to support the mechanisms of self-regulation of their psychological health. Materials and methods: Theoretical and methodological analysis of psychological and pedagogical literature; сomparison; generalization; systematization. The article presents the current problem of modernity – the mental health of teachers of higher educa

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Pridham, Bruce, Dona Martin, Kym Walker, Rosie Rosengren, and Danielle Wadley. "Culturally Inclusive Curriculum in Higher Education." Australian Journal of Indigenous Education 44, no. 1 (April 2, 2015): 94–105. http://dx.doi.org/10.1017/jie.2015.2.

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The Australian National Program Standards for Teacher Education prioritises knowledge of culturally inclusive practices and challenges the educational community to present research on well-structured, inclusive, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers with Indigenous education as its foundation. Most importantly, the paper presented here provides an overview of how to develop culturally appropriate pedagogical practice through culturally inclusive curriculum. Both the unit of work and the paper are

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Protsenko, O. "ACMEOLOGICAL TRAININGIN PROSPECTIVE HIGHER EDUCATION TEACHER TRAINING." Continuing Professional Education: Theory and Practice, no. 4 (2015): 69–73. http://dx.doi.org/10.28925/1609-8595.2015.4.6973.

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32

Eekelen, I. M. Van, H. P. A. Boshuizen, and J. D. Vermunt. "Self-regulation in Higher Education Teacher Learning." Higher Education 50, no. 3 (October 2005): 447–71. http://dx.doi.org/10.1007/s10734-004-6362-0.

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Lundquist, Barbara Reeder. "Higher Education and Teacher Preparation in Music." Design For Arts in Education 88, no. 3 (February 1987): 6–11. http://dx.doi.org/10.1080/07320973.1987.9935463.

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Kivinen, Osmo, and Risto Rinne. "Finnish Higher Education Policy and Teacher Training." Paedagogica Historica 34, sup1 (January 1998): 447–70. http://dx.doi.org/10.1080/00309230.1998.11434897.

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Rice, R. Eugene. "Being a Teacher in Higher Education (review)." Review of Higher Education 27, no. 2 (2004): 289–91. http://dx.doi.org/10.1353/rhe.2003.0072.

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36

Kusmiarso, Kusmiarso, Suryadi Suryadi, and Siti Zulaikha. "The Teacher Role Guiding Students Entering Higher Education." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 5, 2021): 900–906. http://dx.doi.org/10.35445/alishlah.v13i2.804.

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The uptake of students in state universities is the responsibility of teachers and schools in guiding them. Therefore, the purpose of the study was to find information related to teacher guidance for students to enter college. The research approach is qualitative through a survey. Data were collected through interviews, documents, and questionnaires. The data analysis process includes data collection, data reduction, data display, and conclusion. The results showed that the data on student absorption in higher education during the last two years had increased. It provides an overview of the le

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��, Elena Kolyman, ��, and Evgeniya Muzychenko. "Pedagogical Professionalism of the Modern Higher School Teacher." Standards and Monitoring in Education 4, no. 6 (December 25, 2016): 31–36. http://dx.doi.org/10.12737/18249.

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The article presents the different approaches to the definition of teacher professionalism. The article analyzes the publication activity on the subject of pedagogical professionalism of teachers in higher education. There is a discussion of the problem of understanding and definition of pedagogical professionalism of a high school teacher. The article also describes the typical problems of a modern high school teacher. Analyzes the requirements of the professional standard &#34;Teacher of vocational training, vocational education and secondary vocational education&#34; to the modern h

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Fuller, Gerald R. "Creating A Competitive Advantage In Higher Education For Agricultural Teacher Education." Journal of Agricultural Education 1990, no. 1 (March 1990): 2–6. http://dx.doi.org/10.5032/jae.1990.01002.

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39

Stoncel, Diane, and Ann Shelton-Mayes. "Students’ views on higher education learning environments for professional teacher education." Enhancing the Learner Experience in Higher Education 4, no. 1 (November 3, 2012): 3. http://dx.doi.org/10.14234/elehe.v4i1.45.

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Czerniawski, Gerry. "Teacher education policy in Europe: a voice of higher education institutions." Journal of Education Policy 25, no. 3 (April 23, 2010): 419–20. http://dx.doi.org/10.1080/02680931003710687.

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زارع, مریم, Abdullah Parsa, and مسعود صفایی مقدم. "Who’s Responsible for Teacher Training? Ministry of Education, or Higher Education?" Theory and Practice in Curriculum 4, no. 8 (February 1, 2017): 85–118. http://dx.doi.org/10.18869/acadpub.cstp.4.8.85.

