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Relevant bibliographies by topics / Teacher Skills and Knowledge

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Academic literature on the topic 'Teacher Skills and Knowledge'

Author: Grafiati

Published: 11 December 2022

Last updated: 31 July 2025

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Journal articles on the topic "Teacher Skills and Knowledge"

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Tampa, Tawil Muh, Alimuddin Tampa, Muhammad Amin Said, and Kemala Suryansari. "Exploration the skills of teachers: Implementation technological pedagogical content knowledge." Cypriot Journal of Educational Sciences 17, no. 12 (2022): 4713–33. http://dx.doi.org/10.18844/cjes.v17i12.8593.

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Technological pedagogical content knowledge (TPACK) is urgently needed by science teachers in schools in the 21st century. This study aims to describe the effectiveness of teachers in applying the TPACK model. Regarding effectiveness, there is a statistically significant increase in alpha 0.05, which is the average score of teacher skills for classes A and B; the average normalised gain (n-gain) score for minimum teacher skills is in the medium category; there is no statistically significant difference in the alpha 0.05 average score of n-gain skills of teachers of classes A and B; the minimum

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Martin, Sarah J., and Philip A. Reed. "Instructional Alignment of Workplace Readiness Skills in Marketing Education." International Journal of Adult Vocational Education and Technology 6, no. 3 (2015): 31–44. http://dx.doi.org/10.4018/ijavet.2015070103.

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This study examined high school marketing education teachers' knowledge of workplace readiness skills and whether that knowledge had an impact on student workplace readiness skill achievement. Further, this study examined the usage of Virginia's 13 Workplace Readiness Skills curriculum and identified the teaching methods and instructional strategies used to disseminate the skills to students. Three sets of data were used for this study: teacher workplace readiness skills data, teacher survey data, and student workplace readiness skills post-test data. Pearson's correlation was used to determin

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Sobandi, A., Edi Suryadi, M. Arief Ramdhany, and Rasto Rasto. "Knowledge management process, knowledge sharing, and teacher literacy skills at vocational high schools." Jurnal Cakrawala Pendidikan 40, no. 3 (2021): 738–49. http://dx.doi.org/10.21831/cp.v40i3.42489.

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The development of students in mastering the skills of the 21st century is certainly inseparable from the role of educators in understanding the various skills and the use of digital technology associated with it, supported by knowledge management process and knowledge sharing. The purpose of this study is to analyze the effect of the knowledge management process and knowledge sharing on teacher literacy skills at State Vocational High Schools (VHSs) in West Java. To collect data, a questionnaire was used. This research used a quantitative approach through descriptive and verification research

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Sie, Charles Kwabena, and Kipo Chonga. "Relationships between Teacher Qualification, Teacher Behaviour/Practices and Teacher Skills/Expertise." International Journal of Educational Innovation and Research 4, no. 1 (2025): 74–85. https://doi.org/10.31949/ijeir.v4i1.11263.

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The central aim of this research was to identity the relationships between the perceived teacher quality constructs of elementary school mathematics instructors. The research employed a purposive sampling approach to select 50 mathematics teachers in the Bole District of the Savannah Region in Ghana to participate in the study. Specifically, 50 mathematics teachers were given questionnaires on teacher skills/expertise, teacher behaviour/practices and teacher qualification to establish the relationships between these variables. The results from the research with a correlation coefficient, r = 0

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Conley, Sharon, and Allan Odden. "Linking Teacher Compensation to Teacher Career Development." Educational Evaluation and Policy Analysis 17, no. 2 (1995): 219–37. http://dx.doi.org/10.3102/01623737017002219.

