Relevant bibliographies by topics / Teacher Trainers' Perception

Contents

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

Academic literature on the topic 'Teacher Trainers' Perception'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Teacher Trainers' Perception"

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Gambi, Ph.D., Glenn M., and OLGA C. ALONSABE, Ph.D. "Examining and Validating Summative Tests Used in Competency-Based Assessment for TESDA Technology Institutions (TTI): Basis for Training Design." International Journal of Research and Innovation in Social Science VIII, no. VII (2024): 936–49. http://dx.doi.org/10.47772/ijriss.2024.807074.

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The implementation of Competency-Based Training delivery in Philippine-TVET has long been emphasized by TESDA. However, since its implementation, the trainers in COBSAT, a TESDA Technology Institution, have not thoroughly examined teacher-made summative test questions used to assess competencies expected to be mastered by the trainees. Like other tests in schools, teacher-made tests were not analyzed and yet used in evaluating learning outcomes. Hence, this study attempts to examine the validity of the summative tests done by the trainers in Technical Vocational Education and Training (TVET) i
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Bou, Da, Sophea Chor, Saroeun Nhem, and Chinda Lay. "Teacher Trainers' Perception and Practice on Credit-Based Curriculum in English Language Teaching at Teacher Education College, Cambodia." European Journal of Contemporary Education and E-Learning 2, no. 6 (2024): 229–49. https://doi.org/10.59324/ejceel.2024.2(6).15.

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This study investigates teacher trainers' perceptions and practices regarding implementing credit-based curriculum models in English language teaching. The research examines teacher trainers' viewpoints and experiences through survey questionnaires conducted across four Cambodian teacher education institutions. The findings reveal several challenges teacher trainers face, including adapting teaching approaches, enhancing research skills, and managing administrative complexities posed by the credit-based curriculum structure. The study's findings highlight the potential impact of comprehensive
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Bou, Da, Sophea Chor, Saroeun Nhem, and Chinda Lay. "Teacher Trainers’ Perception and Practice on Credit-Based Curriculum in English Language Teaching at Teacher Education College, Cambodia." European Journal of Contemporary Education and E-Learning 2, no. 6 (2024): 229–49. https://doi.org/10.59324/ejceel.2024.2(6).15.

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This study investigates teacher trainers' perceptions and practices regarding implementing credit-based curriculum models in English language teaching. The research examines teacher trainers' viewpoints and experiences through survey questionnaires conducted across four Cambodian teacher education institutions. The findings reveal several challenges teacher trainers face, including adapting teaching approaches, enhancing research skills, and managing administrative complexities posed by the credit-based curriculum structure. The study's findings highlight the potential impact of comprehensive
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Raju, T. Shron, and Tawadud M. Ridha Abdulhussein Altaaie. "An investigation of English language trainers' perception and practice of action research: the case of graduate preparation, training and department, Basra, Iraq." International Journal of Multidisciplinary Comprehensive Research 2, no. 4 (2023): 66–75. http://dx.doi.org/10.54660/ijmcr.2023.2.4.66-75.

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The main objective of this study was to investigate English language trainers perception and practice of action research with reference to the Graduate preparation, training, and development department in Basra. The qualitative method was used to conduct the study. The subjects of the study were 21, out of which 6 were English Language trainers, 4 were Research and Publication Committee (RPC) members, the Head of the department, and 10 were purposively selected English majoring trainees. Two data collection tools were used, namely, interviews and focus group discussions. Semi-structured interv
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Abdu, Kisige, Akullu Ezati Betty, and Merab Kagoda Alice. "Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities." Education Quarterly Reviews 4, no. 1 (2021): 71–84. https://doi.org/10.31014/aior.1993.04.01.175.

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Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher pre
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Batista, Alex Ribeiro, and Leny Rodrigues Martins Teixeira. "O CONTEXTO DE ATUAÇÃO DOS FORMADORES EM LICENCIATURAS EM MATEMÁTICA." COLLOQUIUM HUMANARUM 20, no. 1 (2023): 1–18. http://dx.doi.org/10.5747/ch.2023.v20.h554.

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The general objective of the article is to describe and analyze the context of action of trainers in degrees in Mathematics, based on the perception of their teachers. More specifically, the work aimed to: portray how teacher trainers choose the subject they teach in the degree in Mathematics and its possible relationship with Basic Education contents; how they perceive the relationship of the research projects they carry out with the objective of the course they work and how the structure of the degree at the university conditions the performance of trainers in these courses. The research, wi
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Costa, ML, G. Spence, and N. Rushton. "Does Teacher Training Improve Medical Education?" Bulletin of the Royal College of Surgeons of England 91, no. 5 (2009): 180–82. http://dx.doi.org/10.1308/147363509x437413.

