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Relevant bibliographies by topics / Teacher Training Programs

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Academic literature on the topic 'Teacher Training Programs'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 June 2025

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Journal articles on the topic "Teacher Training Programs"

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Fandiño-Parra, Yamith José. "English teacher training programs focused on reflection." Educación y Educadores 14, no. 2 (2011): 269–85. http://dx.doi.org/10.5294/edu.2011.14.2.2.

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Herlo, Dorin. "SELF-DIRECTED LEARNING ON TEACHER TRAINING STUDIES PROGRAMS." Journal Plus Education 18, no. 2/2017 (2017): 7–17. http://dx.doi.org/10.24250/jpe/2/2017/dh.

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Thomas, Biju. "Teacher training programs in periodontology." Journal of Indian Society of Periodontology 19, no. 4 (2015): 368. http://dx.doi.org/10.4103/0972-124x.162565.

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Pelton, Julie A. "Assessing Graduate Teacher Training Programs." Teaching Sociology 42, no. 1 (2013): 40–49. http://dx.doi.org/10.1177/0092055x13500029.

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Byrka, Marian F. "BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS." Information Technologies and Learning Tools 62, no. 6 (2017): 216. http://dx.doi.org/10.33407/itlt.v62i6.1802.

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The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences) between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

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Erten, İsmail Hakkı. "Listening to Practising Teachers: Implications for Teacher Training Programs." Procedia - Social and Behavioral Sciences 199 (August 2015): 581–88. http://dx.doi.org/10.1016/j.sbspro.2015.07.553.

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Kamran Akhtar Siddiqui, Shahid Hussain Mughal, Imran Ali Soomro, and Masood Ahmed Dool. "Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions." IJORER : International Journal of Recent Educational Research 2, no. 2 (2021): 215–23. http://dx.doi.org/10.46245/ijorer.v2i2.91.

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Education is a key component of progress in the present-day world. But this progress cannot be made without efforts of teachers. Therefore, teacher education, in particular teacher training becomes extremely important. In this regard, several trainings programs are initiated and executed across Pakistan but the desired outcomes have not been achieved so far. Hence, this study was conducted to explore the challenges in teacher training in Pakistan and the ways through which these issues can be resolved. The sources for the data of the study were the published studies in the field in the context of Pakistan, national education policy, and other relevant literature. Based on secondary data, the study concludes that the issues with teacher training in Pakistan are administrative as well as faculty related. The findings reveal that the challenges related to policy and planning, poor induction of teachers, lack of resources in teacher training institutions, demotivation among teachers, and unequal distribution of skilled and productive teachers, dual training system and infrequent trainings. These issues can be fixed by fostering encouraging environment, ensuring accountability and merit, providing necessary resources, systematizing professional training programs and their continuation. The findings of this study will, therefore, positively guide policymakers to develop the right and effective policy to improve the standard of teacher education in the country.

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Perines, Haylen. "Educational Research Training in Teacher Training Programs: The Views of Future Teachers." International Education Studies 14, no. 1 (2020): 76. http://dx.doi.org/10.5539/ies.v14n1p76.

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The objectives of this study were to explore teacher student&rsquo;s views on the research training they receive and know their suggestions for improving it. This was a qualitative study conducted on students in the teacher training programs of a Chilean public university who were distributed into nine focus groups. The findings showed that the students have a rather critical view about the training they receive, particularly due to the lack of continuity of research-related courses and their limited participation in research activities. Regarding how to improve their training, the students suggest providing one research-related course each year, having researchers as teachers, and giving greater visibility to the educational research produced within their university. The study concludes that it is important to promote participation in educational research and that university teacher educators and the entire university community must adopt a broad-ranging view on this subject.

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Zabalza Beraza, Miguel A. "Assessment of university teacher training programs." Educar 47, no. 1 (2011): 181. http://dx.doi.org/10.5565/rev/educar.77.

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Sudana, I. Made. "Analisis meta pada manajemen pasca pelatihan untuk meningkatkan produktivitas guru di SMK." Jurnal Pendidikan Vokasi 1, no. 1 (2011): 133. http://dx.doi.org/10.21831/jpv.v1i1.5808.

