Relevant bibliographies by topics / Teacher Training Initiative (TTI)

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

Academic literature on the topic 'Teacher Training Initiative (TTI)'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Teacher Training Initiative (TTI)"

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Schüller, Annamarie, and Roberto Bergami. "Teacher industry placement in Australia: Voices from vocational education and training managers." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 24. http://dx.doi.org/10.14426/jovacet.v3i1.123.

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An important aspect of vocational education and training (VET) teaching is education that is strongly linked to current industry practices. While this is a desirable pursuit, there are considerable challenges in it being implemented owing to increasingly changing work environments and the notion of ‘industry currency’. One way for VET teachers to remain up to date with contemporary industrial practices is for VET to pursue teacher placement in industry (TPI) opportunities. TPI is an agreement in terms of which the VET teacher is seconded to a firm for a period of time in order to perform predefined tasks. The resulting benefits include enhanced teaching practices and the development of deeper, long-term links with industry. However, TPI opportunities are not without their challenges. This article reports on an exploratory study of the views of VET education managers of business studies on the value of TPI. Because management support is integral to creating TPI opportunities, we explored the extent to which TPI is desired and supported by education managers. We found that policies supporting TPI initiatives, if they are in place, are not well formulated, and that a lack of resources and difficulties in finding industry partners exist. Despite these problems, education managers believe that these activities are of value to teaching programmes and of benefit to their department. We conclude that TPI should be an integral part of any VET professional development for teachers, but that, in order for TPI to be successful, appropriate resourcing and the development of strong industry networks are paramount.
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Chand, Vijaya Sherry, Samvet Kuril, and Anurag Shukla. "Dialoguing with teacher-educators, valorizing teacher innovations." London Review of Education 18, no. 3 (November 13, 2020): 451–66. http://dx.doi.org/10.14324/lre.18.3.09.

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This article describes the educational innovation fairs (EIF), a large-scale collaborative action research initiative undertaken by an academic institution and the teacher-education department of a provincial government in India over a three-year period (2015 to 2017). The EIF initiative primarily sought to help teacher-educators in 26 sub-provincial teacher training institutes (STTIs) realize the potential of teacher-generated innovations to enrich the teacher training curriculum in the state-run schooling system. It required teacher-educators to identify and validate innovative teacher-generated work, that was then displayed for two days in a year in a public exhibition visited by a large number of teachers. Case studies of the displayed work were then sent to schools and used in teacher training programmes. The EIF experience indicates the importance of setting the political and academic context carefully if action research is to take off in the public education system. Second, the policy adaptation that is inevitable in such a system implies an understanding of the deviations that might be considered tolerable. Finally, the partners need to jointly reflect on and consciously plan their post-collaboration individual trajectories during the collaboration itself, for the outcomes of action research have to be embedded in an evolving research agenda aimed at continuous improvement.
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Fitriansyah, Rian, Lisfatul Fatinah, and Muhammad Syahril. "Critical Review: Professional Development Programs to Face Open Educational Resources in Indonesia." Indonesian Journal on Learning and Advanced Education (IJOLAE) 2, no. 2 (February 8, 2020): 109–19. http://dx.doi.org/10.23917/ijolae.v2i2.9662.

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Information and Communication Technology (ICT) in education has become an important issue in education reform in many countries such as Hong Kong, Singapore, the United States, and the United Kingdom. Education reform is needed to give skill set of the 21st century to students. Indonesian government has begun implementing ICT in education since 2002 marked by the establishment of the Indonesian Telematics Coordinating Team (TKTI). Although the development of ICT is still far away compared to Hong Kong and Singapore, ICT development is on the right track. In 2013, Indonesia began to initiate Open Educational Resources (OER) and teacher training on ICT. Open educational resources are digitized materials that can be freely accessed by those who want to teach, learn, or research. The OER initiatives have many challenges ahead, one of them is the development of the OER community involving all teachers in Indonesia. The gap in education quality between islands in Indonesia is added with the differences of education infrastructure and education resources. Therefore, Indonesia must create personalized professional development program based on the need of each island. The Indonesia government could initiate the OER consortium to unite all teachers to build a knowledge society. The methods of creating a professional development program could be deducted from the U.S. which has many districts and gap in education quality between states. The purpose of this paper is to develop a professional development program in creating the OER community in Indonesia. This paper tries to investigate what kind of professional development that has been set in, analyze the problems that would likely to occur, and give some solutions.
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Davis, Niki, Christina Preston, and Ismail Sahin. "ICT teacher training: Evidence for multilevel evaluation from a national initiative." British Journal of Educational Technology 40, no. 1 (January 2009): 135–48. http://dx.doi.org/10.1111/j.1467-8535.2007.00808.x.