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Teaching the Teachers and Training the Trainers courses have now become a requirement of most surgical training programmes in the UK (see www.rcseng.ac.uk/education/courses/courses/training-the-trainers). Medical educationalists have spent many years developing the courses to improve the teaching skills of the next generation of orthopaedic surgeons. Have their efforts made a difference to medical education? The aim of this study was to assess the influence of teacher training upon the students' perception of their teaching and also upon their retention of knowledge in the field of orthopaedic
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Muriuki, Samwel, and Dominic Magut. "Retraining TVET Trainers in Kenya for Changing Global Trends and Dynamics." Africa Journal of Technical and Vocational Education and Training 7, no. 1 (2022): 61–75. https://doi.org/10.69641/afritvet.2022.71140.

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TVET skill training is recognized worldwide as an avenue for preparing citizens for the world of work. Through TVET institutions, industries and organizations expect to receive prospective employees with high standard employable skills who will turn round the production and manufacturing to a competitive level. Unfortunately, industries continue to express considerable dissatisfaction with the general low level employability skills demonstrated by most prospective TVET graduates. This has been attributed to the fast changing industry technology and the general reluctance of TVET training insti
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Ortega-Sánchez, Delfín, Isabel María Gómez-Trigueros, Marc Trestini, and Carlos Pérez-González. "Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students." Multimodal Technologies and Interaction 4, no. 4 (2020): 74. http://dx.doi.org/10.3390/mti4040074.

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The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimen
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Wu, Florence K. Y., and Daniel T. L. Shek. "From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S." International Journal of Adolescent Medicine and Health 24, no. 3 (2012): 195–99. http://dx.doi.org/10.1515/ijamh.2012.029.

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Abstract Although training plays an important role in the successful implementation of positive youth development programs, research on training and trainers in this field is grossly neglected. In this paper, a trainer of a positive youth development program in Hong Kong (Project P.A.T.H.S.; Positive Adolescent Training through Holistic Social Programmes) reflected about her transition from the role of a teacher (and program implementer) to the role of a trainer. Based on the reflection, the transformations involved, including self-perception, teaching role and teaching strategies, were highli
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Dissertations / Theses on the topic "Teacher Trainers' Perception"

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Ibrahim, Eronif. "A case study of Texas regional education service center multicultural/diversity trainers' perception of teacher resistance and structural barriers to multicultural education." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2489.

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Arifin, Ngah Hamsiah. "Perception of teacher trainees toward the home economics course in the teacher training colleges in Malaysia." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998arifinn.pdf.

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Burrill, Paul Geoffrey. "An evaluation of trainee teachers' perceptions of mentoring." Thesis, n.p, 2003. http://ethos.bl.uk/.

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Mattock, Edwina Dorothy. "Professional identities in transition : the perceptions of in-service trainee PCE teachers undertaking an initial PCE teacher-training course." Thesis, Open University, 2010. http://oro.open.ac.uk/54535/.

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A change in government policy and perception regarding the importance of the Post Compulsory Education (PCE) sector to the economy has led to an increase in the professionalisation of the sector as a whole. This in turn has led to changes in training for teachers who work in PCE - the latest of these changes took place in September 2007 and required all those working as teachers in the sector to acquire a licence to practice and work towards qualified teacher status (QTLS) through continuous professional development (CPD). This study focuses on in-service trainee teachers undertaking a PCE ini
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Calderone, Cynthia Dianne. "Case studies of trainers' and selected teachers' perceptions of an early reading intervention training program." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002063.

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Mills, Sara Rose. "Changing direction : trainee teachers' beliefs about, and perceptions of, creative practice." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15478.

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In recent years there has been increasing interest in developing greater creativity in education. This study focuses on trainee teachers during their initial teacher education and explores their beliefs about and perceptions of developing greater creativity in their practice. The work is located within the context of a school-based initial teacher education course and considers whether and how continuing moves towards school-based training in England can support the impetus towards greater creativity in teachers and their pupils. The study draws from qualitative research undertaken with a smal
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Imelwaty, Sri. "An investigation of teacher‐trainers’ perceptions of Indonesian English, proficiency in English, and training practices in West Sumatra, Indonesia." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/177.

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This study investigated teacher-trainers’ perceptions of the construct ‘proficiency in English’, and the manifestation of the perceptions in training practices. The degree of fit between perceptions and practices was discussed to inform English language teaching pedagogy with respect to the development of a distinctly Indonesian variety of English. A sequential mixed method research design underpinned this study. The research was conducted in West Sumatra province, Indonesia. Research findings indicated the gaps between perceptions and practices.
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MacKenzie, Alison. "Teacher-trainee perceptions of coeducation in a microteaching context in the Sultanate of Oman." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27676.