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META ANALYSIS IN POST TRAINING MANAGEMENT TO IMPROVE TEACHER PRODUCTIVITY IN VOCATIONAL SCHOOLPost in-service training programs of teachers have never been evaluated to investigate their effectiveness and productivity. Some factors are indicated to affect unmeasured productivity of the program: (1) there is no a clear procedure in evaluating productity of in-service training program, (2) there is no standardized procedures to evaluate teacher performance, (3) a complex teachers' background make evaluation instrument is difficult to be developed, (4) trainings have not been based on teachers needs, (5) training content could not be implemented, and (6) monotonous methode were usually employed. However, this research investigated seven advantages: (1) School productivity is improved, (2) relationship between management and staff is in harmony, (3) a faster decision making is achieved, (4) a high commitment and motivation for school community, (5) to push more open management through implementation of participative managerial, (6) more effective communication, and (7) a functional conflict resolution. The advantages for teacher: (1) help teacher to make a better decision making, (2) to help teacher to solve problems, (3) motivational factors are internalized and operationalized, (4) to develop teacher to improve performance, (5) to help teacher to be a self confidence teacher, (6) to help teacher to acquire intellectual and technical ability, (7) to improve teacher's work satisfaction, (8) more recognition on individual performance, (9) more independent teachers, and (10) lessen teacher's anxious toface future.

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Dissertations / Theses on the topic "Teacher Training Programs"

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Fox, Emily E. "Traumatic Brain Injury: Teacher Training Programs and Teacher Candidate Knowledge." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311003996.

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Chung, Chih-Hung. "Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799534/.

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In recent years, considerable concern has arisen over cross-national student’s math achievement. A number of studies focusing on eighth grade student’s math achievement have been published. However, the most important role we should consider is not only students, but also teachers. A good teaching training program could help teachers improve their teaching expertise and student’s math achievement. Moreover, most studies only focused on explained predictions of the effect between potential factors. Therefore, the purpose of this study is to implement a hierarchical linear model and cluster analysis techniques to re-examine the Trends in International Mathematics and Science Study (TIMSS) 2011 among eighth grade students in the United States (U.S.), South Korea, Singapore, and Taiwan. These techniques were applied to provide a teacher characteristics and student math achievement model and identify a new institutional typology based on the pattern of teacher characteristic types and countries. Based on these patterns and model, this study presented the findings, as well as suggestions for improving educational policies and teaching training program in, South Korea, Singapore, Taiwan, and the U.S.

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Andrejco, Janet M. "A descriptive study of teacher assistance programs in Virginia." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39960.

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The way in which a school division addresses the problem of an unsatisfactory teacher varies. A school division may choose to tolerate the problem, dismiss the teacher, or provide assistance to foster the development of the skills needed to meet minimum performance standards. The design of teacher assistance programs varies in the type of personnel who provide remediation and the extent to which events in the program are documented. This study describes the status of teacher assistance programs that were operational in Virginia during the 1988-89 school year. A survey instrument was distributed to each school division in the Commonwealth of Virginia. First, all of the existing programs were identified. Each program was classified by degree of formality: informal, semi-formal, and formal. Each program was further classified by the type of staff utilized: school-based and central office-based staff. Secondly, the categories were developed into a model of teacher assistance programs for comparison.<br>Ed. D.

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Huie, May Marie. "Multicultural Education In Multiple Subject Teacher-Training Programs In California." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3391.

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The purpose of this study was to investigate the extent to which multicultural education is included in the multiple subject training programs in California. A rating scale was developed and applied to the evidence presented in the Program Approval Review Documents and the External Assessment Reports of sixty professional preparation programs approved by the Commission on Teacher Credentialing to provide teacher-training. The overall results of this study indicate that approximately twenty-two percent (22%) of the institutions received a rating of "1". A rating of "1" means that these institutions restrict their multicultural training to activities such as cultural fairs and ethnic songs, thereby showing an inadequate commitment to provide multicultural teacher-training. Approximately seventy-six percent (76%) of the institutions received a rating of "2". A rating of "2" means that these institutions show an "adequate" commitment to provide multicultural teacher-training and indicates that there is at least a minimal recognition of the importance of diversity. Institutions that received a rating of "2" meet the basic intent of the Commission-mandated multicultural guidelines. Approximately 3% of the institutions received a rating of "3", demonstrating a strong commitment to provide multicultural teacher-training as evidenced by the presence of multicultural elements, such as a recognition of the strength of diversity and accurate presentation of facts, throughout the total training program.