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Kearney, Dorothy, and Helen Ormiston-Smith. "The graduate diploma in physics and education: A teacher training initiative." Research in Science Education 21, no. 1 (December 1991): 217–23. http://dx.doi.org/10.1007/bf02360475.

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Huong, Vu Thi Mai. "The role of schools during practicum in adapting to Vietnamese education innovation." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 01–15. http://dx.doi.org/10.18844/cjes.v16i1.5503.

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School is a crucial component in teacher training. Schools are also the places where pre – service teachers practice manipulations, career actions, capacity development and career sentiments. The innovation of Vietnamese general education from content to competency approach has led to many changes in the schools, thereby requiring teacher training to be linked to educational practices in every school. The schools have just played the role of a unit that evaluates and tests the training quality of the pedagogical universities, and at the same time provides practical educational knowledge and educational innovation to supplement the theoretical knowledge in school offenses. This research aims at determining the role of schools during training pre – service teachers in Vietnam. Data was collected through questionnaires involving 390 participants comprising student teachers, lecturers from pedagogy universities and mentors of schools in Vietnam. The results showed that, in Vietnam, schools are lacking initiative in coordinating with teacher training institutions. The role of schools is still limited; the schools need to promote the initiative and be more active in the relationship with pedagogical universities so that the effectiveness of teacher training is the highest, adapting to the innovations of current Vietnam education. Keywords: practicum, role of schools, mentor, student teachers, pre-service teacher, teacher preparation
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Stephenson, Maxine. "Problem or Solution? A Secondary Teacher Training Initiative for a New Era." History of Education Review 35, no. 1 (June 24, 2006): 23–34. http://dx.doi.org/10.1108/08198691200600003.

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Kassim, Abd Latif, Arumugam Raman, Yahya Don, Yaakob Daud, and Mohd Sofian Omar. "The Association between Attitude towards the Implementation of Staff Development Training and the Practice of Knowledge Sharing Among Lecturers." International Education Studies 8, no. 12 (November 25, 2015): 108. http://dx.doi.org/10.5539/ies.v8n12p108.

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<p class="apa">This study was aimed to identify the association of teachers’ attitude towards the implementation of Staff Development Training with Knowledge Sharing Practices among the lecturers of the Teacher Training Instituition (TTI). In addition, this study was also to examine the differences in attitudes towards the implementation of Staff Development Training and differences of knowledge sharing practices of lecturers based on demographic factors (gender, teaching experience, and academic qualifications). This is a quantitative approach in cross-sectional survey to collect data on the attitude towards staff development training and knowledge sharing practices among lecturers. The population of this study involved 748 lecturers from TTI in Perlis, Kedah, and Pulau Pinang. Stratified random sampling technique was used to select 336 samples from the population. The instruments used in this research were Attitude of Staff Development Training (Siti-Zanariah, 2010) and Knowledge Sharing (Siti-Zanariah, 2010). Statistical Package for Social Science (SPSS) Version 19.0 was used for analysis of data. The descriptive data analysis involved the description of the respondents such as frequency and percentage, while the second part of inferential analysis was to test the hypotheses, using Pearson correlation, t-test, and ANOVA. This study had found that there was a significant and positive association between attitude towards SDT with knowledge sharing practices, a significant difference and positive attitude towards SDT based on gender and teaching experience and a significant and positive difference in terms of knowledge sharing practices based on gender, teaching experience, and academic qualifications. However, the results revealed that there were no significant differences in the attitudes of SDT based on academic qualifications. This research also discussed about the findings, implications, and contributions to the body of knowledge and the country, as well as the direction of future research.</p>
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Pommier, Jeanine, Marie-Renée Guével, and Didier Jourdan. "A health promotion initiative in French primary schools based on teacher training and support." Global Health Promotion 18, no. 1 (March 2011): 34–38. http://dx.doi.org/10.1177/1757975910393585.

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Chen, Jialiang. "Research on the Effect of Peer Feedback Training in English Writing Teaching—A Case Study of Students in Business English Major." English Language Teaching 14, no. 6 (May 13, 2021): 12. http://dx.doi.org/10.5539/elt.v14n6p12.