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Pay can be primarily based on individual or organizational performance, job tasks, or skills and knowledge ( Lawler, 1990 ). This article suggests that teacher skill- and knowledge-based pay plans in education may be related to major demarcation points in teachers' career development. To illustrate the potential features of this approach, career ladder programs in three U.S. districts, as well as the Advanced Skills Teacher (AST) system in Australia, are described. Each plan includes three or four career stages that would qualify a teacher for a significant pay increment. Policy analysts shoul

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I Wayan Muliana, I Komang Sukendra, and I Wayan Sumandya. "PKM. SDN APUAN BANGLI DALAM PENGEMBANGAN KEMAHIRAN MENGAJAR GURU MATEMATIKA DI SEKOLAH DASAR UNTUK PENINGKATAN PROFESIONAL GURU." Jurnal Pengabdian Kepada Masyarakat Widya Mahadi 3, no. 2 (2023): 10–20. http://dx.doi.org/10.59672/widyamahadi.v3i2.2976.

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Professional teachers are teachers who are able to meet competency standards and are proven by professional certificates. Elementary school teachers are class teachers whose duties are required to master many subjects. Therefore, it is undeniable that the mastery of knowledge (material) in several subjects is not optimal and there is the potential for errors or misconceptions to occur in learning mathematics. There are indications that elementary school teachers lack mastery of the material and are less proficient in learning mathematics. Inadequacy in learning Mathematics is a factor of teach

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Frågåt, Thomas, Ellen K. Henriksen, and Cathrine W. Tellefsen. "Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher." Nordic Studies in Science Education 17, no. 3 (2021): 277–92. http://dx.doi.org/10.5617/nordina.7644.

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Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, followed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensu

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Tammaro, Rosanna, and Anna D'Alessio. "Teacher Training and Digital Competence." International Journal of Digital Literacy and Digital Competence 7, no. 2 (2016): 1–10. http://dx.doi.org/10.4018/ijdldc.2016040101.

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Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. T

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Andriana, Encep, Aceng Hasani, Lukman Nulhakim, and Putri Nabilah Rasendriya. "Optimalisasi Kinerja Guru Dalam Mengembangkan Keterampilan Literasi Sains Kelas IV SDN Karang Tengah 07." Jurnal Elementaria Edukasia 6, no. 4 (2023): 1828–34. http://dx.doi.org/10.31949/jee.v6i4.7334.

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Teachers have an important role in creating quality learning that involves aspects of knowledge, attitudes and skills. one of the skills that support is science literacy skills. However, this skill is rarely possessed by students, so the author tries to analyze how optimizing teacher performance can develop this literacy skill. The method used is descriptive qualitative, where the instruments used are observation and interviews conducted at SDN Karang Tengah 07. The results obtained in this data collection are optimizing teacher performance in three processes, namely in planning by preparing t

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Rajalakshmi, R. "Techno-pedagogical Skills of Prospective Teacher Educators." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 134–39. http://dx.doi.org/10.34293/sijash.v10is1.5224.

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In teacher education, Techno-pedagogical skills involves the development of knowledge and skills for using general computer applications, learning specific software programs and internet tools confidently and competently. Directly or indirectly teacher education programme will benefit from techno pedagogical skills. Technological pedagogical content knowledge extends beyond proficiency with technology for personal use to an understanding of how technology can be integrated with subject matter and the technology itself. Therefore, the teachers of the present generation should not only have cont

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Dissertations / Theses on the topic "Teacher Skills and Knowledge"

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Walk, Alexandra Elizabeth. "Traumatic Brain Injury: Teacher Knowledge and Skills." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1312572728.

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Vingsle, Charlotta. "Formative assessment : teacher knowledge and skills to make it happen." Licentiate thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-91247.

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Several studies have demonstrated that substantial learning gains are possible when teachers use formative assessment in their classroom practice. At the heart of most definitions of formative assessment lies the idea of collecting evidence of students’ thinking and learning, and based on this information modifying teaching to better meet students’ needs. Such regulation of learning processes would require skills to elicit the thinking underlying students’ oral and written responses, and the capacity to make suitable instructional decisions based on this thinking. When the continuation of the

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Miles, Erin. "In-Service Elementary Teachers' Familiarity, Interest, Conceptual Knowledge, and Performance on Science Process Skills." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/266.

