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

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Published: 4 June 2021
Last updated: 2 February 2022

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1

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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Müller, Susan, Georg Berger, and Eveline Gutzwiller-Helfenfinger. "Establishing Entrepreneurial Thinking and Acting in Swiss Vocational Colleges." Discourse and Communication for Sustainable Education 11, no. 2 (2020): 121–36. http://dx.doi.org/10.2478/dcse-2020-0022.

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Abstract Switzerland has one of the best ecosystems for entrepreneurship. However, there is a blind spot with regard to vocational colleges: A systematic integration of the topic is currently missing. The initiative “Entrepreneurial Thinking and Acting in Swiss Vocational Colleges – Economic, Social and Ethical Dimensions” aims to address this blind spot. The vision of the initiative is to ensure that all 75,000 young people entering vocational colleges each year in Switzerland are given the opportunity to acquire entrepreneurial skills to enable them to play an active role in positively shapi
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Kosobucki, Ginger, and Kari Moore. "Adult English Language Learner Pathway to Literacy Initiative." INTESOL Journal 18, no. 1 (2021): 51–74. http://dx.doi.org/10.18060/25178.

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In 2017, Kari Moore of Exodus Refugee Immigration and Ginger Kosobucki of the Immigrant Welcome Center met and discussed the unique needs Kari had noticed in her beginning literacy learners at Exodus. In 2018, Ginger led the Immigrant Welcome Center’s Adult ELL Research Project, which exposed the need for more classes geared for literacy-level learners, as well as more teacher training. In 2020, Kari and Ginger collaborated to lead professional development opportunities for Indianapolis teachers, including ATLAS Study Circles and a 2-day TESOL training with an expert from Literacy Minnesota. S
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Хомич, Лідія. "FEATURES OF FUTURE TEACHER PROFESSIONAL TRAINING FOR EDUCATIONAL AND NURTURE ACTION." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 2 (December 27, 2020): 42–47. http://dx.doi.org/10.35387/ucj.2(2).2020.42-47.

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The basic concepts of the research «action», «interaction» and «activity» were analyzed. It was determined that in today`s conditions preparation for pedagogical activity is considered as a dialectical unity of all its structural components, properties, connections and relations. It was found that the main components of readiness for pedagogical activity are unity of personal and procedural components. The approaches that need to be implemented in the training of future teachers for educational and nurture action were substantiated, in particular: professional selection and propaedeutic prepar
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Sorokovykh, Galina, Lyubov Bannikova, Natalia Pribylova, Svetlana Staritsyna, and Yekaterina Vishnevskaya. "Development of youth initiative upon studying socio-cultural space of a metropolis." SHS Web of Conferences 98 (2021): 03016. http://dx.doi.org/10.1051/shsconf/20219803016.

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Due to wide-scale introduction of distance learning, the education sphere faces new social and psychological problems related with self-actualization, improvement of intelligence level, and spiritual development of youth and students. Today, the young teacher is a bearer of a unique subculture, the holder of a special personal position, which is characterized by the active nature of consciousness, understanding of the importance of personal initiative in the education of the generation. We consider the student as a representative of young people, who is a carrier of cognitive activity, owning
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Morari, Marina. "8. Training of Artistic Skills of the Music Teacher." Review of Artistic Education 20, no. 1 (2020): 309–24. http://dx.doi.org/10.2478/rae-2020-0036.

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AbstractHuman capital represents for Moldova the basic resource for long-term development. The quality of human resources is largely ensured by the education system. The lack of a systemic approach to changes in education is identified in the National Development Strategy “Moldova 2030” as a causal factor in guaranteeing quality education for all. Artificial separation of training (teaching of academic content) from education is still ongoing. In the context of sustainable development, current topics are taught rather mechanically than practiced. Extensively new and often optional curricula ar
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Correa, Adriana K., Alma B. C. E. B. Catirse, Edson G. Soares, et al. "Institutional Strategies for the Teacher Training at a Brazilian Public University in Brazil—Elements of Reflection." International Education Studies 10, no. 3 (2017): 1. http://dx.doi.org/10.5539/ies.v10n3p1.