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Based on peer feedback, this paper further explores the application of peer feedback training to English writing teaching in China. From the theoretical perspective, compared with teacher feedback, peer feedback is beneficial to motivate students to take the initiative in learning, practice the student-centered concept, and promote cooperative learning among students. Peer feedback training, namely peer feedback under teacher intervention in this paper, combines the advantages of teacher feedback and peer feedback, which can not only be accepted by learners but also achieve significant pragmatic effects. From a practical point of view, peer feedback training can be applied to teach large groups of students, thus reducing the pressure and burden of teachers and improving the quality of peer feedback. The results also show that peer feedback training mainly works during the training stage rather than the modification stage. It is crucial to pay attention to the mechanism of peer feedback training and apply it to practice to promote the quality of English writing teaching.
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Dissertations / Theses on the topic "Teacher Training Initiative (TTI)"

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Dai, Lu, Tiffany Finley, and Susan McCormack. "ICT and Education in Developing Countries : Shifting Initiatives toward a Sustainable Society." Thesis, Blekinge Tekniska Högskola, Avdelningen för maskinteknik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4243.

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This research investigates capacity building initiatives in developing countries’ ability to aid in a transition toward sustainability. A key system, the education sector, enables and creates human capacity. Teacher Training Initiatives (TTIs) are an organized effort to build the capacity of teachers within the education sector. Information and Communication Technologies (ICT) are a rising addition to TTIs that can expand the network, knowledge-sharing, and communication potential of TTIs. Yet, is this growing trend aiding in building capacity at the expense of long-term sustainability? Utilizing the Framework for Strategic Sustainable Development, this research employs literature reviews, interviews, data analysis, workshop participation, and an expert panel to illuminate how ICT enabled TTIs can contribute to sustainability. An intervention in the current planning process was identified as a key leverage point to shift the system toward sustainability. Taking a whole systems perspective when planning initiatives better equip stakeholders to build effective programs today that will not compromise the capacity building of the future. This upstream approach may build the foundation to move toward a strategic ICT enabled TTI, but it is not the only major factor. ICT enabled TTIs function within complex systems, requiring ongoing strategic planning and management toward sustainability.

Address: Tiffany Finley 1306 Bohland Place St. Paul, MN 55116 USA OR Susan McCormack 1145 Hartwell Road Manotick, Ontario Canada K4M 1E5

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Hanson, Bradley A. "The Impact of Professional Development on Early Implementation of a 1|1 Laptop Initiative." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645318.

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As school leaders continue to attempt to integrate technology into today's classrooms, 1:1 laptop initiatives are becoming increasingly more prevalent and certainly more affordable than ever before. School leaders must be able to justify the expenditure by the direct impact the integration of the laptops make on classroom instruction and learning. Preparing and supporting teachers to teach and facilitate learning with these new technological tools is a necessity that cannot be overlooked in ensuring the success of 1:1 laptop initiatives. This study examined the impact of various professional development preparatory factors on the instructional change that occurred immediately after implementation of a 1:1 laptop initiative within three high schools. Significant differences were observed between the teachers' perceived value of different types of professional development activities, including learning to use hardware, software, content management and instructional delivery platforms, as well as learning to integrate technology into instruction. Significant changes were also observed in each of 11 different instructional activities when comparing teacher practice pre-1:1 laptop initiative implementation and during implementation. Correlations between the amount of time teachers had access to their own laptops prior to the 1:1 implementation and the change in frequency of use of the instructional activities indicated limited significant results, as did the correlations between the length of professional development preparation designed to prepare teachers for the 1:1 laptop initiative and the change in frequency of use of the 11 instructional activities. The final correlations between the teachers' perceived value of the four professional development activities and the change in frequency of use of the 11 instructional activities also yielded limited significant results.

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Liefshitz, Irene Anastasia. "When Teachers Speak of Teaching, What Do They Say? a Portrait of Teaching From the Voices of the StoryCorps National Teachers Initiative." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461032.

