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Journal articles on the topic 'Teacher Trainers' Perception'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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1

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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Bun Pichchenda and Muhammad Farhan Barata. "Teacher Training in Inquiry-Based Learning in Social Studies in Cambodia." SAKAGURU: Journal of Pedagogy and Creative Teacher 1, no. 2 (2024): 101–12. https://doi.org/10.70211/sakaguru.v1i2.152.

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This case study aimed to explore the characteristics, level of implementation, and challenges of training Inquiry-Based Learning (IBL) in Cambodia, specifically focusing on the social studies subject used in Provincial Teacher Training Centers (PTTCs) and Primary Schools. This study, researcher focuses on mix group are teacher trainers and initial primary school teachers. Researcher have put forward a hypothesis stating that an inquiry-based learning model addresses the limitations found in traditional learning methods. This study, researcher found that both teacher trainers and initial primar

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Liu, Yi-chia, Yi-chen Lee, Pai-chuan Huang, I.-Hui Lee, and Keh-chung Lin. "Perception of the Use of the Direct Observation of Procedural Skills in Occupational Therapy Postgraduate Year Training in Taiwan: Survey of the Perspectives of Trainees and Supervisors." Occupational Therapy International 2023 (May 24, 2023): 1–7. http://dx.doi.org/10.1155/2023/8013086.

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Introduction. Assessment of clinical competence is a significant part of the training for young occupational therapists (OTs). Objective and systematic assessment allows both supervisors and trainees to be aware of the training objectives and monitor the progress. The direct observation of procedural skills (DOPS) is a work-based assessment to evaluate professional knowledge, skills, and attitude in clinical training. This study investigated the perspectives of OT educators and trainees on using DOPS and their discrepancy for OT postgraduate year (PGY) training. Methods. This study used a quan

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Hossain, Ibrahim, and Muhammed Rukan Uddin. "Teaching Online: Perception, Experience and Needs of Tertiary Level English Teachers in Bangladesh." Journal of NELTA 29, no. 1 (2024): 167–79. https://doi.org/10.3126/nelta.v29i1.72644.

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The education system in Bangladesh predominantly follows a long tradition of classroom-based face-to-face teaching. However, with the sudden outbreak of Covid 19, teaching across the country had to shift from offline classes to online platforms. This sudden shift put English teachers under strain and posed challenges regarding teaching-learning practices and classroom management. Using a mixed-method approach, this study explores the perceptions, experiences, and needs of tertiary level English teachers in Bangladesh regarding online teaching. Though marked by mixed perceptions about online pe

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Chávez Gonzales, Oscar, and Flor de María Sánchez-Aguirre. "Interculturalidad y formación docente EIB. Percepciones desde la práctica pedagógica." Desde el Sur 17, no. 2 (2025): e0019. https://doi.org/10.21142/des-1702-2025-0019.

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The objective of the article was to identify the intercultural approach in the educational praxis of the teacher training institution in intercultural bilingual education. Using qualitative methodology, phenomenological design, three managers, three trainers and six students were interviewed, which allowed collecting the perception of cultural identity, dialogue of knowledge and cultural discrimination; In addition, institutional documentation was reviewed. The results indicate that the pedagogical practice moves between the valuation of Quechua, the customs, the most visible culture and its e

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ENACHE, Roxana Constanța, Ana-Maria Aurelia PETRESCU, and Mihaela PREDOI. "CONTINUOUS TRAINING OF TEACHERS IN ROMANIAN PRE-UNIVERSITY EDUCATION DURING THE PANDEMIC. SUCCESS FACTORS." Pro Edu. International Journal of Educational Sciences 3, no. 5 (2021): 63–72. http://dx.doi.org/10.26520/peijes.2021.5.3.63-72.

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This paper presents the issue of continuous teacher training in pre-university education in the context of online school, as dictated by the current pandemic. Through this study, we wanted to highlight the importance of training and refresher courses for teachers with a view to online teaching during the pandemic, as well as to identify the success factors of continuous training programs in the perception of Romanian teacher. This research is carried out on a sample of 70 teachers in Romanian pre-university education, from rural and urban areas, using the questionnaire as a research tool. As a

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Hoque, Mohammed Shamsul, Rozhan M. Idrus, and Yousuf Mahbubul Islam. "A Health-Check of Communicative Language Teaching (CLT) in Rural Primary Schools of Bangladesh." English Language Teaching 11, no. 7 (2018): 163. http://dx.doi.org/10.5539/elt.v11n7p163.