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Suell, Jo Lynn. "Traditional and alternative teacher training programs a comparison of perceptions of training and retention of first-year teachers /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000051.

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Whittaker, Sarah. "Program Evaluation of Project Team and Project Prep, Preservice Interdisciplinary Early Childhood Training Programs." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/325.

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A survey of graduates who participated in Project TEAM (School Psychology, Social Work, and Speech/Language Pathology) and Project PREP (Interdisciplinary Early Childhood Education) is presented. Graduates completed coursework, seminars and practica that emphasized knowledge and skills related to working with children in the birth through 5 age group and their families. The survey determined in which competencies graduates indicated they were best and least prepared by the program and which competencies were most and least applicable to their present careers. The survey also determined what teaming models the graduates are currently using and would prefer to use in their careers. Results indicated a general trend towards the interdisciplinary and trans-disciplinary teaming models as those that graduates would prefer to use. The survey also looked at the process of the programs (i.e., participating in seminars with various disciplines, participating in the practica as a team, taking courses with other disciplines, etc.) to determine whether or not participants benefited from the program's overall organization. Results indicated that graduates agreed with the program process.

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Aramburuzabala, Higuera Pilar, Cynthia Martínez-Garrido, and Rocío García-Peinado. "University teacher training in Spain: Evolution and perspectives." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117096.

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In Spain, the first formal experiences in the field of University Teacher Training (abbreviated to FPU in Spanish) appear in the seventies, responding to isolated initiatives. In the eighties the first groups of FPU specialists are configured in scattered universities with the support of the government. Later, specialized departments arise that rely on the also emerging distance learning services and educational technology. Today, in a time when there are major changes in the university structure and the teaching models, it seems clear that the teaching and research staff will have to adapt to a very different environment. Thus, FPU becomes a powerful tool that can help improve the quality of university teaching and promote the professionalization of the teaching role. This article aims to make an approach to the experiences and research in the field of the FPU that were held in Spain from its origins. It also describes some of the emerging trends in the university system that will form the basis of a new University. This analysis will provide information to the debate on the professionalization of the teaching role that is currently taking place.<br>En España, las primeras experiencias formales en el campo de la Formación del Profesorado Universitario (FPU) aparecen en los años setenta, respondiendo a iniciativas aisladas. Con el apoyo de las administraciones en los años ochenta se configuran los primeros núcleos de especialistas en FPU en centros universitarios dispersos. Posteriormente surgen departamentos especializados que se apoyan en los también incipientes servicios de educación a distancia y tecnologías educativas. En el momento actual, de profundos cambios en la estructura universitaria y los modelos didácticos, parece claro que el personal docente e investigador tendrá que adaptarse a un entorno muy distinto al conocido hasta hace poco tiempo.La FPU se convierte, así, en un poderoso instrumento que puede contribuir a mejorar la calidad de la docencia universitaria y a impulsar la profesionalizacióndel rol docente. En este artículo se pretende hacer una aproximación a las experiencia se investigaciones que en el campo de la FPU se han llevado a cabo en España desde sus orígenes. Se describen también algunas de las tendencias emergentes del sistema universitario que constituirán la base de una nueva universidad. Este análisis aportará información al debate sobre la profesionalización del rol docente que se está desarrollando en la actualidad.

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Harris, Steven A. "Attrition Rates of Teachers Trained in Alternative Teacher Certification Programs, Those Trained in the Centers for the Professional Development of Teachers, and Those Trained in Traditional University Programs." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3089/.