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There is a significant lack of educational research in which teachers’ talk about teaching is not mediated by researchers. In the public sphere, teachers’ voices rarely reach us unfiltered by the media, union and school district representatives, education reformers, and policymakers. What if we could listen to teachers talk about teaching unconstrained by any topic or agenda, in a conversation initiated by them? The StoryCorps National Teachers Initiative (SCNTI) provides an unparalleled opportunity to answer this question. In 2011-2012, hundreds of teachers talked about teaching with someone significant to them. Listening to these conversations enables understanding of teaching from the perspective of those doing the work, in their own voice. This study addresses the meanings and conceptualizations of teaching articulated by teachers. Three basic assumptions guide this research. First, because teaching is an uncertain craft (McDonald, 1992), I suggest poetics of teaching (Hansen, 2004) as a listening lens. Second, because the experiences of teaching are expressed in conversation, I suggest a prosaic approach to language (Morson & Emerson, 1990) which considers form and function. Third, I conceptualize teacher voice as a source of knowledge about teaching and the phenomenon by which we can comprehend its humanity, uncertainty, and unfinalizability (Bakhtin, 1981). Building on this conceptual framework, I propose a unique empirical approach to studying teacher voice: a synthesis of hermeneutics, metaphor analysis, and portraiture. The answer to the question When teachers speak of teaching, what do they say? is in the form of a portrait, a portrait of teaching composed of teachers’ voices. I find that teachers talk about four essential human phenomena: love, learning, power, and purpose. Within these constructs, I provide a critical interpretation of teacher talk about teaching that illuminates the complex and varied nature of teaching work. This study privileges teacher voice—literally and epistemologically—and presents research as an act of listening. It transmits and amplifies teacher voice to constitute a refreshed and reexamined cultural record (Lamothe & Horowitz, 2006) of teaching. And as critical interpretation of human experience, this research invites participation: a response to teacher voice.
Education Policy, Leadership, and Instructional Practice
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Perry, Nicholas D. Perry. "Teacher attitudes and Beliefs about Successfully Integrating Technology in their Classroom During a 1:1 Technology Initiative and the Factors that Lead to Adaptations in their Instructional Practice and Possible Influence on Standardized Test Achievement." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522233676292274.

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Hassan, Nazir Ahmed. "An investigative study on the affect and concerns of mathematics student teachers with special reference to social-context based learning packages / Nazir Ahmed Hassan." Thesis, North-West University, 2013. http://hdl.handle.net/10394/8698.

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This investigative study was undertaken against the background of the recent calls for back to basics by the Schooling 2025 initiative, as well as to address the 2000 and 2009 Review Committees’ reports on the training and development of teachers and on the variable quality of learning support materials. The act of systemic transformation has led to two curriculum revisions taking place within the South African education sector and has inevitably culminated in the identification of shortcomings in teacher development and learning materials. This study has positioned itself to address these shortcomings at pre-service level through the preparation of Mathematics student teachers as prospective Mathematics teachers. In addressing the issue of inadequate training, the focus of the study was not only on cognition, but also on how affect could influence the learning of Mathematics so as to ensure a more encompassing approach in understanding how student teachers learn and do Mathematics. Integrated research on affect and cognition could lead to optimal performance in the teaching and learning of Mathematics and researchers in mathematics education need to acknowledge the role and impact of the affective domain and integrate it into studies of cognition. If learners are going to become competent learners of Mathematics, their affective responses to Mathematics are going to be much more intense than if they are merely expected to achieve satisfactory levels of performance in low-order mathematical skills. In the studies on mathematics cognition, the focus of mathematical competencies is on abilities and capabilities while, in the affective domain, competencies in mathematics are more than the abilities to perform observable tasks. Rather, the focus of the affective competencies lies in the direction, the degree and the levels of intensities of affect constructs (or their variables) that will define mathematical competencies within the affective domain. Evidentiary (qualitative) data from this study supported the contention that affect does influence the learning of mathematics since there were distinct patterns in the overall expressions of participants towards this aspect of the research. The acknowledgment of the concerns of student teachers during field practicum could possibly help in ameliorating these concerns through the identification of what student teachers were mostly concerned about when teaching Mathematics and how, by addressing these concerns, could help improve their teaching skills and abilities. Based on the quantitative evidence, the three subscales of self, task and impact used in the Student Concerns Questionnaire (SCQ) were modified on the basis of factor analysis to a two-factor model (concerns about self-benefit and concerns about learner-benefit). Some of the statistical results were integrated with the narrative data to provide substantive support for the expressions of student teachers. No classical trends, as noted in the concerns theory, could be detected in this study. It was statistically inferred that a majority of Mathematics student teachers who participated in this study were moderately concerned about most of the concerns statements noted in each of the items on the SCQ. In addressing the variable quality of the learning material the study focused on the development and the use of social context learning packages. The utilisation of these learning packages (in an intervention strategy) was aimed at strengthening social context knowledge and education, and explored its role in the translation (if any) of student teacher concerns within a hierarchical spectrum. The evidence on how student teachers perceived the use of these learning packages was recorded during the interviews. Analyses of the verbal data revealed that the participating student teachers agreed with the use of social context learning packages as part of their Mathematics lessons. In sum, the need to prepare effective Mathematics teachers and raise the academic calibre of prospective Mathematics teachers was fundamental to the overall design of this study. It is trusted that curriculum planners and designers will consider the recommendations of this study to address the so-called inadequacies within the education system of South Africa.
Thesis (PhD (Mathematics Education))--North-West University, Potchefstroom Campus, 2013
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Scott, Candice Chord. "Exploring the impact of a teacher preparation program's laptop initiative on the faculty's teaching and learning experiences." Thesis, 2005. http://hdl.handle.net/2152/2095.

