Relevant bibliographies by topics / Teachers, training of, africa

Contents

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

Academic literature on the topic 'Teachers, training of, africa'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2025

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Journal articles on the topic "Teachers, training of, africa"

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Onaolapo, Akinlolu Ademola, Sekitla Daniel Makhasane, and Oyinlola Omolara Adebola. "Rethinking Teachers’ Training Process: Preservice Teachers’ Experiences of Teaching in South African Rurally Located Schools." Journal of Educational and Social Research 13, no. 4 (2023): 178. http://dx.doi.org/10.36941/jesr-2023-0100.

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For Africa to meet its teaching demands, especially in South Africa, there is a need to improve the quality process of recruiting teachers. If this is not improved, the quality of teachers' output is questioned and affects the teaching process in the country. This poses a question about the process of training young teachers in South African schools and the hiccup that has deterred the motive of the training. The pre-service teachers’ challenges have been noted in literature and researchers’ experience with pre-service teachers in the field of evaluations. This study aims to get into pre-servi
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Olawumi, Kayode Babatunde, and Mzuyanda Percival Mavuso. "In-service teacher training programmes that promote education for sustainable development: A review of emerging literature." Interdisciplinary Journal of Education Research 6 (September 14, 2024): 1–20. http://dx.doi.org/10.38140/ijer-2024.vol6.35.

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Teacher continuous professional development programs have been identified as important tools for integrating education for sustainable development (ESD) into teacher education in South Africa. Research studies have indicated that in-service training for secondary school teachers has been under-resourced and poorly implemented in terms of integrating ESD into teaching and learning in secondary schools. The literature also supports the claim that, in light of climate change and global warming, in-service programs for secondary school teachers do not adequately promote the integration of ESD in S
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de Wit, Monique, and Nicola Ann Plastow. "Recommendations to Improve the Usability of Mobile Learning for Preschool Teachers in Africa: A Systematic Scoping Review." International Journal of Learning, Teaching and Educational Research 20, no. 11 (2021): 461–75. http://dx.doi.org/10.26803/ijlter.20.11.25.

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Poor quality preschool teacher training is a significant contributor to children not achieving school readiness. With technological development, electronic and mobile learning offer accessible and affordable options for this training, however, there is a lack of design evidence for the African context. This interdisciplinary education- and computer-science study aims to provide evidence-based recommendations for improving the usability of mLearning modules for preschool teachers in Africa. A scoping review guided by Arksey and O’Malley’s framework, the PRISMA reporting guidelines for scoping r
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Tarisayi, Kudzayi Savious. "Twitter as a catalyst for transforming geography teacher education." Educenter : Jurnal Ilmiah Pendidikan 3, no. 2 (2024): 102–9. http://dx.doi.org/10.55904/educenter.v3i2.890.

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This study explored the potential of Twitter to transform and enrich geography teacher education in South Africa for the digital age. This mixed methods study utilized content analysis of tweets from selected geography education Twitter handles and focus group discussions with South African student teachers using Twitter. The research design involved training student teachers on using Twitter for curriculum purposes over eight weeks, followed by focus groups to capture their experiences and perspectives. Findings suggest Twitter offers valuable opportunities for networking, accessing resources
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Agumba, Hellen Ochuot, and Nazreen Dasoo. "Economic and Management Sciences Teachers’ Experiences of Teaching Financial Literacy: Implications for Teacher Training." International Journal of Learning, Teaching and Educational Research 23, no. 8 (2024): 532–55. http://dx.doi.org/10.26803/ijlter.23.8.27.

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This paper reports on economic and management sciences (EMS) teachers’ experiences of teaching the financial literacy component in this learning area. It also provides a holistic understanding of their challenges and professional development needs in this integrated field. A qualitative case study approach was used to allow for an in-depth understanding of EMS teachers’ views and experiences. Data were collected through open-ended questionnaires and semi-structured interviews. Purposive sampling was used to select information-rich participants from selected government secondary schools in Gaut
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Fourie, Ina, and Kirstin Krauss. "Information literacy training for teachers in rural South Africa." Journal of Systems and Information Technology 13, no. 3 (2011): 303–21. http://dx.doi.org/10.1108/13287261111164871.

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Mphahlele, Ramashego Shila, Mmapeu Margret Manyaka, and Patricia Ouma Nomsa Moshaba. "Challenges in Using African Languages as the Language of Learning and Teaching (LoLT) for Mathematics in Rural Schools: Foundation Phase Teachers’ Perspectives." Journal of Mathematics Education at Teachers College 13, no. 2 (2022): 19–27. http://dx.doi.org/10.52214/jmetc.v13i2.9451.