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University pedagogy has been promoted in the context of the policy for valuing undergraduate training at the University of São Paulo (USP). In this regard, one action of the Undergraduate Pro-Rectory was the creation of pedagogic support groups. The objective of this study is to report and analyze the strategies for university teacher training developed by the Pedagogic Support Group at the Ribeirão Preto Campus (GAPRP/USP–Grupo de Apoio Pedagógico do Campus de Ribeirão Preto), during the period from 2002 to 2015. The group takes on a conception of teacher training that extrapolates the techni
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Rogers, Bethany. "“Better” People, Better Teaching: The Vision of the National Teacher Corps, 1965–1968." History of Education Quarterly 49, no. 3 (2009): 347–72. http://dx.doi.org/10.1111/j.1748-5959.2009.00212.x.

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“What is our image going to be—conventional educators or innovators, milque-toasts or activists?” In posing this question, federal staff members responsible for developing the National Teacher Corps (NTC), a Great Society teacher reform initiative, articulated both their assumptions about and aspirations for teaching in the 1960s. According to the reformers’ thinking, existing teachers lacked the qualities of innovation, dedication, and social and political engagement required to teach students in America's low-income communities. In response, they called for a new breed of teacher, with attri
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Huefner, Dixie Snow. "The Consulting Teacher Model: Risks and Opportunities." Exceptional Children 54, no. 5 (1988): 403–14. http://dx.doi.org/10.1177/001440298805400503.

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The consulting teacher model is receiving increasing attention in state departments of education and local school districts. It offers possibilities for improving educational service in the mainstream to mildly handicapped children and other children at risk and is consonant with the current regular/special education initiative being promoted by the federal government. It also is consistent with reform strategies urging creation of master teachers. Because of its intuitive attractiveness, a risk exists that the model will be implemented prematurely on a statewide level. Among the likely and un
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.

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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds sec
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Smit, Tanya, and Pieter H. du Toit. "Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses." South African Journal of Education 41, no. 2 (2021): 1–13. http://dx.doi.org/10.15700/saje.v41n2a2010.

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During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of
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Othman, Azam, and Norbaiduri Ruslan. "Intercultural communication experiences among students and teachers: implication to in-service teacher professional development." Journal for Multicultural Education 14, no. 3/4 (2020): 223–38. http://dx.doi.org/10.1108/jme-04-2020-0024.

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Purpose This paper aims to present the qualitative findings on students’ and teachers’ experiences in communicating and interacting with students and teachers from different ethnic backgrounds in the Malaysian vision schools initiative. Design/methodology/approach Face-to-face interviews were conducted involving 15 informants comprising of three headteachers, three teachers and nine students. The interviews centred on the informants’ experiences and views living and experiencing the reality of the vision schools which is comprising three major races; Malays, Chinese and Indians; which is repre
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De Jong, David, Trent Grundmeyer, and Chad Anderson. "Comparative Study of Elementary and Secondary Teacher Perceptions of Mobile Technology in Classrooms." International Journal of Mobile and Blended Learning 10, no. 1 (2018): 12–33. http://dx.doi.org/10.4018/ijmbl.2018010102.

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More and more schools are implementing a 1:1 mobile device initiative for their students because the future of learning will have technology embedded within the curriculum. Teachers are often given the direction to utilize mobile devices in the classroom, but quite often educators do not understand the significance of this technology or agree with its purpose. The purpose of this study was to explore elementary and secondary teacher perceptions of mobile technology in the classroom. According to the survey results, elementary and secondary teachers feel positive about the uses and the importan
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Coburn, James. "Comparing varieties of in-service English Language Training for primary school teachers in Norway." Acta Didactica Norge 8, no. 2 (2014): 16. http://dx.doi.org/10.5617/adno.1140.

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International trends show the formal teaching of English beginning at an increasingly early age. This presents challenges for national education systems and in particular, for primary schools and for primary school teachers who are not necessarily trained as English teachers. This paper looks at two different responses to the situation in Norway, through research into two different ways of organising, designing and implementing in-service English Training (INSET) for primary school teachers. One is a nationally organised program, the other is a local initiative. The contexts for the two differ
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Burbidge, Tamsin, and Rebecca Hamer. "Academic Honesty in the International Baccalaureate Diploma Programme." Journal of International Students 10, no. 2 (2020): 265–85. http://dx.doi.org/10.32674/jis.v10i2.667.