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HUANG, HSIEN-JU, and 黃蘚茹. "The Relationship between The Teacher Training Courses of Computer Aided Design/ Manufacturing in Maker Education Initiative and 12-year Curriculum Guideline for Technology in Junior high." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5z6yje.

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碩士
國立高雄師範大學
工業科技教育學系
105
This research aims to discuss the application of the teacher’s workshops at the Computer Aided Design/ Manufacturing by Maker Education Initiative in Taiwan to the 12-year Curriculum Guideline for Technology in Junior high schools. Both quantitative and qualitative research methods are applied in this study. On the first part is two data collection approaches: interview and questionnaire. The objective of these approaches is two-folded: to gather opinions and recommendations by the teachers at the centers on the relevancy between the center’s workshops and the curriculum guideline at schools; and to analyze the findings for suggestions on the future development of the center’s focus on the maker culture. The second part is the literature review to support the finding analysis on the data collection. There were two major findings in the study: First of all, CAD/CAM teacher’s learning workshops focus on equipment operation and engineering design. The course put the teacher's needs in the first priority by planning workshop activities to be applied to schools’ curriculum. Secondly, the teacher training content are generally associated with the 12-year Curriculum Guideline’ learning content for Technology in Junior high. It has a high-positive correlation with "technology and society", and "design and production" courses, while a low-positive correlation with “The application of technology”. Due to the short time and equipment restrictions at the center, the workshop should be flexibly designed to cooperate with the Curriculum Guideline. The establishment of a curriculum module and the form of the special topic are highly suggested so the workshops can be more in tuned with the core of the Curriculum Guideline. Finally, this paper hopefully can provide constructive feedback and suggestions for teachers interested in the topic.
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Mokhele, Matseliso Lineo. "Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project." Thesis, 2011. http://hdl.handle.net/10500/4871.

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Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced.
Further Teacher Education
D.Ed. (Curriculum Studies)
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Books on the topic "Teacher Training Initiative (TTI)"

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Ltd, York Consulting. Evaluation of further education initial teacher training bursary initiative. Nottingham: DfES, 2004.

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Consulting, Exegesis. Africa Education Initiative: An interim assessment of AEI teacher training : looking to the future. Silver Spring, MD: Exegesis Consulting, 2006.

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Lyle, Sue. Ethnic minorities and recruitment into initial teacher training in Swansea Bay: A report prepared for HEFCW Initial Teacher Training: New Innovative Provision Initiative. Swansea: Swansea Institute of Higher Education and Swansea Bay Racial Equality Council, 2003.

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The technical and vocational education initiative in initial teacher training: Evaluation workshop report. Sheffield: Training Education and Enterprise Directorate, 1990.

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Davies, Graeme. Special initiative to encourage widening participation of students from ethnic minorities in teacher training. HEFCE, 1995.

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Instructional utilization, teacher training and implementation of Utah's educational technology initiative in school districts and colleges. [Novato, CA]: Beryl Buck Institute for Education, 1992.

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National Education Association of the United States (Corporate Author), Cherie Major (Editor), and Robert Pines (Editor), eds. Teaching to Teach: New Partnerships in Teacher Education. Natl Education Assn, 1999.

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Ron, Delve, Stephens Carol, Dodd Tom, and Technical and Vocational Education Initiative., eds. The Technical & Vocational Education Initiative in initial teacher training: A report on the "TVEI in ITT" national project based in sixteenHigher Education institutions. Sheffield: Training Enterprise and Education Directorate, Department of Employment, 1991.

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Ron, Delve, Stephens Carol, Dodd Tom, and Technical and Vocational Education Initiative., eds. The Technical & Vocational Education Initiative in initial teacher training: A report on the TVEI unit of the Training Agency's "TVEI in ITT" national project based in sixteen Higher Education institutions. London: Training Agency, 1990.

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Pring, Richard. The technical and vocational education initiative in initial teacher training: The national evaluation of the TVEI in ITT' national project based in sixteen higher education institutions. Employment Departnemt Group, 1990.

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Book chapters on the topic "Teacher Training Initiative (TTI)"

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Mak, Barley, and Yangyu Xiao. "The LPATE Training Courses: An Initiative to Improve Teacher Language Proficiency." In High-Stakes Testing, 159–78. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6358-9_9.

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Blythman, Marion. "A National Initiative: The Scottish Experience." In Teacher Training and Special Educational Needs, 137–60. Routledge, 2018. http://dx.doi.org/10.4324/9780429488894-12.

