Relevant bibliographies by topics / Teacher Training Initiative (TTI)

Contents

  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 (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 prede
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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 (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-gener
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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 (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 Op
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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 (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 (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 (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 ed
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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 (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 (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 o
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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 (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 (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 pragmat
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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? Utiliz
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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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<p> 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 profession
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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 some
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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 sho
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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<br>國立高雄師範大學<br>工業科技教育學系<br>105<br>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 an
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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 teach
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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. DfES, 2004.

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Consulting, Exegesis. Africa Education Initiative: An interim assessment of AEI teacher training : looking to the future. 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 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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 s
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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 superv
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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 prese
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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), 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 prog
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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), 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 prog
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