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Much of the existing research on academic integrity surveys students. This study compares survey responses of students, teachers, and school administrators from schools in 76 countries worldwide. The surveys addressed their knowledge, understanding, and attitudes toward academic honesty, how it is taught at their school, as well as school experiences. Results indicate that students mostly learn about academic integrity in the classroom. Most schools have a process to ensure students know about academic honesty, but half of schools indicate there is no similar process for teachers. State school
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Guruzhapov, V. A. "The Problem of Plot Construction in Primary Schoolchildren’s Drawings (A Commentary to the Paper by Yu.A. Poluyanov)." Cultural-Historical Psychology 14, no. 3 (2018): 114–18. http://dx.doi.org/10.17759/chp.2018140311.

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In this paper I present some commentaries to the paper by Yu.A. Poluyanov that was written in 2007 and is published in the current issue. The importance of his work is evident in the context of the actual tasks of raising the quality of psychological and pedagogical training of teachers in the present-day stage of development of the general education system. In the focus of the paper is the problem of spontaneous independence of initiative in primary schoolchildren at a particular stage when a teacher works with the children on the concepts of their drawings. Several examples are given to illu
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Guruzhapov, V. A. "The Problem of Plot Construction in Primary Schoolchildren’s Drawings (A Commentary to the Paper by Yu.A. Poluyanov)." Cultural-Historical Psychology 14, no. 3 (2018): 114–18. http://dx.doi.org/10.17759/chp.2018140312.

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In this paper I present some commentaries to the paper by Yu.A. Poluyanov that was written in 2007 and is published in the current issue. The importance of his work is evident in the context of the actual tasks of raising the quality of psychological and pedagogical training of teachers in the present-day stage of development of the general education system. In the focus of the paper is the problem of spontaneous independence of initiative in primary schoolchildren at a particular stage when a teacher works with the children on the concepts of their drawings. Several examples are given to illu
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Nigg, Claudio, Jay Maddock, Jessica Yamauchi, Virginia Pressler, Betty Wood, and Susan Jackson. "The Healthy Hawaii Initiative: A Social Ecological Approach Promoting Healthy Communities." American Journal of Health Promotion 19, no. 4 (2005): 310–13. http://dx.doi.org/10.4278/0890-1171-19.4.310.

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Purpose. The tobacco settlement has provided the opportunity for the state of Hawaii to implement the Healthy Hawaii Initiative (HHI), targeting smoking, poor nutrition and physical inactivity. The purpose of this paper is to describe and document preliminary findings. Methods. The social ecological model is translated into practice through school and community grants to create systems, environmental and policy changes, teacher training on health and physical education standards, continuing education for the medical community in behavioral health, and a public education campaign. A comprehensi
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Koller, Katalin Eve, and Kay Rasmussen. "Generative Learning and the Making of Ethical Space: Indigenizing Forest School Teacher Training in Wabanakik." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 7, no. 1 (2021): 219–29. http://dx.doi.org/10.15402/esj.v7i1.70065.

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 This reflection on community-driven research in process is written from the perspective of graduate student co-researchers collaborating with Wabanaki community co-researchers on a pilot project involving a Wabanaki and a non-Indigenous organization. Three Nations Education Group Inc. (TNEGI) represents three Wabanaki schools and communities in Northeast Turtle Island. The Child and Nature Alliance of Canada (CNAC) offers a Forest and Nature School Practitioner Course (FNSPC) for educators seeking to operate forest schools. These diverse organizations have developed a pilot FNSPC traini
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Torres, Eduardo Negrín, Jorge Martín-Gutiérrez, and M. Dolores Meneses-Fernández. "Promoting Audiovisual Formats for Developing Teaching Digital Competences." International Journal of Knowledge Society Research 3, no. 4 (2012): 97–103. http://dx.doi.org/10.4018/jksr.2012100109.

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The introduction of audiovisual language on communicative models of modern society is an uprising constant which has made it the leading communicative method amongst new generations over overcoming written media. In this paper, the authors focus on how important is use of video tutorial in university teaching as an efficient and accessible resource in the teaching and learning processes. They may introduce the initiative developed by the La Laguna University called ‘ULLmedia Express yourself’ which combines teaching staff’s training work for the creation of video tutorials applied to teaching
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Ranjha, Fayyaz Ahmad, Muhammad Khalid Mahmood, and Intzar Hussain Butt. "Use and Utility of Teacher Guides for Primary School Teachers in Punjab." Review of Economics and Development Studies 5, no. 1 (2019): 5–10. http://dx.doi.org/10.26710/reads.v5i1.518.