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Since 1970, the Sultanate of Oman has undergone rapid development, modernisation and educational reform within which a policy of coeducation has been introduced in grades 1 to 4, cycle 1, Basic Education schools and in most state-run and private higher education institutions. Situated within a coeducational tertiary college, a critical interpretive case study was conducted on 25 male and 85 female third-year English teacher trainees. Informed by a social-constructionist framework this study seeks to understand their perceptions of coeducation in the microteaching component of their initial tea
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Damio, Siti Maftuhah. "Seeking Malay trainee English teachers' perceptions of autonomy in language learning using Q methodology." Thesis, University of Nottingham, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594590.

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Greater learner autonomy has, in recent decades, become recognised as a worthy goal in the field of foreign language learning. However, it is difficult to find a consensus view in the literature concerning the definition of the concept. One area of debate is the extent to which autonomy in language learning (ALL) is universally applicable, or whether versions of autonomy exist which are defined culturally or contextually. To attempt to address this debate, a study was carried out in the specific context of Malaysian higher education. The subjects were four cohorts. totalling 31 participants, o
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López, Pereyra Manuel. "A study of trainee teachers and their awareness and perceptions of sexual diversity in primary schools." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12954/.

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Research on sexual diversity in primary schools has shown that primary school children are aware of and exposed to harassment, bullying and discrimination in schools. This study was undertaken to explore the extent to which trainee teachers are aware of and perceive sexual diversity discourses in primary schools. I focus on concern about the ways primary schools address the nature of gender stereotyping, homophobic bullying and same-sex families. Within these themes, I explore trainee teachers’ perceptions of addressing sexual diversity issues in the primary school classroom. A total of eleven
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Books on the topic "Teacher Trainers' Perception"

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Rachel, Bowles, ed. Register of research in primary geography: A central database of action and investigative research for collaborative use by primary teachers, teacher trainers and those concerned with children's perception in the subject of geography. Rachel Bowles, 1996.

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Rachel, Bowles, and Register of Research in Primary Geography., eds. Register of research in primary geography: A central database of action and investigative research for collaborative use by primary teachers, teacher trainers and those concerned with children's perception in the subject of geography. Rachel Bowles, 1997.

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1943-, Cooper Hilary, and Hyland Rob 1955-, eds. Children's perceptions of learning with trainee teachers. RoutledgeFalmer, 2000.

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Atkinson, Lynn Alexandra. The emerging positions, experiences and perceptions of Montessori trained teachers employed in Irish National primary schools. The Author), 2003.

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Cooper, Hilary, and Rob Hyland, eds. Children's Perceptions of Learning with Trainee Teachers. Routledge, 2002. http://dx.doi.org/10.4324/9780203132777.

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Hyland, Rob, and Hilary Cooper. Children's Perceptions of Learning with Trainee Teachers. Taylor & Francis Group, 2002.

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Hyland, Rob, and Hilary Cooper. Children's Perceptions of Learning with Trainee Teachers. Taylor & Francis Group, 2002.

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Hyland, Rob, and Hilary Cooper. Children's Perceptions of Learning with Trainee Teachers. Taylor & Francis Group, 2000.

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Hyland, Rob, and Hilary Cooper. Children's Perceptions of Learning with Trainee Teachers. Taylor & Francis Group, 2002.

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Hyland, Rob, and Hilary Cooper. Children's Perceptions of Learning with Trainee Teachers. Taylor & Francis Group, 2002.

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Book chapters on the topic "Teacher Trainers' Perception"

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Boström, Lena. "Teacher Shortage in Sweden—School Authorities’ Perception of the Shortage and Possible Solutions." In Teacher Shortage in International Perspectives: Insights and Responses. Springer Fachmedien Wiesbaden, 2025. https://doi.org/10.1007/978-3-658-45398-5_4.

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Abstract The lack of educated teachers has long been an accelerating problem in Sweden. The difference between access and demand for teachers will increase until 2035, and the imbalance will continue for many years. Currently, Sweden has about a 30% shortage of trained teachers. National politicians are trying to address this problem through several reforms (Håkansson et al., 2022). The question, however, is what opinions school authorities (According to the Education Act (Skollagen, 2010, p. 800), the school authority in a school system can be a municipality, county council, state, or individ
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Nelson, Emily, and Leigh Johnson. "Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_23.