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The South African Language in Education Policy (LiEP) advocates using African languages in the Foundation Phase (FP) which is the first phase of formal schooling in South Africa. This paper seeks to identify the challenges in implementing the language provisions prescribed in the LiEP in South Africa and within the region. Using the challenge-based learning (CBL) approach, this paper provides a glimpse into the challenges that 50 FP teachers based in six rural schools in South Africa face when using African languages as LoLT when teaching mathematics. Data collected through questionnaires, foc
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Nakidien, Toyer, Marcina Singh, and Yusuf Sayed. "Teachers and Teacher Education: Limitations and Possibilities of Attaining SDG 4 in South Africa." Education Sciences 11, no. 2 (2021): 66. http://dx.doi.org/10.3390/educsci11020066.

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As we enter the last ten years leading to the realisation of the Sustainable Development Goals in 2030, African countries are still plagued with poverty and underdevelopment. For most children in Africa, the attainment of Sustainable Development Goal (SDG) 4 will remain elusive. Drawing from two interrelated empirical studies, one focusing on citizenship and social cohesion at high school level and the other on the implementation of assessment for learning at primary school level, it was found that not only are schools not equipped to provide the quality education as set out in SDG 4, but teac
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Mampane, Motlalepule Ruth. "The Contribution of Educational Psychology to South African Preservice Teacher Training and Learner Support." Education Sciences 13, no. 10 (2023): 1047. http://dx.doi.org/10.3390/educsci13101047.

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Teacher education programmes are developed around the theoretical and practical understanding of child development, learning, assessment, behaviour management and motivation, which are areas of expertise in educational psychology. This paper aims to (a) critically investigate the contribution of educational psychology in the training of preservice teachers at South African universities and (b) understand the distribution of educational psychologists in public schools to support teaching and learning. A narrative literature review and email requests for unpublished documents from four education
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Soares, Diana, Betina Lopes, Isabel Abrantes, and Mike Watts. "The Initial Training of Science Teachers in African Countries: A Systematic Literature Review." Sustainability 13, no. 10 (2021): 5459. http://dx.doi.org/10.3390/su13105459.

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This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, p
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Dissertations / Theses on the topic "Teachers, training of, africa"

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Makeleni, Sive. "Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5171.

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The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological desig
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Makeleni, Sive. "Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/4780.

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The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological desi
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Kwayiba, Xolile Lawrence. "Educators'perceptions on the contribution of South African Democratic Teachers' Union to teacher professional development." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6081.

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The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were tha
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Southwood, Sue. "Towards a collaborative approach to teacher professional development : a journey of negotiation." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1004649.

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The research presented in this thesis is a case study, based on ethnographic principles, located in the interpretive paradigm of qualitative research. The focus is specifically on the development of a collaborative approach ro teacher professional development: an approach that recognises and celebrates teachers themselves as resources for their own and other teachers' professional development. The study was carried out over a period of four years with a group of twelve teachers who had recognised the need and expressed the desire to develop their teaching. The research evolved in two main phas
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Badenhorst, John Henry. "The role of the teachers' centre in the professional development and in-service training of teachers with specific reference to the East London Teachers' Centre." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003639.

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Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any
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Bell, David Ian. "An investigation into the influence of an inset programme on teacher cognitions." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003490.

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This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). W
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Modiba, Maropeng Margaret. "The relationship between theory and practice in the training of teachers in South Africa : black teachers' understanding of fundamental pedagogics." Thesis, Keele University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385549.

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Fransman, Johanna Sandra. "Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4357.

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Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.

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It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means tha
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Robertson, Sally-Ann. "An investigation of the evolution and current status of the core theoretical disciplines in the training of primary school teachers at selected English-medium training institutions in South Africa." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1015891.

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This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of So
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Books on the topic "Teachers, training of, africa"

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Mulkeen, Aidan. Teachers in Anglophone Africa: Issues in teacher supply, training, and management. World Bank, 2010.

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Hauptfleisch, Sarita. Effective music education in South Africa. Human Sciences Research Council, 1993.

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Hugo, Elsbeth. Effective music education in South Africa. Human Sciences Research Council, 1993.

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Glenda, Kruss, and Human Sciences Research Council. Education, Science and Skills Development Research Programme., eds. Opportunities & challenges for teacher education curriculum in South Africa. HSRC Press, 2009.

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Human Sciences Research Council. Education, Science and Skills Development Research Programme., ed. Teacher education and institutional change in South Africa. HSRC Press, 2008.

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Bogonko, Sorobea N. Teacher education in East Africa: Some critical issues on the Uganda case. Educational Foundations, Kenyatta University, 1989.

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

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Poth, Joseph. National languages and teacher training in Africa: A methodological guide for the use of teacher training institutes. Unesco, 1988.