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Murray, Frank B. "Six Misconceptions About Accreditation in Higher Education: Lessons from Teacher Education." Change: The Magazine of Higher Learning 44, no. 4 (June 29, 2012): 52–58. http://dx.doi.org/10.1080/00091383.2012.691866.

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43

Ngoc, Ha Duc, Le Huy Hoang, and Vu Xuan Hung. "Transforming Education with Emerging Technologies in Higher Education: A Systematic Literature Review." International Journal of Higher Education 9, no. 5 (August 3, 2020): 252. http://dx.doi.org/10.5430/ijhe.v9n5p252.

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This study attempts to understand what is known about key theme findings in transforming education with emerging technologies in higher education by examining existing literature. Based on 5 selection criteria, 24 quality articles were included in the review. Thematic analysis methods are used to analyze and identify key themes in the data. The findings indicate that teachers who have used emerging technologies in teaching, they point out the key factors for transforming education with emerging technologies, including teachers' interest, institutional perspective, teachers' perceptions of the

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Rauduvaite, Asta. "Music Teacher Education in China." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 6, 2018): 74–83. http://dx.doi.org/10.18844/prosoc.v4i8.2978.

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The content of music teacher education study programmes is conditioned by the needs of the market economy and information society, higher education as a mass phenomenon, penetration of humanist ideas into the curricula and many other factors. The aim of these study programmes is to respond to the needs of society, develop the competencies of teacher education and establish the right conditions for successful implementation and to achieve the intended learning outcomes. The training of music teachers in China requires overall improvement in the level of music teacher training. The Ministry of N

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45

Smirnova, S. "Successive relations between the Federal State Higher Education Standard ("Teacher Education") and Teacher Professional Standard." Lifelong education: the XXI century 11, no. 3 (September 2015): 26–39. http://dx.doi.org/10.15393/j5.art.2015.2923.

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46

Galvin, Conor. "A promotion of teacher professionality: Higher education and initial teacher education in England and Wales." Studies in Higher Education 21, no. 1 (January 1996): 81–92. http://dx.doi.org/10.1080/03075079612331381477.

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47

Vovk, M. "TENDENCIES OF PEDAGOGICAL EDUCATION DEVELOPMENT IN UKRAINE: CHALLENGES AND PROSPECTS." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 150–65. http://dx.doi.org/10.33989/2226-4051.2020.22.222016.

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The review article identifies and characterizes the main tendencies of pedagogical education development in Ukraine: entering the European Higher Education Space internationalization, modernization, ensuring individual educational trajectory of teacher self-development, affirming academic integrity, ensuring future teachers' academic mobility, educators, formation and improvement of teacher's "soft skills". There are identified challenges in the process of pedagogical education reforming, including the implementation of the policy of higher pedagogical education institutions autonomy, the fina

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Simel Pranjić, Sanja. "Development of a caring teacher-student realationship in higher education." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 151–63. http://dx.doi.org/10.15503/jecs2021.1.151.163.

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Aim. This article aims to summarize the current state of understanding on a development of a caring teacher-student relationship in higher education context, grounded in relational pedagogy. Also, it provides critical reflection on the data from available literature. Methods. The development of a caring teacher-student relationship was presented using the method of description, based on the review of relevant literature. Results. The development of a caring relationship between students and higher education teachers can be monitored in stages. At first, there is the introductory meeting with t

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49

PAUL, JAMES, BETTY EPANCHIN, HILDA ROSSELLI, and ALBERT DUCHNOWSKI. "The Transformation of Teacher Education and Special Education." Remedial and Special Education 17, no. 5 (September 1996): 310–22. http://dx.doi.org/10.1177/074193259601700507.

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As public schools implement the national reform agenda and as educational philosophy and practice reflect the changes in culture and science, teacher educators are finding themselves needing to make more extensive changes in their programs and in themselves. what follows is a discussion of the changes in one department of special education that restructured all aspects of its program in order to respond to educational reforms in institutions of higher education and to the reforms relative to services integration. addressing the broad reform agendas that cut across and integrate fields of educa

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Mičiulienė, Rita, and Nijolė Čiučiulkienė. "A PARADIGM SHIFT IN HIGHER EDUCATION TEACHERS’ TEACHING STYLE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 442–53. http://dx.doi.org/10.17770/sie2021vol1.6268.

Full text

Abstract:

The shift in the educational paradigms, changing the conceptual foundations of studies, forces us to take a closer look at the ability of Lithuanian higher education teachers to establish in practice the new education paradigm modelled on the theoretical foundations of the reform. The study investigates the teaching styles of higher education teachers (N 297) in four universities of applied sciences and the correlation between teachers’ teaching style, demographic factors and self-assessed didactic competence. The study findings led to the conclusions highlighting the following statements: alt

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