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The purposes of this research study were to determine (a) in-service elementary teachers' familiarity, interest, conceptual knowledge of , and performance on science process skills and (b) how in-service elementary teachers' familiarity with, interest in conceptual knowledge of and performance on science process skills relate to each other. The science process skills include the basic skills [observation, classification, measuring, predicting, inferring, and communication,] and the integrated skills [hypothesizing, experimenting, identifying and controlling variables, formulating models, inter

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Burmaster, Patricia S. Lugg Elizabeth T. "Teacher perceptions of the value of knowledge and skills-based pay systems." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273094281&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181241768&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Dissertation Committee: Elizabeth Lugg (chair), Norman Durflinger, Dianne Gardner, John Rugutt. Includes bibliographical references (leaves 137-145) and abstract. Also available in print.

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Augspurger, Bobbie Anita. "Teacher Perceptions of Effective School Leadership Using Twenty-first Century Skills and Knowledge." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611750.

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<p> This quantitative study was conducted to examine the primary components of school leadership for 21st-century skills and knowledge integration. With the passing of the National Educational Technology Standards (NETS) for students, teachers, and administrators, the need for administrative leadership within the realm of technology is continually evolving and growing. The NETS based survey required teachers from three varying sized school districts, who have implemented a 1:1 student device initiative, to answer statements, using a Likert scale, about themselves and their principal. Survey

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Dávila, Angel María. "CONSTRUCTION OF EFL TEACHER EDUCATORS’ KNOWLEDGE BASE IN A TEACHER EDUCATION PROGRAM IN NICARAGUA." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1614.

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AN ABSTRACT OF THE DISSERTATION The purpose of this qualitative phenomenological study was to understand and describe the sources of Nicaraguan EFL teacher educators’ knowledge base, the types of knowledge and skills that constructed their knowledge base, and the relationship of this knowledge base and classroom practices in a teacher education program at a Nicaraguan University. This study presents a literature review on the sources of knowledge and knowledge base of EFL teacher educators in the field of language teacher education. I used a purposeful sampling technique to select both the

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Tambara, Cosmas Toga. "Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96772.

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Thesis (PhD)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for

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Dunmill, Merryn. "Secondary music teachers' content knowledge and skill bases : implications for teacher education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/2095.

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This thesis investigates nine student teachers' pre-course, through-course, and postcourse beliefs about the teaching of secondary school music. The study considers the nine student teachers' own experiences and views, and bases the points of reflection around their contextual experiences in schools during their one year post-graduate course of study at the Christchurch College of Education. It examines the skills and knowledge bases that the selected cohort of student teachers and their respective associate (supervising) teachers view as being essential for effective teaching and learning to

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Kinley. "Beliefs, knowledge and skills of pre-service mathematics teachers when learning calculus through a technology-enhanced inquiry." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213589/1/_Kinley_Thesis.pdf.

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This research explored the beliefs, knowledge and skills of Bhutanese pre-service mathematics teachers and their preparedness to teach a reformed mathematics curriculum. Data were collected when the participants joined a series of inquiry-oriented, technology-enabled calculus workshops. These data analyses revealed many inconsistencies between the participants’ espoused and enacted beliefs and misalignments between their mathematical knowledge and skills when compared to the intentions of the newly reformed curriculum. From this, implications have been drawn about the preparedness of the soon-

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Fjordevik, Johanna. "Musik och kunskapsskillnader : En studie om musiklärares upplevelser kring kunskapsskillnader inom musiken." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper, KV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24222.

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ABSTRACT Music and differences in knowledge – a study of music teachers experiences with differences in musical knowledge. The purpose of this paper is to, out of a music teacher’s perspective, see if the differences in music abilities between 7th grade students are at all, or in some ways connected to the previous schools they’ve attended. I will also research in what areas, in the subject of music, students are differing more, as well as less, in their knowledge. The analysis is based on interviews with six 7th grade music teachers working in the Swedish nine-year compulsory school system.

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Books on the topic "Teacher Skills and Knowledge"

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1954-, LeBlanc Patrice, Gallavan Nancy P, and Association of Teacher Educators, eds. Affective teacher knowledge: Exploring connections among knowledge, skills, and dispositions. Rowman & Littlefield Education, 2009.