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"Introduction: The introductory psychology initiative." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success., edited by Regan A. R. Gurung and Garth Neufeld, 3–6. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-001.

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Hemphill, Leaunda S., and Donna S. McCaw. "Moodling Professional Development Training that Worked." In Handbook of Research on New Media Literacy at the K-12 Level, 808–22. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch050.

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Three junior high teachers and 12 senior high school teachers were introduced to online teaching strategies and tools in a three-day workshop. The teachers developed their basic online course shell on Moodle, an open-source online course management system. Following the workshop, teachers revised their course shells and created short teaching modules to meet the differentiated needs of their students. The modules were evaluated using a modified version of the Quality Online Course Initiative (QOCI) Rubric (Illinois Online Network, 2007). All teacher participants completed the workshop training and 14 successfully met all the QOCI criteria on their modules. This Moodle training was a capstone experience following three years of curricula, content, and pedagogical training through the ISAMS project. The project was funded as part of a No Child Left Behind (NCLB) Teacher Improvement grant which provided professional development for math and science teachers.
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Edge, Christi. "A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience." In Handbook of Research on Virtual Training and Mentoring of Online Instructors, 76–109. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch005.

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This chapter describes a two-part, hybrid “Online Teaching Fellows” faculty development initiative and the tensions and transformations one faculty participant experienced. Case study and self-study research methodologies were utilized to systematically document and explore, from an insider's perspective, the lived experience of professional learning related to the design and delivery of online courses. This chapter identifies and describes tensions and transformations that contributed to professional learning and concludes with a discussion of how literacy practices in the design of frameworks for teaching and for learning may contribute to understanding how instructors read and make meaning from experiences in the context of professional learning. Implications extend Rosenblatt's transactional theory of reading and writing to multimodal online teaching and learning contexts.
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Laptiste-Francis, Nadia, and Elna Carrington-Blaides. "Teachers' Experiences Implementing the Continuous Assessment Component of the Secondary Entrance Assessment at a Primary School Facing Challenging Circumstances." In Advances in Educational Marketing, Administration, and Leadership, 124–49. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1700-9.ch006.

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There is a lack of research within the Trinidad and Tobago context about teaching practices within schools facing challenging circumstances. Furthermore, proponents of the current assessment reform have not considered whether the CAC initiative may compound the challenges teachers in these contexts experience. This study utilized a qualitative case study design that aimed at exploring teachers' experiences implementing the CAC under the difficult conditions they confront at their school. The findings revealed seven major themes: slow teacher buy-in; inadequate front end training: dysfunctional support systems; parental apathy; contextual barriers and ad hoc implementation. These findings suggest that teachers did not buy into the CAC because of deficiencies in training, parental support, and external support systems.
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Laptiste-Francis, Nadia, and Elna Carrington-Blaides. "Teachers' Experiences Implementing the Continuous Assessment Component of the Secondary Entrance Assessment at a Primary School Facing Challenging Circumstances." In Learning and Performance Assessment, 1508–27. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch070.

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There is a lack of research within the Trinidad and Tobago context about teaching practices within schools facing challenging circumstances. Furthermore, proponents of the current assessment reform have not considered whether the CAC initiative may compound the challenges teachers in these contexts experience. This study utilized a qualitative case study design that aimed at exploring teachers' experiences implementing the CAC under the difficult conditions they confront at their school. The findings revealed seven major themes: slow teacher buy-in; inadequate front end training: dysfunctional support systems; parental apathy; contextual barriers and ad hoc implementation. These findings suggest that teachers did not buy into the CAC because of deficiencies in training, parental support, and external support systems.
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da Silva, Isabela Nardi, Josiel Pereira, Juarez B. Silva, and Simone Bilessimo. "Remote Laboratories for Engineering Education." In Engineering Education Trends in the Digital Era, 177–95. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2562-3.ch008.

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The VISIR+ project was an international collaboration project for the dissemination of the remote laboratory VISIR, a tool to support teaching the theory and practice of electrical and electronic circuits. The initiative was first disseminated in Europe, and Latin American countries such as Brazil followed. This chapter essentially aims to discuss the experience of the Federal University of Santa Catarina in Brazil with the VISIR+ project. Various approaches were used for the dissemination of the initiative, including free courses for high school students, teacher training, and the creation of a virtual environment to discuss and share lesson plans that used the remote laboratory VISIR on their plots. In conclusion, the experience was observed as excellent for the institution and there was no reason to put the project ideas aside. After participating in the project, it becomes a challenge to ensure its sustainability.
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Gibson, Patricia K., Dennis A. Smith, and Sarah G. Smith. "A Scenario That Works." In Advances in Early Childhood and K-12 Education, 184–91. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5667-1.ch013.