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Bangladesh ELT situation has been deteriorating for the last four decades. Regional and national projects including ELTIP and EIA proved to be futile in improving this situation, especially, in the Bangladesh rural primary schools with almost 0% properly trained English teachers to implement the current CLT curriculum. This article investigates the on-going poor health-status of CLT at randomly selected schools of northern Bangladesh through delving into the research gaps linked with the ELT practitioners’ own English proficiency, their training needs, motivation and teaching skills; their per

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Poblete-Valderrama, Felipe, Lucia Illanes Aguilar, Luis Linzmayer Gutiérrez, et al. "Formación Inicial Docente en Educación Física, paradigmas de la formación desde la percepción del for-mador de formadores, lineamientos ministeriales y mallas curriculares: estudio de caso (Initial Teacher Training in Physical Education, paradigms of training from the perception of the trainer of trainers, ministerial guidelines and curricular networks: case study)." Retos 49 (June 15, 2023): 552–63. http://dx.doi.org/10.47197/retos.v49.91443.

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La presente investigación presentó un análisis de elementos que norman e interactúan con la Formación Inicial Docente (FID) en Pedagogía en Educación Física (PEF) con el objetivo de conocer mediante un estudio de caso regional cómo se configuran los paradigmas de la FID en PEF considerando la percepción de formador de formadores, mallas curriculares y lineamientos ministeriales. Se utilizó un enfoque cualitativo, el análisis de datos se realizó a través de teoría fundamentada con el apoyo del programa estadístico Atlas.ti. La recolección de información se efectuó mediante entrevistas semiestru

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Nguyen, Minh Tu. "PRE-SERVICE EFL TEACHERS’ PERCEPTION OF TEACHING COMPETENCY DEVELOPMENT OVER THE TESOL COURSE." VNU Journal of Foreign Studies 39, no. 4 (2023): 135–47. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5131.

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The English teaching practice is an essential part of a TESOL methodology course as it can offer TESOL students or pre-service English as a foreign language (EFL) teachers valuable experience in actual teaching environments. Additionally, TESOL methodology courses play a crucial role in providing pre-service EFL teachers with excellent chances to master their professional knowledge to become competent language teachers in the future. In this regard, pre-service teachers’ improvement in knowledge, attitudes, and professional skills in teaching English is of vital importance to their teaching ca

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Al Abri, Saif, Dr Noor Abu Kassim, and Dr Kamal Badrasawi. "Exploring the Status of Co-training as a Professional Development Tool (Omani English Teacher-trainers’ Perspectives)." Academic Journal of Research and Scientific Publishing 4, no. 37 (2022): 05–33. http://dx.doi.org/10.52132/ajrsp.e.2022.37.1.

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This study investigates the status of co-training as a tool for the PD of English teacher-trainers (TTs) in Oman. Since these TTs adopt this tool even though they have received no training on it, it is significant to explore their knowledge and practice to explore if there are any discrepancies in their performance. An open-ended questionnaire is used to collect data. Fourteen (14) English TTs from 9 governorates responded to the questionnaire. Their responses were analysed, categorised and presented. The findings revealed both, performance discrepancies and the causes of these discrepancies.

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Ediyanto, Ediyanto, Iva Nandya Atika, Norimune Kawai, and Edy Prabowo. "Inclusive Education in Indonesia from The Perspective of Widyaiswara in Center for Development and Empowerment of Teachers and Education Personnel of Kindergartens and Special Education." IJDS Indonesian Journal of Disability Studies 4, no. 2 (2017): 104–16. http://dx.doi.org/10.21776/ub.ijds.2017.4.2.3.

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Since 2009, Indonesia has an excellent commitment and effort in the field of inclusive education. The government provides equal opportunities in education. Through Centre for Development and Empowerment of Teachers and Education Personnel of Kindergartens and Special Education (PPPPTK TK & PLB), the government provides training and services to teachers in the field of inclusive education and special education. The teacher trainers in PPPPTK TK & PLB are called WidyaIswara. The purpose of this study is to know the implementation of inclusive education in Indonesia from the perspective o

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Ali, Dr Shaimaa. "The effect of special exercises according to the principle of re-training in the development of kinesthetic perception among middle school students." Modren Sport Journal 19, no. 3 (2020): 0074. http://dx.doi.org/10.54702/msj.2020.19.3.0074.