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Robinson, Maureen. Teacher education for transformation: The case of the University of the Western Cape, South Africa. Centre for International Education, University of Sussex, 2002.

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Samuel, Michael. Face-to-face initial teacher education degree programme at University of Durban-Westville, South Africa. Centre for International Education, University of Sussex, 2002.

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Book chapters on the topic "Teachers, training of, africa"

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Tang, Mingfeng, Jue Wang, Yajie Yang, and Angathevar Baskaran. "The Path of China–Africa Higher Education Cooperation in Training Talents for Africa." In China-Africa Science, Technology and Innovation Collaboration. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-4576-0_3.

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AbstractAmong diverse cooperation between China and Africa, China–Africa higher education cooperation is the most direct way to train talents for Africa. The cultivation of talents plays an important role in eliminating poverty, promoting the development of local society and achieving access to quality higher education. The China–Africa higher education cooperation can be traced back to the 1950s. After the decades of cooperation, China–Africa higher education cooperation has evolved from China's free large-scale provision of educational materials such as books and materials, teaching instrume
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Kajoro, Peter. "Mathematics Teacher Training in East Africa." In Mathematics Education in East Africa. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0_5.

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Selinger, Michelle. "Teacher Training in Sub-Sahara Africa." In Networking the Learner. Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_80.

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Ezumah, Bellarmine A. "Teacher Training and Pedagogy in Africa." In Critical Perspectives of Educational Technology in Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53728-9_5.

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Ngeze, Lucian Vumilia, and Sridhar Iyer. "Teachers Co-creating for Teachers: Design and Implementation of an Online Teacher Professional Development Course in Sub-Saharan Africa." In Global Perspectives on Educational Innovations for Emergency Situations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_4.

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AbstractAs schools closed during the Covid-19 pandemic, different digital platforms were available for remote teaching. However, the majority of the school teachers were not trained on how to use different digital technologies to continue their teaching. Rather than waiting for technology experts to provide such training, one approach is co-creation, that is, to identify teachers who are adept at using technology in their teaching and mentor them to create materials for training other teachers. Co-creation is collaborative and is created by peers and hence easier for adoption. This chapter rep
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Hulela, Keba, Joseph Mukuni, Might Kojo Abreh, Joseph Amooti Kasozi, and David Kraybill. "Transformative curricula and teaching practices to meet labour market needs in tertiary agricultural education in Africa." In Transforming tertiary agricultural education in Africa. CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0007.

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Abstract This chapter describes and analyzes labour market conditions and policy, as well as programme options for improving the economic and social relevance of agricultural training in African higher education institutions. The intended audience is teachers and administrators of tertiary agricultural education (TAE) who have little or no training in curriculum development or pedagogy. The aim is to present practical steps for reforming curricula and pedagogical approaches to enable TAE institutions to meet the needs of communities more effectively and to address the demands of dynamic labour
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Tomory, Ibolya. "Challenges of Technical Training and Technical Teacher Training in Africa." In Towards a Hybrid, Flexible and Socially Engaged Higher Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52667-1_25.

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Makula, Tshatiwa. "Independent Schools in South Africa: Acculturation of Zimbabwean Immigrant Teachers." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_12.

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AbstractSouth Africa, which offers relative political stability and prosperity, has always been a major destination country for a large flow of people seeking better economic and social opportunities. Many Zimbabweans left to flee from poverty as a result of Zimbabwe’s political and financial crumble around 2008; thus, this paper aimed at shedding light on Zimbabwean immigrant teachers’ experiences of acculturation in independent schools in Johannesburg, South Africa. It also sought to identify educational leadership approaches that promote multiculturalism and acculturation in culturally dive
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Schicketanz, Nicolas. "The Training of African Teachers Becomes Formalised (1902–1915)." In The Training of African Teachers in Natal from 1846–1964. Routledge, 2024. http://dx.doi.org/10.4324/9781003476849-3.

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Lansdown, Gerison, Katherine Covell, and Ziba Vaghri. "Article 29: The Aims of Education." In Monitoring State Compliance with the UN Convention on the Rights of the Child. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84647-3_27.

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Conference papers on the topic "Teachers, training of, africa"

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Kahla, Lulama Aletta, and Zukisa Faith Qwesha. "CARING CULTURE FOR THE PRE-SERVICE TEACHERS TRAINING AT THE UNIVERSITY OF FORT HARE IN SOUTH AFRICA." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0819.

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Kondoro, Aron, Salome Maro, Joel Mtebe, Hannah Simmons, and Aneth Komba. "Evaluating the Learner Experience of the TCPD Learning Management System for Primary School Teachers in Tanzania." In 2025 IST-Africa Conference (IST-Africa). IEEE, 2025. https://doi.org/10.23919/ist-africa67297.2025.11060525.