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Washington Professional Educator Standards Board. and Washington State Library. Electronic State Publications., eds. Math teachers count: Raising teacher knowledge and skills = raising student achievement. The Board, 2004.

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Peterson, Kent D. Principals skills and knowledge for shared decision making: Final deliverable to OERI. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1995.

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Judy, Swanson, and Educational Resources Information Center (U.S.), eds. The essential knowledge and skills of teacher leaders: A search for a conceptual framework. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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Penelope, Harnett, ed. Understanding primary education: Developing professional attributes, knowledge and skills. Routledge, 2008.

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Harnett, Penelope. Understanding primary education: Developing professional attributes, knowledge and skills. Routledge, 2008.

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Collin, Phurutse Makola, and Human Sciences Research Council. Education, Science and Skills Development Research Programme, eds. Beginner teachers in South Africa: School readiness, knowledge and skills. HSRC Press, 2009.

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Penelope, Harnett, ed. Understanding primary education: Developing professional attributes, knowledge and skills. Routledge, 2008.

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Penelope, Harnett, ed. Understanding primary education: Developing professional attributes, knowledge and skills. Routledge, 2008.

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Bissell, Dawn Elizabeth. Drama teacher as would-be mentor: An examination of the skills and knowledge required by the drama teacher before considering becoming a mentor for trainee drama teachers. University of Central England in Birmingham, 1998.

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Book chapters on the topic "Teacher Skills and Knowledge"

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Blömeke, Sigrid. "Intelligence, knowledge, skills, behavior." In Teacher Professional Vision: Theoretical and Methodological Advances. Routledge, 2024. http://dx.doi.org/10.4324/9781003370901-7.

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Siegel, Joseph. "Research knowledge and skills." In The Routledge Handbook of Language Teacher Action Research. Routledge, 2024. https://doi.org/10.4324/9781003367352-3.

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Whewell, Emma. "Mentoring: Skills, Knowledge and Attributes of a Successful Physical Education Mentor." In Encyclopedia of Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_420-1.

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Whewell, Emma. "Mentoring: Skills, Knowledge, and Attributes of a Successful Physical Education Mentor." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_420.

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Bustamante, Andrea, and Marvin W. Berkowitz. "Improving Future Teachers’ Knowledge, Skills, and Dispositions to Educate for Character Growth." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_189-1.

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Bustamante, Andrea, and Marvin W. Berkowitz. "Improving Future Teachers’ Knowledge, Skills, and Dispositions to Educate for Character Growth." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_189.

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Buchholtz, Nils, Gabriele Kaiser, and Björn Schwarz. "The Evolution of Research on Mathematics Teachers’ Competencies, Knowledge and Skills." In The Evolution of Research on Teaching Mathematics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_3.

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AbstractTo assess the effectiveness of teachers and teaching, it is necessary to develop an appropriate understanding of what makes a “good” teacher. According to the framework by Medley, this includes amongst others focusing on the knowledge, skills, and values that a teacher possesses. To appropriately describe these competencies, current research departs from a broad conceptualization of competence that includes dispositional aspects, such as mathematical content knowledge, pedagogical content knowledge, and general pedagogical knowledge. Furthermore, situation-specific skills that are rela

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Chapman, Olive. "Pre-existing Mathematics Teacher Characteristics." In The Evolution of Research on Teaching Mathematics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_2.

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AbstractThis chapter addresses the pre-existing mathematics teacher characteristics (PMTC) of prospective mathematics teachers on entry to their teacher education program. Pre-existing teacher characteristics include abilities, knowledge, and attitudes that a candidate for admission to a teacher preparation program possesses on entry, as well as a candidate’s aptitude for teaching. The chapter provides an overview of a survey of mathematics education research for the period 2000 to 2020 with a focus on the three categories of the types and nature of pre-existing teacher characteristics the stu

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Gümüş, Arife. "Twenty-First-Century Teacher Competencies and Trends in Teacher Training." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_11.