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The importance of research that has manifested in raising the level of perception and its different types for students in the intermediate stages of education using a method and principle from the principles of mathematical training science is repeated because of its great importance in building the correct motor side, in addition to delivering scientific information to trainers and teachers about the importance of this training to the teacher And the student in raising the level of perceptual-motor. The research objectives were: 1- Preparing special exercises according to the prin

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Achuthan, Krishnashree, Vysakh Kani Kolil, and S. N. Jyothy. "Effectiveness of Virtual Laboratory Teacher Training Workshops: A Kirkpatrick Model Analysis." International Journal of Emerging Technologies in Learning (iJET) 18, no. 15 (2023): 225–39. http://dx.doi.org/10.3991/ijet.v18i15.40037.

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Performing laboratory experiments is an integral and unavoidable part of STEM education. The teaching efficacy of laboratory experiments can be optimized by integrating ICT-based tools into the curriculum. As teachers are the key facilitators in practical lessons, it is imperative that they adopt the latest teaching technologies, such as virtual laboratories (VLs). To achieve optimal student learning outcomes, teachers ideally undergo adequate training programs that equip them with relevant knowledge and skills to utilize VLs. As myriad training workshops and self-learning tools are available

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Straková, Zuzana. "A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students." Journal of Language and Cultural Education 4, no. 3 (2016): 71–85. http://dx.doi.org/10.1515/jolace-2016-0026.

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Abstract Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding

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Kübra Er, Haticetül, and Emel Küçükali. "An analysis of the interplay between affective and cognitive components of teacher identity among native and non-native EFL in-service trainees." Educational Role of Language Journal 2023-1, no. 9 (2023): 134–54. http://dx.doi.org/10.36534/erlj.2023.01.11.

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The present study aims to explore the affective and cognitive components teacher identity by examining the EFL teachers’ and in-service trainers’ attitudes toward in-service professional development training process at a private university in Turkey. The participants, who were selected through convenient sampling, consist of native and non-native EFL instructors; EFL in-service trainees (N=6) and teacher trainers; EFL in-service teacher trainers (N=2). The data was collected via semi-structured interviews conducted with the teachers and Behavior Observation Rubric completed by teacher trainers

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Berger, Carl F., and Elizabeth A. Carlson. "Measuring Computer Literacy of Teacher Trainers." Journal of Educational Computing Research 4, no. 3 (1988): 287–301. http://dx.doi.org/10.2190/9x03-l3uu-qc8c-hgn2.

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The creation of sufficient numbers of trainers prepared to train teachers in the use of computers has been a difficult task. Work by the Training Modules for Trainers Project has been addressing this problem using a trainer of trainers model. A core group of fifty trainers has been created by the project, in addition to a series of fourteen resource modules to be used by the trainer cadre. Cognitive, behavioral, and affective dimensions of these trainers' perceptions of their expertise were measured before and after an intensive training session by having the trainers respond to a self-measure

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YAAR-WAISEL, Tal, and Gerry O’REILLY. "Small but smart: international shared virtual class link-up during the pandemic 2020-2021 - third-level students in Ireland and Israel." European Journal of Geography 13, no. 5 (2022): 58–74. http://dx.doi.org/10.48088/ejg.t.yaa.13.5.58.74.

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This paper explores the experiences of a cooperative class link-up between geography students and teachers in Ireland and Israel in 2021 during the Coronavirus lockdowns, and hence the use of virtual education. There was a followed-up class in 2022. The aim was experimental T&L, enhanced by cooperative approaches, with the objectives of getting students from different cultures to interact, discover their shared geographies, and reflect on their self-perception of their countries and preconceptions of other countries and people. Implicit in the PBL was to gain greater awareness of cultural

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Yaar-Waisel, Tal, and Gerry O’Reilly. "Small but smart: international shared virtual class link-up during the pandemic 2020-2021 - third-level students in Ireland and Israel." European Journal of Geography 13, no. 5 (2022): 58–74. http://dx.doi.org/10.48088/ejg.t.yaa.13.5.58.7.