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This study uses teacher employment data provided by the State Board for Educator Certification to examine the similarities and differences between initial employment and attrition rates of teachers trained in three prevalent types of Texas teacher preparation programs; alternative certification programs (ACP), the centers for professional development of teachers (CPDT), and traditional certification programs (TCP). The population for the study includes all Texas teachers who completed training in these programs in 1995, 1996, and 1997. The study found that ACP participants gain employment as Texas public school teachers at a significantly higher rate than their CPDT and TCP trained peers in year-one after completion of their training. However, ACP completers experience higher attrition rates in each of the subsequent years investigated. The study concludes that the overall cumulative attrition rate of new teachers trained in these programs is not as pronounced as originally presumed, but that low production levels cannot keep up with the growing demand for new teachers. Teacher preparation program leaders must seek ways to recruit and train more teachers.

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Granston, Carol N. "Technology and teacher training the systematic design and development of a framework for integrating technology into Jamaica's teacher training programs /." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000472.

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Granston, Carol N. "Technology and Teacher Training: The Systematic Design and Development of a Framework for Integrating Technology into Jamaica’s Teacher Training Programs." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1052.

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Over the last five years, there has been an increased number of computers in schools and teachers' colleges in Jamaica. In addition, recently revised national policy documents have indicated the need to infuse technology into the curricula of all schools. Despite these investments in computers, however, there has been little corresponding development in training teachers to use computers and emerging technologies as teaching learning tools. The purposes of the study were three-fold: (a) to describe the current state of technology integration in Jamaica's teacher training programs (b) assess the extent to which teachers' college faculty and pre-service teachers perceived themselves as prepared to teach with computers, as well as their perceived computer proficiency; and (c) to use data gathered in the study to inform an action plan for integrating technology into Jamaica's teacher training programs. To gather required data, a survey design was employed because the study required collection of data from a large number of persons located in diverse sections of the island. Data were collected from three distinct groups of participants in three teachers' colleges in Jamaica. These included six teachers' college administrators--two principals and four vice-principals, 121 teachers' college faculty, and 268 final-year pre-service teachers. Data were gathered through interviews with college administrators and IT faculty, questionnaires administered to college faculty and pre-service teachers, and focus group discussions with pre-service teachers. The results indicate that, in general, teacher training programs in Jamaica have not systematically incorporated technology in the college curricula. In addition, to a large extent, teachers' college faculty and pre-service teachers did not perceive themselves as prepared to teach with computers. These respondents also reported low levels of proficiency with various computer tools. In response to the urgent need to integrate technology into Jamaica's teachers' college curricula, the author proposes a new VIBES conceptual framework as an action plan specifically designed to facilitate technology integration into this setting. VIBES is comprised of five components: Vision, Infrastructure, Behaviour, Experience, and Support, hence the acronym. Each component of VIBES is required in teacher training programs if technology is to be systematically incorporated into the college curricula.

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Books on the topic "Teacher Training Programs"

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L, Tjeerdsma Bonnie, and National Association for Sport and Physical Education., eds. Assessment of physical education teacher education programs. National Association for Sport and Physical Education, 2000.

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Ontario, Teacher Education Council. Selection for teacher education programs: Report. Teacher Education Council, Ontario, 1992.

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Québec (Province). Comité d'agrément des programmes de formation à l'enseignement. The accreditation of teacher training programs: Policies and procedures. Gouvernement du Québec, Comité d'agrément des programmes de formation à l'enseignement, 1994.

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Teacher education programs and online learning tools: Innovations in teacher preparation. Information Science Reference, 2013.

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O'Sullivan, Barbara. Staff orientation in early childhood programs. Toys 'N Things Press, 1987.

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Williford, Lynn E. Perceived impact of state rules and regulations on teacher education programs. North Carolina Educational Policy Research Center, School of Education, University of North Carolina at Chapel Hill, 1993.

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Ward, James G. State programs for funding teacher professional development. North Central Regional Educational Laboratory, 1999.

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Developing technology-rich teacher education programs: Key issues. Information Science Reference, 2012.