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AbstractA shift to Innovative Learning Environments (ILEs) in New Zealand schools is a current Ministry of Education strategic direction challenging how we as teacher educators prepare candidate teachers (student teachers or trainee teachers) to teach in these emerging environments. Candidate teachers in our primary teaching degree increasingly are placed in ILEs on practicum as these develop in schools in our geographic area. Our students report anecdotally that teaching in ILEs poses them steep and novel challenges around how they plan, teach, assess, manage students and learning, as well as
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Smith, Anne Margaret. "Chapter 9. Teachers’ and Trainers’ Perceptions of Inclusive Education Within TEFL Certifi cate Courses in Britain." In Language Learners with Special Needs, edited by Judit Kormos and Edit H. Kontra. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690913-011.

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Degn, Lise, Hanne Selberg, and Anne-Lene Rye Markussen. "Learning Without a Teacher: Perceptions of Peer-to-Peer Learning Activities in Simulation Training." In How Can we Use Simulation to Improve Competencies in Nursing? Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_7.

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AbstractThis chapter reports from an experimental study carried out at University College Copenhagen. In the experiment, fifth-semester nursing students were subjected to an intensified simulation intervention, combined with supporting elements designed to increase collaborative and peer learning. One supporting element was a series of peer-to-peer sessions in which students in small groups trained technical nursing skills for mastery learning, e.g., duodenal tube placement. We describe the study and analyze how the students perceive strengths and weaknesses of the peer-to-peer format and how
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de Jager, Thelma. "Evaluating Effective Differentiated Instruction in Multicultural South African Secondary Schools." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_31.

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AbstractVarious contextual factors contribute to teachers’ failure to employ effective differentiated instruction in classroom practices. This is evident in the high drop-out rate of South African students. These students mostly attend schools in lower income and rural areas that are poorly resourced and where teachers are not always trained to support students and apply differentiated instruction in the classroom. The study aimed to establish from students’ observations and teachers’ perceptions to what extent differentiated instruction is employed in classrooms. Data was collected in public
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Akbaşlı, Sait, and Mehmet Durnalı. "The Perception of Administrators, Teachers, and Master Trainers Working for Public Education Centers Regarding Key Competencies of Lifelong Learning." In Springer Proceedings in Complexity. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64554-4_35.

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Ajithkumar, Usha, and Suresh Chinna. "Teacher Trainee Development and ICT Training." In Innovations in Teacher Development, Personalized Learning, and Upskilling the Workforce. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5518-0.ch006.

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This study focuses on how training for e-book creation has helped teacher trainees upskill their instructional technology skills. The study assessed the effect of technology training on the teacher trainees' self-efficacy beliefs and perceived use in creating e-books for teaching. The study adopted one group pretest-posttest experimental research design . The study used a quantitative method to collect data from 60 teacher trainees. An adequately structured questionnaire, on perception of the need for technology training before the training and perceived self-efficacy beliefs and usage of e-bo
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"Why children’s perceptions?" In Children's Perceptions of Learning with Trainee Teachers. Routledge, 2002. http://dx.doi.org/10.4324/9780203132777-7.

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Carrasco, Cosme Jesús Gómez, Ramón López Facal, and Belen María Castro Fernandez. "Trainee Teachers' Perceptions of History Teaching and the Critical Education of Citizenship." In Handbook of Research on Citizenship and Heritage Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch012.

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This chapter presents the results of a study carried out at the Universities of Murcia and Santiago de Compostela in Spain regarding the perceptions of trainee primary education teachers about educational knowledge of history education. The decision was taken to employ a quantitative non-experimental design via a Likert-type questionnaire (values from 1 to 5). Significant data have been obtained making it possible to carry out a diagnosis of their professional competencies. The results show that the majority of trainee primary education teachers identify with a critical model of teacher, one w
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Ajithkumar, Usha, N. Navaneethakrishnan, and Sawien Jenkwao. "School Internship an Experiential Pedagogy Teacher Trainees' Perception on the Effectiveness of the B.Ed. Internship Programme." In Navigating the Global Workforce Through Bold Workplace Learning and Professional Development. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-3338-9.ch001.

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The study assessed the effectiveness of school internship programme as perceived by the teacher trainees of four-year integrated teacher education programme. The study used a quantitative method to collect data from 60teacher trainees, while in the pre final and final year of the training programme. Two adequately structured questionnaires, on perception of the effectiveness and advantages of school internship programme were administered. Descriptive analysis and paired t-tests were used for data analysis. The paired t-test result revealed significant differences in the perception. The qualita
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Conference papers on the topic "Teacher Trainers' Perception"

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Paulikova, Klaudia. "AI IN EDUCATION: MAPPING TEACHER TRAINEES’ AWARENESS AND PERCEPTIONS OF ARTIFICIAL INTELLIGENCE IN TEACHING." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0322.