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This paper explores the experiences of a cooperative class link-up between geography students and teachers in Ireland and Israel in 2021 during the Coronavirus lockdowns, and hence the use of virtual education. There was a followed-up class in 2022. The aim was experimental T&L, enhanced by cooperative approaches, with the objectives of getting students from different cultures to interact, discover their shared geographies, and reflect on their self-perception of their countries and preconceptions of other countries and people. Implicit in the PBL was to gain greater awareness of cultural

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Nyamota, Keoro Andrew, Anne Syomwene Kisilu, and Peter L. Barasa. "The perceptions of teacher trainers and trainees on the relevance of instructional resources for Creative Arts teacher education curriculum to learners needs in Kenya." International Journal for Innovation Education and Research 6, no. 1 (2018): 57–73. http://dx.doi.org/10.31686/ijier.vol6.iss1.920.

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This paper is a report of a study that was carried out in the year 2017 on the perceptions of teacher trainers and trainees on the relevance of instructional resources for Creative Arts teacher education curriculum to learners’ needs in Kenya. The larger study from which this paper was drawn was on the perceptions of teacher trainers and trainees on the relevance of Creative Arts teacher education curriculum to learners’ and societal needs. This study was guided by Structural Functionalism Theory. The pragmatic paradigm was adopted in the study. The study used mixed methods research approach.

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Putilovskaya, T. S., G. M. Kassymova, and E. V. Zubareva. "Verbal behaviour as an indicator of personnel wellbeing." Digital Sociology 5, no. 3 (2022): 38–44. http://dx.doi.org/10.26425/2658-347x-2022-5-3-38-44.

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The article examines one of the possible applications of speech activity theory and the text psychological structure as the product of this activity to the research of personnel wellbeing. Very often, an employee’s wellbeing status is inaccessible to management. The idea is that the verbal behaviour psychological pattern can be used as an indicator of employee wellbeing status perception. The authors’ aim was to develop a text analysis model to be used for revealing the peculiarities of wellbeing perception status; to determine the most diagnostic parameters of the model; and to apply them to

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Renés-Arellano, Paula, María-José Hernández-Serrano, Mari-Carmen Caldeiro-Pedreira, and Cleofé-Genoveva Alvites-Huamaní. "Countervalues of the digital ethos perceived by future trainers." Comunicar 29, no. 69 (2021): 57–67. http://dx.doi.org/10.3916/c69-2021-05.

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The digital ethosphere, as a cultural environment of digital interactions, provides spaces for social and citizen participation where certain values and counter-values are promoted that determine the users’ construction of their personal and cultural identity. The lack of studies that analyze the counter-values immersed in digital interactions and spaces has led to the development of this study, which seeks to analyze the students' perception of the presence of counter-values on the Internet by examining the social sphere (with classmates, friends or family), the type and the way in which they

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YILDIRIM, Sefa. "Raising Historical Consciousness in the Novel “The Giver”, a Dystopic Work According to Social Studies Teacher Candidates." Journal of Education and Learning 6, no. 3 (2017): 129. http://dx.doi.org/10.5539/jel.v6n3p129.

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It is known that in many of the developed countries of the world, especially the U.S.A, educators benefit from dystopic works in education and training of the topics such as historical consciousness, metaphors, numbers, color perception and development of language. From this point forth, it can be suggested that dystopic works, as long as they are presented by expert trainers through correct methods and techniques, can provide great benefits for historical consciousness, cognitive, social and cultural development, and especially democratic awareness. The main purpose of this study is to draw a

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HAN, YANLONG. "Ethical Practices of Physical Education Teachers in the Training of Sports Trainees." Pacific International Journal 8, no. 2 (2025): 221–27. https://doi.org/10.55014/pij.v8i2.814.

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This study evaluates the ethical practices of Physical Education trainers at Shandong Binzhou College through the perspectives of 300 student-athletes across individual and team sports. Using a descriptive-comparative design, the research found that trainers demonstrated high ethical standards during competitions, particularly in respecting game rules (mean=3.55), maintaining composure when losing (mean=3.55), and ensuring fairness (mean=3.55). Training sessions showed slightly lower ethical adherence, with composite means of 3.40 for competitions and 3.26 for training. Demographic analysis re

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Castro-Garces, Angela Yicely, and Argemiro Arboleda Arboleda. "Bridging the Gap between Curriculum Planning Policies and Pre-service Teachers’ Needs." English Language Teaching 10, no. 12 (2017): 50. http://dx.doi.org/10.5539/elt.v10n12p50.