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C, Parker James. Career ladder/master teacher programs: Implications for principals. National Association of Secondary School Principals, 1985.

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University of Manitoba. Faculty of Education. Task Force on Initial Teacher Education Programs. Final report of the Task Force on Initial Teacher Education Programs. University of Manitoba, Faculty of Education, 1993.

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Book chapters on the topic "Teacher Training Programs"

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Nguyen, Phuong Chi, and Eduard Krause. "Interdisciplinarity in School and Teacher Training Programs." In MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29880-7_2.

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Casanave, Christine Pearson. "Chapter 10. Training for Writing or Training for Reality? Challenges Facing EFL Writing Teachers and Students in Language Teacher Education Programs." In Writing in Foreign Language Contexts, edited by Rosa Manchón. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691859-014.

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Szubko-Sitarek, Weronika. "On the Role of Pre-service Language Teachers’ Beliefs on Multilingual Education in Developing Teacher Training Programs." In Language Learning, Discourse and Communication. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00419-8_8.

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Roque, Gianna Oliveira Bogossian, Gilda Helena Bernardino de Campos, and Camila Sousa Santos. "Quality in Distance Learning Courses: A Longitudinal Survey of Teacher Training in Federal Programs." In Communications in Computer and Information Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29585-5_14.

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Uitto, Denise J., and Ritu V. Chopra. "Training Programs for Teacher Assistants." In International Perspectives on Inclusive Education. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s1479-363620150000004012.

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Ota, Marcos Andrei, Andreia Cristina Nagata, and Tatiane Carvalho Ferreira. "Blended Teacher Training Program." In Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4769-4.ch014.

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Nowadays information is processed quickly, and it provides new ways of interaction between the students and the teachers. The digital learning process has entered in our schools and has also brought a great discussion: how to teach in the digital age. To answer it, the authors aim to present a case study about the teacher training program developed in a blended model. Its purpose was to support the teaching practices and to rethink the learning spaces as well as to generate reflections on the issues of how to evaluate the application of active methodologies which are used in the basic education. A total of 20 teachers from four private schools in São Paulo have completed the training program. Thus, it enabled considerable advances in the planning of active classes. It was noticed, according to the results, that the teaching methodologies represent a challenge to be overcome in new training programs.

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Barbour, Michael K. "Training Teachers for a Virtual School System." In Developing Technology-Rich Teacher Education Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch032.

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Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling.

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Rudd, Denis, and Carianne Bernadowski. "An Investigation of a Computer Training Company's Migration to a New Distance Learning Platform and the Implementation of an Online Professional Development Program." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch029.

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The purpose of the study was to determine if the Training Partner Program was successful in preparing trainers to use a new distance learning platform. Results indicate the program was a success in improving self-efficacy, engagement, and collaboration among trainers. Additionally, characteristics of online trainers are identified. Online learning in higher education, business training, and elementary/secondary schools is increasing exponentially and developing effective professional development programs to prepare instructors is of paramount importance. The current study provides valuable insight for any training managers or educators developing activities and exercises to train their faculty on distance learning software and systems.

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Journell, Wayne, Melissa Walker Beeson, Jerad J. Crave, Miguel Gomez, Jayme Nixon Linton, and Mary O. Taylor. "Training Teachers for Virtual Classrooms." In Teacher Education Programs and Online Learning Tools. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1906-7.ch007.

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The increased demand for online instruction within higher and K-12 education has created a need for teacher education programs to provide pre-service and practicing teachers with training in online pedagogy; however, research has shown that such courses are rare within most teacher training programs. This chapter describes “Theory and Practice in Online Education,” an experimental course designed to train teachers for virtual instruction that was offered by the first author in Spring 2011. In this course, students explored the history of online education, online learning theories, the creation of online communities, online assessments, and ways to differentiate online courses for learners with special needs. Students were then able to put this theoretical knowledge into practice by experiencing various forms of synchronous and asynchronous communication and designing their own online course. The authors provide this description in hopes that others may use it as a starting point to create their own courses in online pedagogy.