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This study is aimed at soliciting pubic primary school teachers’ viewpoints on use and utility of teacher guides, an initiative of government of the Punjab. Data were collected through focus group discussions of male and female teachers from District Sargodha. Teachers were asked to discuss need, importance and use of teacher guide and to suggest ways to improve. Focus group discussions were audio recorded, transcribed and analyzed for extracting themes. It was found that teachers acknowledged the need and importance of teacher guide for better teaching. It was noted from their discussion that
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Stepanenko, Mykola. "HUMANISTIC CONCEPT OF IVAN ZIAZIUN IN CURRENT AND FUTURE PROSPECTS." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 20–31. http://dx.doi.org/10.33989/2226-4051.2018.17.176276.

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The article describes the humanistic paradigm of Ivan Ziaziun on the harmonious synthesis of art and pedagogy in teacher training. In particular, the philosophical and pedagogical and organizational and managerial ideas of a scientist- philosopher and teacher, a long-time rector of Poltava V. G. Korolenko State Pedagogical Institute have been discovered. Pedagogy of humanity of Academician I. Ziaziun through the system of professional training in Poltava V. G. Korolenko State Pedagogical Institute – the formation of a person, the formation of a strategy for person’s development and self-develo
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Schlag, Thomas, and Jasmine Suhner. "Ausbildung für Religionslehrpersonen in der Schweiz." Zeitschrift für Pädagogik und Theologie 66, no. 2 (2014): 167–78. http://dx.doi.org/10.1515/zpt-2014-0209.

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Abstract Training for teachers of religion in Switzerland has so far shown a broad variety and plurality of different aims and models, due to the plurality of cantonal frameworks and different political understanding of Religion Education in school. The article describes that due to the process of Bologna and the political initiative of a nationwide common curriculum for all school subjects (Lehrplan 21) the development of standardized models of Religious Education as well as teacher training is underway. It also shows that faculties and colleges of education have already developed specific tr
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Dubas, Judith Semon, Kathleen Bodisch Lynch, Joseph Galano, Susan Geller, and Denise Hunt. "Preliminary Evaluation of a Resiliency-Based Preschool Substance Abuse and Violence Prevention Project." Journal of Drug Education 28, no. 3 (1998): 235–55. http://dx.doi.org/10.2190/vby0-rlxa-wj05-nprx.

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The Resilient Children Making Healthy Choices (RCMHC) Project is an early childhood prevention initiative designed to promote health and social competence in young children by training their teachers in skills aimed at nurturing children's resilient development. Through a model program implemented in ten Head Start and other community-based preschool classrooms, teachers were trained in the use and integration of resiliency-based substance abuse/violence prevention strategies in their teaching practices. Analysis of outcome data from a pre-post comparison group design revealed increases in tea
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Tajmel, Tanja, and Ingo Salzmann. "From Stage to Classroom – the Transfer of Knowledge through the Festival “Science on Stage”." MRS Advances 2, no. 31-32 (2017): 1643–49. http://dx.doi.org/10.1557/adv.2017.95.

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ABSTRACTWe present an evaluation carried out on a large-scale teacher training activity, the festival “Science on Stage” (SonS) 2013. SonS is a European initiative offering teachers the opportunity to share ideas and teaching practices both on the national and international level. We evaluated the project’s effectiveness in pursuing clear objectives, in clearly defining the target group, and in internationally disseminating teaching projects. Our study documents the transfer of knowledge from the festival to the classroom, aims to identify the prerequisites thereof and, finally, allows formula
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Dowson, Chris, Peter Bodycott, Allan Walker, and David Coniam. "Education Reform in Hong Kong." education policy analysis archives 8 (May 20, 2000): 24. http://dx.doi.org/10.14507/epaa.v8n24.2000.

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Since the early 1990s, the pace of educational reform in Hong Kong has accelerated and broadened to incorporate almost all areas of schooling. The reforms introduced during this period can be subsumed under what has generally been labelled the quality movement. In this paper, we review and comment on a number of policy reform initiatives in the four areas of "Quality Education," English Language Benchmarking, Initial Teacher Training and the Integration of Pupils with Special Needs into Ordinary Classrooms. Following a brief description of each policy initiative, the reforms are discussed in t
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Vargas, Dalys. "Bilingual Panama: EFL Teacher Perceptions, Study Abroad in an Immersion Environment." Journal of Language Teaching and Research 8, no. 4 (2017): 669. http://dx.doi.org/10.17507/jltr.0804.05.