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The challenge and satisfaction of being a teacher is doubled when one has the precious task of being a teacher trainer, as our practices replicate exponentially, touching the lives of people we do not even get to meet. Accordingly, this article presents the analysis of a process that brought tensions to a teacher training program because of the need to comply with the guidelines of the National Ministry of Education while considering pre-service teachers’ needs. Thus, a descriptive analysis was done, through a questionnaire, with the objective of portraying pre-service teachers’ perceptions ab

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Akanmu, Morenikeji Alex, and Comfort Olawumi Adeniyi. "Assessment of Teacher -Trainees Predisposition towards the teaching Profession among undergraduates in Tertiary Institutions in Lagos State, Nigeria." Indonesian Journal of Basic Education 6, no. 1 (2023): 9. http://dx.doi.org/10.37728/ijobe.v6i1.661.

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This study examined Teacher -Trainees Predisposition towards the teaching Profession among undergraduates in Tertiary Institutions in Lagos State, Nigeria. 390 students were purposively selected for the study but only 360 copies questionnaire which were duly filled and returned were used as the data for this study. The instrument for data collection was a researcher designed questionnaire and structured oral interview with reliability coefficient of 0.86 and 0.76 respectively. The data collected were analysed using frequency counts, mean and standard deviation. The findings from the study show

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Muhammad Saleem, Syed Abdul Waheed, and Nadia Gilani. "AN EXAMINATION OF THE EFFECT OF RESOURCE PERSONS' EXPERIENCES ON THE SCHOOL TEACHERS’ ATTITUDE TOWARDS THE TEACHER TRAINING PROGRAM: A QUALITATIVE ANALYSIS." Journal of Arts & Social Sciences 11, no. 2 (2024): 158–66. https://doi.org/10.46662/jass.v11i2.534.

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The primary intent of the current qualitative study was to examine the perceptions, attitudes, and lived experiences of resource persons (expert trainers) and primary school teachers (PSTs) as trainees regarding the resource persons' delivery of training to PSTs through in-service teachers' training program, Punjab Education and English Language Initiative (PEELI). The research questions of the study were addressed through the collection of data from 10 semi-structured one-on-one interviews with resource persons/master trainers and four focus group discussions (FGDs) with 20 primary school tea

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Kagoda, Alice Merab, and John Sentongo. "Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education." Universal Journal of Educational Research 3, no. 2 (2015): 148–53. http://dx.doi.org/10.13189/ujer.2015.030211.

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CEYLAN, Murat, and Semra KILIÇ KARATAY. "THE ART OF CLOTH WEAVING WITHIN THE SCOPE OF INTANGIBLE CULTURAL HERITAGE AND EXAMPLE FOR LIVING HUMAN HISTORY MASTER TEACHER EMİNE ÖZKAN." SOCIAL SCIENCE DEVELOPMENT JOURNAL 8, no. 36 (2023): 51–66. http://dx.doi.org/10.31567/ssd.849.

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The urge to survive and exist has always pushed human beings to live as a community, unlike other beings. This necessity has caused each society to build its own identity over time, and the reflex of transferring this to the next generations has provided the basis for the existence of culture and, in connection with this, cultural heritage. In this respect, intangible cultural heritage, which has a very important place under the main heading of culture, is one of the most important elements of the genetics of existence of societies. The mission of master trainers, who carry an identity more th

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Melo, Carlos Ian Bezerra de, Silvina Pimentel Silva, and Váldina Gonçalves da Costa. "Percepções de Formadores sobre Processos Identitários do Futuro Professor de Matemática." Bolema: Boletim de Educação Matemática 37, no. 77 (2023): 1214–33. http://dx.doi.org/10.1590/1980-4415v37n77a14.

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Resumo A formação inicial cumpre papel essencial na (re)constituição da identidade profissional docente (IPD) por meio dos contextos formativos e, especialmente, dos formadores, que participam ativamente dos processos de elaboração e mobilização das IPD dos licenciandos, manifestando traços de suas próprias identidades. Tal debate, todavia, encontra resistência em cursos que ainda carregam aspectos da tradição bacharelesca, como, por exemplo, a licenciatura em Matemática. Buscando adentrar nas discussões sobre IPD na formação do professor dessa área do conhecimento e ampliá-las, esta pesquisa

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Szulc-Kurpaska, Małgorzata, Sabina Nowak, and Werona Król-Gierat. "Training Pre-School and Early School Pedagogy Students to Teach English: A Study on Belief Modification." Journal of Language and Culture in Education 2, Special (2025): 144–60. https://doi.org/10.5281/zenodo.14754781.