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Rubio-Alcalá, Fernando D., and Saray Mallorquín. "Teacher Training Competences and Subsequent Training Design for Higher Education Plurilingual Programs." In Teacher Training for English-Medium Instruction in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch003.

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This chapter aims to elucidate needs and competences of content teachers participating in higher education multilingual programs in order to devise a tailored training program for those contexts in which the language is not used naturally, and in which the teachers usually present some language difficulties to deliver, and students to comprehend, the lessons. The chapter starts with a discussion of the teachers' needs and follows with an analysis of the competences for CLIL teaching, offering a list of indicators which are embraced in three main dimensions: language, methodology, and emotion. These indicators provide the framework for teacher trainers and other stakeholders to design training courses. The methodology of the training has also been discussed and advised, taking the form of workshops, team teaching, reflective teaching, and other options, in both short-term and long-term bases.

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Conference papers on the topic "Teacher Training Programs"

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Neimane, Ilma. "GENERAL DIDACTICS IN TEACHER TRAINING PROGRAMS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1300.

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González, Manuel Joaquín Fernández, Svetlana Surikova, and Tamara Pigozne. "Adaptation of a Teacher Training Programme for Character Education to the Latvian Context." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.01.

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This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.

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Blândul, Valentin Cosmin. "Some Aspects Regarding Personality of Teachers who Attend Different Non-formal Continues Training Programs." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/06.

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Being an effective teacher today in Romania is one of the most noble but, at the same time, more complex professions. The beauty of teaching is given by helping children and young people acquire the knowledge they will need in life and to develop a harmonious and creative personality that will enable them to successfully integrate into the world in which they live. Therefore, attending different programs of continuous professional training is not only an obligation, but also a duty of a self-respecting professor, he respects his profession, but also his students. Forms of training and continuing vocational training providers are numerous, so that the teachers concerned have a variety of choices. That why, in the present paper, we will planning to analyze some of the opportunities Romanian teachers have to improve in their specialty and also a possible socio-professional profile of those interested in the field.

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Bîzoi, Mihai, Ana-Maria Suduc, and Gabriel Gorghiu. "Exploring Social Network Analysis in Blended Learning Teacher Training Programs." In WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.15.

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Badea, Mihaela. "A Study On The Quality Of The Initial Teacher Training Programs." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.76.

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Liu, Jiangjiang, Ethan Philip Hasson, Zebulun David Barnett, and Peng Zhang. "A survey on computer science K-12 outreach: Teacher training programs." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6143111.

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Stoffova, Veronika, and Roman Horvath. "SUBJECTS “ICT IN EDUCATION” IN TEACHER TRAINING STUDY PROGRAMS AT UNIVERSITIES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2905.

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Pompea, Stephen M., Erin F. Dokter, Constance E. Walker, and Robert T. Sparks. "Using Misconceptions Research in the Design of Optics Instructional Materials and Teacher Professional Development Programs." In Education and Training in Optics and Photonics. OSA, 2007. http://dx.doi.org/10.1364/etop.2007.emc2.

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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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Davidova, Jelena, and Sandra Zariņa. "FOCUSING ON ASPECTS OF RESEARCH ETHICS IN TEACHER TRAINING PROGRAMS OF LATVIA." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0592.

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Reports on the topic "Teacher Training Programs"

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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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 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 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 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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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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Sergienko, I. V., E. B. Sergienko, R. R. Tangatarov, and M. A. Kryimova. Electronic course of the additional professional advanced training program "Implementation of digital and Internet technologies in the professional activities of a rural teacher". OFERNIO, 2021. http://dx.doi.org/10.12731/ofernio.2021.24873.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.

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Sergienko, I. V., E. N. Safina, E. B. Sergienko, R. R. Tangatarov, M. A. Kryimova, and YU S. CHuchkalov. Electronic course of additional professional training program «Application of digital and Internet technologies to counter destructive trends in the professional activity of rural teachers». OFERNIO, 2021. http://dx.doi.org/10.12731/ofernio.2021.24854.

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Johnson, C. An assessment of a training program designed to teach staff nurses in an acute care facility to transfer nursing process theory to practice. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.417.

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.

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