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Chihaia, Diana, and Carmen Cretu. "A CURRICULUM DEVELOPMENT MODEL FOR FOSTERING COLLABORATIVE LEARNING IN THE PROCESS OF STUDENT TEACHER TRAINING ON ICT USE IN EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-062.

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In the context of the continuous development of technology, which nowadays has a ubiquitous character, innovative strategies involving ICT in education require new frameworks and curriculum development models. Even though these new models might be based on a solid theoretical background, by considering the advantages of technology and its metamorphose from technology - the instrument into technology - the method or technology - the medium, different approaches extend the classical views on curriculum development through providing a dynamic perspective: not only focusing on content and results
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Petruta, Coman, and Liliana Ezechil. "STUDY REGARDING THE USE OF COMPUTER IN ADULTS’ EDUCATION." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-020.

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This paper presents a study having as its purpose the investigation of the trainees’ satisfaction degree regarding the use of computer by adult trainers in the teaching-learning-evaluation process. In the first part, it makes a descriptive analysis of adult trainers’ and trainees’ perceptions on the use of computer in didactic actions. The study goes on by highlighting the existence of significant differences between the perceptions of adult trainers regarding the use of computer in the didactical process and the trainees’ perceptions regarding the acquirement of professional behaviors when ad
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Dogaru, Mariana, Gabriela alina Anghel, and Esther nieto moreno de Diezmas. "TEACHERS' MOTIVATION - PERCEPTIONS ON THE REASONS OF PARTICIPATION IN SCHOOL ACTIVITIES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-146.

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The employees’ motivation leads to better results in reaching the objectives proposed. What is going on within the Romanian schools? How motivated do teachers in good schools consider themselves? How about those in less effective schools? What motives animate them to participate in school activities? The research realized analyzes the perception of over 600 teachers concerning their own motivation, in order to identify the main reasons lying at the basis of an active participation to school life. Our concern is about this because motivated teacher means a well-trained student. The complexity o
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Wigham, Ciara R., and Kristi Jauregi-Ondarra. "Teacher training perspectives for virtual exchange: Initial actions from the E-LIVE European project." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16969.

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The E-LIVE project (Engaging Languages in Intercultural Virtual Exchange) is a three-year project funded by Erasmus+ Cooperation partnerships in school education (KA220-SCH). In this short paper, we report on two of the project’s initial teacher training actions. Firstly, a training needs analysis conducted via questionnaire and focus groups with 39 in-service L2 teachers from associate partner schools (nine primary and 30 secondary). We report on felt needs and anticipated training needs and three key project actions that the needs analysis informed: teacher voices workshops, expert webinars,
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Hriňák, Jakub. "Pre-service teachers’ perceptions of AI and its impact on literature in English language teaching." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19097.

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Technological innovations in artificial intelligence (AI) have led to the emergence of generative artificial intelligence, which is capable of creating a wide range of synthetic written material. The integration of generative AI enables English language teachers to transform traditional teaching into an active process, thereby increasing the engagement of students. However, integrating AI into the educational system raises concerns about emerging ethical dilemmas and risks. Generative AI is able to produce texts, edit existing pieces of literature, and generate reading comprehension tasks rela
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NAAMAN, Shimon. "THE EDUCATION REFORM: A TEACHERS’ PERSPECTIVE." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.06.

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Teachers are the stalwart of the education system and the most significant factor affecting its success and achievements, and their commitment to the social, moral and academic education of students is therefore a prerequisite to the success of the education system as a whole. Unfortunately, teachers’ professional status has declined over the years; the system and its teachers yearn for reforms as a means of adapting the system to the twenty-first century. This research examined teachers’ attitudes towards the reforms, a decade after their introduction. Its goal is to discover whether the late
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Mullen, Martin. "Trainee Teacher Perceptions of Smartphones as Teaching Resources." In WorldCALL2023. The International Academic Forum (IAFOR), 2024. http://dx.doi.org/10.22492/issn.2759-1182.2024.20.

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Mullen, Martin. "Trainee Teacher Perceptions of Smartphones as Teaching Resources." In WorldCALL2023. The International Academic Forum (IAFOR), 2024. http://dx.doi.org/10.22492/issn.2759-1182.2023.20.

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Sood, Siddhi, and Harish Mittu. "Perception of Teacher Trainees on the Utility of Information and Communication Technology in Teacher Training Institutes." In 2023 IEEE 11th Region 10 Humanitarian Technology Conference (R10-HTC). IEEE, 2023. http://dx.doi.org/10.1109/r10-htc57504.2023.10461792.

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