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Technology use in K-12 classrooms in this era of rapid high-tech change ranges from deep and meaningful technological immersion to an outright classroom ban on electronic devices. Attempting to mitigate this technological divide between students and teachers, school districts increasingly require professional development in applicable student technologies and teacher support resources. Unfortunately, the standards for continuing education requirements are broad, money is tight, and development efforts are often far less organized. As unfortunate, current issues and general information sharing dominate the professional learning communities (PLCs) or teacher learning communities (TLCs) originally designed to fulfill professional development requirements. These challenges render the occasional professional development initiative included in a PLC or TLC event, ineffective where the fragmented, uninteresting, and often poorly planned technology instruction very rarely seems to stick. Drawing on experience with military training and continuing education training, the authors propose a simple, inexpensive, and internally resourced means used by soldiers to train individual and collective military tasks, to assist elementary and secondary teachers to learn how emerging technology works, and more importantly, how to maximize its effective use in the classroom.
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Morrison, Julie Q., and Anna L. Harms. "Evaluating Professional Learning." In Advancing Evidence-Based Practice Through Program Evaluation, 47–73. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190609108.003.0003.

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Professional learning in the form of training and coaching/consultation is central to supporting evidence-based practices in schools. The objective of this chapter is to review what is known about effective strategies to support adult learning and to compare frameworks for evaluating professional learning for educators. Five critical levels have been identified for evaluating educator professional learning. These are (a) participants’ reactions/perceptions of satisfaction, (b) participants’ learning, (c) organization support and change, (d) participants’ use of new knowledge and skills, and (e) student learning outcomes. Other topics discussed include evaluation approaches, methods, and tools for assessing the implementation and impact of teacher professional learning opportunities in a multi-tiered system of support initiative.
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Conference papers on the topic "Teacher Training Initiative (TTI)"

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Crespo, Begoña, and Angela Llanos Tojeiro. "EMI Teacher Training at the University of A Coruña." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8117.

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TThe aim of this paper is to offer an overview of how an EMI (English as a Medium of Instruction) programme was designed at the University of A Coruña (Spain) to implement courses taught in English by its teaching staff. The final goals of this initiative were twofold: to attract an increasing number of foreign students through mobility or as new admissions; and to promote internationalisation at home for both students and lecturers. Some of the steps taken in this process (from coaching to EMI) are explained as well as the principles on which a particular teaching methodology for non-native speakers of English is based. Content knowledge and a B2 level of English is presupposed, but a further level of teacher professionalism is aspired to, involving commitment, reflection, responsibility. A shift in focus, from teacher- to student-centred learning is required. Instructors should show their students how to learn and guide them along their learning paths. This implies a shift in the original mindset that is strongly rooted in particular teaching traditions. Communicative competence is also a key factor: knowing how to transmit and communicate is at least as important as the material content itself, and lecturers should be good communicators.
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Morais, Pauleany S., Jean C. S. Rosa, Anna Raquel S. Marinho, and Ecivaldo Matos. "Formação Docente na Pós-Graduação Stricto Sensu em Ciência da Computação: um recorte das regiões Norte e Nordeste." In XXVI Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/wei.2018.3500.

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There are several scientific studies about the Brazilian teacher training for higher education. In this sense, this paper presents results of an investigation about the initiatives of teacher training in Computer Science graduate programs of federal higher education institutions of North and Northeast of Brazil. For this, one documentary analysis on pedagogical documents of that programs was carried out. It was identified that a few graduate courses (master's and doctoral) have some targeted actions for teacher training, with disciplines on didactics in higher education or activities of supervised teaching internship. The most programs do not have any initiative aimed at teacher training of their students.
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Machado, Fernanda Almeida, Paula Pontes Mota, Lorena Claudia de Souza Moreira, and Regina Coeli Ruschel. "Template class to teach clash detection." In ENCONTRO NACIONAL SOBRE O ENSINO DE BIM. Antac, 2021. http://dx.doi.org/10.46421/enebim.v3i00.315.