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AbstractIn the context of digitalization, globalization, and internationalization, the twenty-first century has changed societies as well as their institutions and concepts, significantly affecting powerful communication technologies and the speed and forms of access to information. Being employable, coping with global competition, and having the appropriate equipment and skills for the professions of the future have become more important than ever in an information-intensive economic structure. The question of how education will function in adapting to the new work order and managing and cate

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Davison, Chris. "Enhancing Teacher Assessment Literacy: One Approach to Improving Teacher Knowledge and Skills in Australia." In Envisioning Teaching and Learning of Teachers for Excellence and Equity in Education. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2802-3_3.

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Conference papers on the topic "Teacher Skills and Knowledge"

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Gyurova, Viara. "The Knowledge And Skills Of The 21st Century Teachers." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.34.

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Conrad, Bradley. "Developing Perceptive Teachers: Moving Past Skills and Knowledge in Teacher Education." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2112230.

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Lāma, Gatis. "Secondary-School Student Transversal Skills in Mathematics. Comparison Between Teacher Assessment and Student Self-Assessment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.46.

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In order to ensure attainment of educational objectives, the development of transversal skills has been identified as a key component of learning. The future is uncertain, and it is difficult to predict, which knowledge and skills will be needed for life. Education must not only prepare young people for work but also encourage the development of skills that are essential for students to become active and responsible citizens. The uncertainty about the future also changes accents in education by increasing the importance of transversal skills in secondary education, including in the subject of

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Mavuru, Lydia. "PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end101.

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The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time d

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Sapariuc, Adriana (Tudurutã), and Anca Maria Clipa. "Teachers’ Emotional Intelligence and Conflict Management Strategies Implementation Impacting Educational Institution Reputation." In 10th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2024. https://doi.org/10.31410/eraz.2024.447.

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The research investigates the impact of teachers’ emotional intelligence (EI) on constructive conflict management, identifies best practices, and examines the effect of conflict management strategies on the educational institution’s reputation. A mixed methodology was employed for this research as 55 teachers’ ESCQ-T (Emotional Skills and Competence Questionnaire for Teachers) was assessed, followed by semi-structured interviews with those with the highest EI. The study identified key practices these teachers use to manage conflicts effectively, fostering the integration-based conflict managem

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Hincu, Ionela. "Musical-interpretative skills and their role in teacher music education training." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p274-277.

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This article reflects the professional and moral values of the Music Education teacher: abilities, skills, aptitudes, organisational skills, and abilities, etc. that have a special place in the formation of pedagogical mastery. Performing activity reinforces the teacher’s authority as a propagandist musician of all that is best, transforming him or her into a genuine teacher of the 21st century. Thus, in the training of the Music Education teacher, the mutual relationship between the vocal, instrumental, vocal-instrumental performance and musical-theoretical knowledge is of great importance.

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Belyaeva, T. V., N. M. Levdanskaya, and L. N. Nikitina. "21st CENTURY SKILLS IN TEACHING." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-159-162.

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The modern concept of education implies that the teacher should possess not only the general knowledge on the subject and core pedagogical competencies, but also universal competencies, also called “21st century skills”. The article discusses communication, collaboration and leadership, reflectivity and creativity, and other professional competencies that are important and relevant in teaching. The most important task of preparing an effective teacher is not only personal development of a teacher, but also a fundamental condition for an effective teaching and educational process.

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Popescu, Alexandrina mihaela, and Mihaela aurelia Stefan. "STUDENTS SKILLS TRAINING FUTURE TEACHERS IN THE FIELD OF ELEARNING." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-191.

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E-Learning method is embedded in the complex set of techniques and interactive teaching strategies The Educational software, eLearning product does not intended to modify the content of teaching, but applied in different educational approaches, he diversified teaching, it modifies the teacher's role , favoring the formation of learning skills. The research"s purpose consists of IAC complementary operationalization within initial teacher education, through interdisciplinary correlation between IAC and other pedagogical training and academical disciplines . Research objectives aim to carry out a

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POPA, Doinița. "Mentoring for the teaching career between opportunity and need." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p327-331.