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In the academic year 2020-2021, pre-school and early-school pedagogy M.A. students entered a threesemester course of Teaching English to Young Learners (TEYL) which was incorporated for the first time into a regular ministerial programme in the Pedagogy Department in Legnica, Poland. Similarly, preschool and early-school pedagogy students in Kraków took courses on teaching English to children as part of their study programme. These experiences offered an opportunity for the trainers to design specialised courses, implement them, and conduct research on the impact they had on the beliefs

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Cubukcu, Feryal. "The Correlation between Teacher Trainers⿿ and Pre-service Teachers⿿ Perceptions of Autonomy." Procedia - Social and Behavioral Sciences 232 (October 2016): 12–17. http://dx.doi.org/10.1016/j.sbspro.2016.10.004.

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Naz, Vagiha, and Khalid Khurshid. "A Study of the Practices of Trainees Regarding the Use of Technology in Teacher Education Program at University Level." Human Nature Journal of Social Sciences 3, no. 3 (2022): 470–81. https://doi.org/10.71016/hnjss/98pxpz16.

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The use of technology has changed the style of teaching and learning. The use of technology in teacher-education program provides an effective teaching-learning environment which is encouraging for both the teachers and trainees in which they interact actively to achieve their goals. For this study Constructivist theory was used as a framework. Finding out how trainees use technology during the teaching-learning process in the classroom was the main goal of this study. This research study was both quantitative and qualitative in approach. Twelve (12) public universities of Punjab were selected

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Radulović, Branka, Tamara Jovanović, Zdenka Gadušová, Alena Hašková, and Libor Pavera. "Mentor’s Perception of the Future Science Teacher’s Teaching Practice." Journal of Education Culture and Society 13, no. 1 (2022): 145–55. http://dx.doi.org/10.15503/jecs2022.1.145.155.

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Aim. The paper presents feedback on the effects of a new approach to the teaching practice of teacher trainees introduced in Serbia. Verification of the new approach is connected with a mentor training conception which has been under preparation within the frame of Erasmus+ project 2020-1-SK01-KA201-07825 Mentor training addressed in mutual cooperation of higher education institutions from Slovakia, Czech Republic, Hungary, and the Republic of Serbia. Methods. Within the frame of the new approach, verification structured interviews were carried out with a research sample of ten mentor teachers

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Leghdaf Abdellahi, Mohamed, Endale Tadesse, and Sabika Khalid. "Pre-service Teachers Perceptions’ of Tutoring Program: Case Study of Teacher College Model in Mauritania." Middle Eastern Journal of Research in Education and Social Sciences 1, no. 2 (2020): 269–86. http://dx.doi.org/10.47631/mejress.v1i2.101.

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Purpose: The main objective of this study is to investigate the perceptions of pre-service teachers regarding their tutoring program at teacher college model in Mauritania. Approach/Methodology/Design: Explanatory Sequential design was adopted. Hence, a survey questionnaire and interviews were developed to gather data from 80 pre-service teachers, 20 in-service teachers, and 2 mentors. Findings: The findings of the study revealed that internship training has a significant impact on the development of pre-service teachers, but the teacher trainees did not get enough time for internship training

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Asgher, Tahira, Aisha Ilyas, and Iram Rubab. "LEARNERS’ PERCEPTIONS OF NONVERBAL COMMUNICATION OF ESL TEACHERS." Humanities & Social Sciences Reviews 9, no. 3 (2021): 754–63. http://dx.doi.org/10.18510/hssr.2021.9374.

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Purpose of the Study: The purpose of this research is to investigate the perceptions of the learners about the use of the non-verbal language of teachers in an ESL class. This study aims to highlight the role played by non-verbal language in the class by raising awareness about the importance of gestures, physical appearance, and paralinguistic features of the English teachers. Methodology: This research employs a mixed methodology. A questionnaire, consisting of 37 close-ended questions is used to record the views of the learners about the use of the non-verbal language of their English

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Alemayehu Dheressa, Moti, Tamiru Olana, and Ebisa Bekele. "Trainees’ Perceptions towards the Practice of Competency Based Assessment for Learning in Oromia Colleges: In Particular to Shambu, Nakamte and D/Dollo CTE." Journal of Languages and Language Teaching 10, no. 3 (2022): 392. http://dx.doi.org/10.33394/jollt.v10i3.5314.