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In 2014, the newly inaugurated Government of Panama launched the Panamá Bilingüe initiative, considering that sustainable development demanded taking emergency measures to improve the teaching of English in public schools. The program is designed to impact at least 250,000 students in a five-year period, gradually training approximately ten thousand pre-service and experienced English teachers. Using a narrative inquiry method, twelve teachers who sojourned for eight weeks in the United States, England, and Scotland under the program were interviewed after their return, to study their percepti
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BUDNYK, OLENA. "INNOVATIVE COMPETENCE OF A TEACHER: BEST EUROPEAN PRACTICES." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 1 (2019): 76–89. http://dx.doi.org/10.15330/jpnu.6.1.76-89.

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The essence of the innovative competence of the teacher in the way of integration into the world space of education. The main tendencies of teacher's training for professional innovation activity are described. Best European practices according to the using of innovative studying technologies in the work with students are examined. The author proves the need for partner collaboration, group forms of activities to solve problematic learning problems at school through Problem Based Learning. Especially, the issues of development of creative initiative of children in collective work are highlight
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Ko, Eunji, and Jihyun Kim. "Effects of Constructivism-Based Teacher Education Program for Supporting Infant’s Mathematical Inquiry Activity on Variables Related to Infant Teacher’s Mathematics Teaching." Family and Environment Research 58, no. 1 (2020): 105–20. http://dx.doi.org/10.6115/fer.2020.008.

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This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the compar
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Larmuseau, Charlotte, Hendrik Coucke, Pamela Kerkhove, Piet Desmet, and Fien Depaepe. "Cognitive Load During Online Complex Problem-Solving in a Teacher Training Context." EDEN Conference Proceedings, no. 1 (June 16, 2019): 466–74. http://dx.doi.org/10.38069/edenconf-2019-ac-0052.

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Online courses are becoming ubiquitous and increasingly tend to use authentic learning tasks as the driving force for teaching and learning. Nevertheless, designing online courses that incorporate real– world tasks is more challenging as these problems require more cognitive processes (van Merriënboer Sluijsmans, 2009). This phenomenon can be explained by Cognitive Load Theory (CLT) introduced by Sweller (1994). CLT distinguishes three types of cognitive load: intrinsic, extraneous and germane load. The level of intrinsic load is assumed to be determined by the level of element interactivity.
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Okseniuk, I., V. Kovalskiy, and A. Kashuba. "Formation of professional competences of future teacher of physical education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 12(120) (December 25, 2019): 89–92. http://dx.doi.org/10.31392/npu-nc.series15.2019.12(120)19.17.

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The article deals with the problem of future teachers' professional training of physical education through sports games. One of the main challenges facing the higher education system is the task of training a competent specialist in the broader field, further enhancing basic education and bringing it closer to research and practical professional activity. The effectiveness of sports games in promoting the harmonious development of personality is explained by: their specific competitive activity; deep versatile impact on the body of those engaged in the development of physical qualities and the
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Nissim, Yonit, and Eitan Simon. "Flattening the Hierarchy Curve: Adaptive Leadership during the Covid-19 Pandemic – A Case Study in an Academic Teacher Training College." Review of European Studies 13, no. 1 (2021): 103. http://dx.doi.org/10.5539/res.v13n1p103.

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The Covid-19 pandemic forced institutions of higher education to adopt agile leadership behaviors. The current research aims to examine how the leadership at the Ohalo teacher training college in Israel dealt with the crisis caused by the pandemic. The research hypothesis, predicting a positive relationship between the college leadership’s decisions and lecturers’ positive evaluations regarding these decisions, was confirmed.
 
 Previous research has given scant attention to the relationship between running an academic institution and applying principles of adapti
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BALAN, Valeria, and Anna Maria ION. "Organizing the Swimming Traineeship by Using Coaching Methods." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 1 (2018): 28. http://dx.doi.org/10.18662/rrem/14.

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Currently, the educational activity of a teacher is always facing many challenges to which teacher must respond and timely resolve. Training for an educational career starts since the first academic year and continues during all the study years within the license cycle. But the student should not be trained only at theoretical level but also to be put in the situation to apply the theoretical knowledge and skills acquired, during the traineeships. Such traineeships shall develop under the coordination of a group of experts who help the student and render him/her in the role of instructional –
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Gul, Eijaz. "Efficacy of Skill DevelopmentTechniques: Empirical Evidence." Journal of Education and Educational Development 1, no. 2 (2015): 134–44. http://dx.doi.org/10.22555/joeed.v1i2.218.