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BIM uses are complex specific processes in architecture, engineering, construction, and operation mediated by Building Information Modeling technologies. Several initiatives are dedicated to detailing these uses in a standardized way, enumerating and describing them in terms of scope, benefits, process maps, required competencies, associated technology, and theoretical framework. Examples of these efforts are Penn State's Computer Integrated Construction Research Program (MESSNER et al., 2019), buildingSMART (2021), and BIM Excellence Organization (SUCCAR; SALEEB; SHER, 2016). This study presents the approach to educate, evaluate and assist Model Uses using templates (Model Use Templates - MUT) of the BIM Excellence Initiative (BIMe). The BIM use is called Model Use in BIMe terminology. In three years, starting in 2021, the initiative intends to detail all the domain model uses listed by the organization (BIMe, 2020). The domain model uses are organized in the series of capture and representation, planning and design, simulation and quantification, operation and maintenance, monitoring and control of buildings and infrastructures. In terms of domain model uses, there is the linking and extending series of BIM integrated to Facility Management, interfaced with the Internet of Things, linked to Enterprise Resource Planning, etc. The initiative developed a Construction Domain Model Use Template (MUT) and applied it as a demonstration for Clash Detection or MUT 4040. This summary will describe the template, its application to Clash Detection, and guidance on how to transform it into a template class to teach Clash Detection with BIM. The MUT consists of an extended description, software list, activity flow, and bibliography. This content is available in the BIM Dictionary associated with the equivalent term (https://bimdictionary.com/en/clash-detection/1). The extended description includes the corresponding term's definition, the detailed description, purpose, and an available online media-list. The detailed description presents the different types of use (e.g., hard, soft, time-based) and benefits. The software list lists platforms and environments used in the model use development. For each platform or environment, there is a list of the vendor or developer, the corresponding technical functionality, the applicable discipline, the software description, the availability of the software in the cloud or location, differentiation of versions, the link to the official website, the model use code that the software can support, specific functionalities associated with the use and availability of a plugin or extension. The activity flow is described using a process map and details in up to 3 hierarchical levels for each macro activity. All the terminology adopted in the MUT is semantically aligned to the various projects and initiatives of BIM Excellence, bringing consistency to the meaning. In the case of MUT 4040, that is, the application of the template for the model use of Clash Detection, the short description is a “Use of the Model representing the use of 3D Models to coordinate different disciplines (e.g., structures and air-conditioning) and to identify/resolve possible conflicts between virtual elements prior to actual construction or fabrication”. The extended description presents the Clash Detection as automated or semi-automated procedures to identify design errors in 3D models, where objects occupy the same space or are too close to violating spatial restrictions. Time-based interferences are conflicts involving temporary objects that compete for the same space at the same time. The benefits are listed, for example, like better project coordination and quality; conflict reduction in the workplace; acceleration of design and delivery processes; and cost reduction through productivity increase. The available online media does not represent the entire process involved in Clash Detection and are generally restricted to confronting models on specific platforms. We advocate that the activity flow should structure the class of model uses in BIM education. In this way, there is a holistic and representative approach to practice. Thus, we advise escaping this model's understanding in a restricted and instrumental way, as it already occurs in most of the online media found. We propose to organize the class program by the macro stages of the activity flow, covering: (i) creation of the strategy for the clash detection in the project in question; (ii) preparation of specific models for federation; (iii) identification of federation environments or model integration; (iv) federation or integration of models; (v) checks for interference in the federated or integrated model; (vi) analysis of the conflicts identified; and (vii) referral to conflict resolution. The details of each of these activities in the template can guide the teacher on how to proceed or prepare educational content. The bibliography listed in the template covers the theoretical framework to support the class in terms of books, scientific articles, and BIM guides. One can develop the class at the level of graduation, extension, or continuing education. Being an undergraduate class, it can be mandatory or elective. Items (i) to (iii) make up the theoretical part of the class, and the rest are essentially practical content. Thus, two types of competency assessment are possible: knowledge and skills. Knowledge can be developed through discussions and seminars. Skills covered are associated with execution or domain skills, according to Succar, Scher, and Willams (2013). Execution skills are associated with learning model verification platforms and collaboration environments. The execution competence generates an instrumental skill that can be provided through individual online training with tutorials. Domain skills are essentially technical (analysis and simulation) and functional (collaboration). These skills must be instigated in a participatory and collaborative way in practical exercises involving cycles of verification of the federated model and adjustments of complementary projects' models. As a suggestion for support material, the teacher should prepare a dataset including models with errors in file naming disobeying conventions, errors in the control elements impacting the overlapping of models, errors of omission or duplication of elements in the models, and errors of data schema in terms of categorization of elements and classification of content. The models must also include issues of all types (hard, soft, and temporal interferences). Errors must be plausible to be identified by different types of verification: visual or script. YouTube presentation: https://youtu.be/cMPaw_kOZtQ
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Reports on the topic "Teacher Training Initiative (TTI)"

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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