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This study investigated Trainees’ perceptions towards the practice of competency based assessment for learning in Shambu,Nakamte and D/Dollo College of Teachers Education in Oromia Region to realize their perceptions. Therefore, descriptive design was used. A close-ended and open-ended questionnaire items with five point Likert scale was administered to thirty two trainers. In addition, to substantiate the data obtained through questionnaires, interviews with 4 experienced instructors were also held. The quantitative data was analyzed to determine the status of instructors’ perception towards

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Dioso, Joan P., and Fructuoso A. Gumpal. "DEVELOPMENT AND EVALUATION OF HYBRID PHOTOVOLTAIC ELECTRICAL SYSTEM MODULAR TRAINER." Ignatian International Journal for Multidisciplinary Research 2, no. 4 (2024): 1467–83. https://doi.org/10.5281/zenodo.11057652.

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The study aimed at the development and evaluation of a Hybrid Photovoltaic Electrical System Modular Trainer, focusing on its suitability to educational curricula and industry standards. Through meticulous conceptualization, design, and construction processes, the trainer was tailored to meet the needs of electrical and electronics education. Feedback from Electronics and Electrical teachers, students, and industry partners revealed strong agreement with the trainer's design, functionality, safety, durability, and instructional applicability. While overall acceptability was consistent across r

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Ahmad, Nezam Uddin, Farzana Khan, Sayeda Sharmin Quadir, Mizanur Rahman, Manzoorul Hoq Laskar, and AKM Akhtaruzzaman. "Conceptual prevalence in palliative care amongst the physicians of Bangabandhu Sheikh Mujib Medical University: a comparison between the post-graduate trainees and the trainers." Journal of the Bangladesh Society of Anaesthesiologists 22, no. 1 (2014): 26–31. http://dx.doi.org/10.3329/jbsa.v22i1.18098.

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Background: Palliative care program has no place either in the national health care service or in undergraduate or post graduate medical curriculum in Bangladesh. Introduction: First Palliative Care Service began in the only medical university of the country in 2007 and still in its early infancy. We hypothesized that medical practitioners mostly have low level of understanding in palliative care Aim of the study: To assess the level of self- perception and understanding in palliative care amongst the post graduate trainees and their trainers in the university and to find out if there is any d

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Sulistyani, Yulin, Andi Julian, Iftinan Rose Putri Safana, and Nazelya Puspita Kencana. "The Epic X Camp Trainees’ Perceptions of Their Pedagogical Competence in Teaching English." JEELS (Journal of English Education and Linguistics Studies) 11, no. 2 (2024): 773–94. https://doi.org/10.30762/jeels.v11i2.2666.

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This study aimed to know the Epic X camp trainees' perceptions of their pedagogical competence in English teaching before and after the training. The researchers analyzed the pedagogical competence concept by using Voss et al. (2011). The instruments of this study were interviews and observations of 30 trainees from the American Corner Epic X camp 2024 held by the U.S. Embassy's Regional English Language Office (RELO). They consisted of preservice teachers, in-service teachers, and postgraduate students. The result showed that the participants had positive perceptions of the practice and a bet

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Violeta, Xhomara, and Uka Ana. "Creativity in Education: Fostering Creativity in the Classroom Using Creative Teaching Methods." Beder Journal of Educational Sciences Volume 26(2) (June 22, 2023): 2–29. https://doi.org/10.5281/zenodo.8068813.

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<strong>Abstract</strong> It is essential to have an understanding that there is no one definition of creativity that is capable of encompassing all of the thoughts and discoveries related to creativity. The aim of this study is to analyze teachers’ perceptions about creativity in education in the context of Albanian schools through a questionnaire distributed to different schools around Albania. The research questions investigated in this study are as following: 1) How do teachers perceive creativity? 2) How to foster creativity in the classroom? 3) What do teachers need to grow th

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Darwish, Salwa H. Al. "Elementary English Language School Teachers Self Evaluation: A Case Study from Real Life Application." Studies in Social Science Research 2, no. 1 (2021): p64. http://dx.doi.org/10.22158/sssr.v2n1p64.

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Self- evaluation is a central “tool” to express how we know what we do when we teach, and as we make decisions on our own while we teach, self- evaluation has the power to help us link knowledge and theoretical information and to use each area of expertise more professionally. This paper will discuss primary school English Language teacher trainee’s self- evaluation which will be carried out between the instructor (researcher/ mentor) and the student teacher trainees. This study aims to explore the benefits of the process of self-evaluation during the student trainees while teaching English as

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