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Education is constantly changing with new technologies, approaches, and curriculum requirements. In this context, mentoring becomes necessary for teachers to adapt to changes in education. Teacher mentoring is a valuable practice for teacher development and improving the quality of education. This collaboration between mentor and teacher can have a significant impact on student success and the quality of education in general. That is why there is considerable concern for the professionalization of the teaching career, from this perspective, to find the most effective legislative and practical

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Ruz, Felipe, Beth Chance, and Elsa Medina. "Stochastic Knowledge of Future Chilean Mathematics Teachers." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4c1.

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Mathematics teachers are key agents in teaching stochastic at school, so we are interested in analyzing their knowledge of the content after completing their initial training. We conceptualized the knowledge of the content from the Teacher's Didactic-Mathematical Knowledge Model and following a quantitative methodology, we analyzed a sample of 269 future Chilean mathematics teachers. The results were generally low, although higher in terms of stochastic knowledge promoted at school level (common knowledge) compared to the skills developed during initial teacher training (extended knowledge). W

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Reports on the topic "Teacher Skills and Knowledge"

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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachel

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers h

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Ng, Chiew Hong, and Noi Keng Koh. Pre-service teachers’ ICT knowledge, attitude and use of ICT for learning and teaching. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22750.

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There has been some research into ICT in pre-service teacher training (see Aslan and Zhu, 2014; Teo, 2009; Yücel, Acun, Tarman & Mete, 2010; Aslan & Zhu, 2014). In investigating 1230 Singaporean pre-service teachers' ICT competencies, pedagogical beliefs, and their beliefs on the espoused use of ICT, Chai (2010) affirmed the link between the pre-service teachers' ICT competencies, their pedagogical beliefs and their espoused use of ICT. However Chai (2010) has also highlighted the need to do further research as ‘the relationship between teachers' level of ICT skills and how they would

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Kalra, Prachi. Impact of storytelling and children’s literature on developing teachers. Indian Institute for Human Settlements, 2023. https://doi.org/10.24943/tesf1202.2025.

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This report is based on a year-long project that studied the impact of the Storytelling and Children’s Literature (STCL) course, offered as part of the Bachelor of Elementary Education (BElEd) programme, on the personal and professional trajectories of BElEd alumni and teacher educators. The study examines the ways in which BElEd alumni negotiate their agency as teachers and professionals in other educational contexts while working in conservative spaces that are dominated by a skill-based approach to teaching language and literacy. Using narrative interviews, the project intends to capture th

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Heneman III, Herbert, Anthony Milanowski, Steven Kimball, and Allan Odden. Standards-Based Teacher Evaluation as a Foundation for Knowledge- and Skill-Based Pay. Consortium for Policy Research in Education, 2006. http://dx.doi.org/10.12698/cpre.2013.rb45.

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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualifi

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Desk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5458.

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The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development thro

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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the ser

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Korell, Johanna Lea, Subin Nijhawan, Roland Alexander Ißler, and Britta Viebrock. Fragebogen für Lernende "Künstliche Intelligenz und Fremdsprachen", im Rahmen des Artikels "Fremdsprachenlernen im Zeitalter Künstlicher Intelligenz – eine empirische Untersuchung zu Kenntnissen, Meinungen und Nutzungsweisen von Englisch-, Französisch- und Spanischschüler*innen der Sekundarstufen I und II". Universitätsbibliothek J. C. Senckenberg, Frankfurt am Main, 2025. https://doi.org/10.21248/gups.88393.

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This empirical study investigates AI knowledge, beliefs, and reported practices among secondary school learners of English, French, and Spanish in Germany (n=226). A survey revealed significant gaps between students' self-perceived and actual understanding of AI as well as their use and critical reflection on it. The findings suggest that integrating AI into foreign language learning, initially through targeted teacher training, is instrumental to develop both functional and evaluative skills among students, thereby sustainably fostering critical digital literacy.

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