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Making students skillful is the ultimate aim of teaching. The teacher who feel that their jobs are over once they explain and demonstrates the lesson in the class is certainly on the defective side of thinking. Rather,students must be guided towardsthe objectives of learning demonstrated through modeling, and given ample practice to handle learning independently. This paper elucidates various techniques available forskill development by studying the case of 75 students. Their views regarding learning were gathered through a questionnaire. A statistical analysis of their views was carried out,
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Desai, Zubeida, and Vuyokazi Nomlomo. "Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase)." South African Journal of Childhood Education 4, no. 3 (2014): 15. http://dx.doi.org/10.4102/sajce.v4i3.227.

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The initiative of the Department of Higher Education and Training (DHET) in South Africa to strengthen foundation phase teaching has resulted in the development of new foundation phase (Grades R–3) programmes at institutions that did not previously offer them. In this article we reflect on the conceptualisation and development of a pre-service language curriculum for one such programme. We base our discussion on principles that underpin teacher education programme development for early childhood education and on issues and insights about appropriate language curriculum content for a foundation
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Todos, Petru, Petru Virlan, and Ghenadie Tertea. "TRAINING OF PRACTICAL ENGINEERING SKILLS IN THE CONTEXT OF THE COVID-19 PANDEMIC." Journal of Social Sciences 4, no. 3 (2021): 18–27. http://dx.doi.org/10.52326/jss.utm.2021.4(3).02.

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This paper proposes a solution for carrying out laboratory work in the strict conditions of the Covid - 19 pandemic. The traditional laboratory can be replaced by the virtual laboratory or the remote laboratory, depending on the requirements of the course and the skills required for the training of engineers. The environment for performing alternative laboratory work (Virtual or Remote Laboratory) is the Multisim software from National Instruments. The student with the help of this software can make the electrical circuits provided in the curriculum of the discipline of General Electrical Engi
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Benitez-Herrera, Sandra, and Patricia F. Spinelli. "GalileoMobile, sharing astronomy with students and teachers around the world." Proceedings of the International Astronomical Union 11, A29A (2015): 399–400. http://dx.doi.org/10.1017/s1743921316003410.

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GalileoMobile is a non-profit, itinerant, science outreach initiative that brings Astronomy closer to young people in areas with little or no access to outreach programs. We perform astronomy-related activities in schools and communities we visit and encourage follow-up activities through teacher training workshops and the donation of telescopes and other educational resources. GalileoMobile also extends its impact to a worldwide audience through deliverable products. Our work is shared worldwide through the production of documentaries, books and a wide range of Internet resources (OfficialWeb
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Molokov, Dmitry S. "The Formation and Development of Pedagogical Courses in Russia in the Second Half of the 19th – Early 20th Centuries." Vestnik Tomskogo gosudarstvennogo universiteta, no. 460 (2020): 213–19. http://dx.doi.org/10.17223/15617793/460/25.

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The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twe
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Garibaldi, Antoine, Loren Blanchard, and Steven Brooks. "Conflict Resolution Training, Teacher Effectiveness, and Student Suspension: The Impact of a Health and Safety Initiative in the New Orleans Public Schools." Journal of Negro Education 65, no. 4 (1996): 408. http://dx.doi.org/10.2307/2967143.

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Harwell, Sharon H. "Impediments to change: An application of force-field analysis to Leader Master Teacher training in an elementary level science systemic reform initiative." Journal of Elementary Science Education 12, no. 2 (2000): 7–19. http://dx.doi.org/10.1007/bf03173596.

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Aguiar Salomão, Diana, Sandy Lima Costa, and Francisco Mirtiel Frankson Moura Castro. "INSERÇÃO PROFISSIONAL: APRENDIZAGENS, DESAFIOS E IMPLICAÇÕES PARA A FORMAÇÃO E PRÁTICA PEDAGÓGICA NA EDUCAÇÃO INFANTIL." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 350–68. http://dx.doi.org/10.5747/ch.2020.v17.h488.

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This article discusses professional insertion, aiming to understand what learning, challenges and implications this phase of teacher education has for the pedagogical practice of a pedagogue who works in Early Childhood Education in the municipal education network of Fortaleza -Ceará. The research, developed in 2019, used the qualitative approach, carrying out a case study. For data production, a mixed electronic questionnaire (phase I of the research) and a narrative interview (phase II of the research) were used. For the analysis, the Discursive Textual Analysis method was adopted. The theor
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