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Mzembegwa, Takudzwa Sikumbuzo, and Clement Nyirenda. "Optimizing Fully-Linear Deep Learning for Pipe Burst Localization in Water Distribution Networks: A Comparative Analysis of Particle Swarm Optimization and Population-Based Training." In 2025 IST-Africa Conference (IST-Africa). IEEE, 2025. https://doi.org/10.23919/ist-africa67297.2025.11060556.

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Chen, Yu, Bo Deng, Zilun Peng, et al. "COMT: Co-Training Mean Teachers Semi-Supervised Training Framework for Cervical Segmentation." In 2025 IEEE 22nd International Symposium on Biomedical Imaging (ISBI). IEEE, 2025. https://doi.org/10.1109/isbi60581.2025.10980738.

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Motsoeneng, Molefi. "THE EFFECTS OF TEACHER EDUCATION ON TECHNICAL VOCATIONAL EDUCATION AND TRAINING COLLEGE LECTURERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end082.

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"The aim of this paper is to analyse teacher training with regard to Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) by universities in South Africa. The universities’ training of teachers does not cater for Technical Vocational Education and Training (TVET) college lecturers, who are thus required to teach courses in which they are not competent. At the beginning of democracy in South Africa, reform of teacher education was initiated. This reform was followed by a closure of the teacher training colleges which therefore shifted the responsibility for training of future teachers
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Smit, J. J. A. "Research and the training of physical science teachers in South Africa." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53138.

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Pillay, Nischolan, and Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.

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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recogniza
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Xaba, Nomzamo, and Aviwe Sondlo. "USING A LEARNER-BASED ACTIVITY APPROACH IN DEVELOPING SCIENCE TEACHERS’ READINESS IN INQUIRY-BASED LEARNING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end077.

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"The South African science curriculum expects secondary school teachers to adjust their ways of teaching to include inquiry-based learning that endorses learner-based activities. The learner-based activities refer to the processes of learning by doing where learners are not passive, but are rather encouraged to actively participate in their own learning experiences. This paper is necessitated by the limited literature that exists within the South African context about inquiry-based learning, which reveals that the implementation of learner-based activities continues to be a challenge for many
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Marongwe, Newlin, and Grasia Chisango. "RECONFIGURING TEACHER EDUCATION IN SOUTH AFRICAN UNIVERSITIES TO ADDRESS LEARNER BEHAVIOURAL CONDUCTS IN SCHOOLS: CHANGED REALITY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end009.

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"The purpose of the paper is to argue for the need to reconfigure the training of Bachelor of Education Degree student teachers as a strategy to empower them in dealing with the changed reality in secondary schools. The purpose is achieved by looking at the relevancy of the education or training offered to undergraduate teacher trainee students at universities in Eastern Cape Province of South Africa regarding learner behavioural problems being experienced in secondary schools. The paper was guided by a situated learning theory. The paper adopted a qualitative approach and a case study design.
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Aina, Adebunmi, Keshni Bipath, and Pam Zulu. "Quality Early Childhood Education Enhancement Through Teachers’ Qualification and Training in South Africa." In The European Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2188-1162.2023.22.

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Reports on the topic "Teachers, training of, africa"

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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Madhur, Srinivasa. Cambodia’s Skill Gap: An Anatomy of Issues and Policy Options. Cambodia Development Resource Institute, 2014. https://doi.org/10.64202/wp.98.201408.

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There is growing consensus that an emerging skill gap could impose human costs and constraints on Cambodia’s economic growth and development. The country is facing a shortage of skilled human resources even for low-to-medium skill intensive industries. There is a widening gap between the skills that industries and businesses need and what the education institutions, whether academic or vocational training, are producing. Cambodia’s skill gap is emerging at a time when the Association of Southeast Asian Nations (ASEAN) is preparing to launch the ASEAN Economic Community (AEC) in 2015. The AEC w
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and
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Teo, Chua Tee, and Khiok Seng Quek. Pedagogical change for training teachers: Adapted flipped classroom approach. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23256.

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This pilot quasi-experimental project examines the effectiveness of an adapted flipped classroom approach for the teaching of 2 teacher education courses over a semester of 13 weeks. Both the experimental and control groups would be matched at programme level. The control group would be two comparable classes not using the flipped classroom approach but using the didactic or traditional approach of teaching. The flipped classroom approach is also known as the Thayer Method or the inverted classroom or reverse teaching. It involves interactive student-centred engagement pedagogy with individual
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Sayed, Yusuf, Elizabeth Tofaris, and Kelly Shephard. The Role of Teachers in Peace-Building in Rwanda and South Africa. REAL Centre, University of Cambridge and The Impact Initiative, 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii320.

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SHESTAKOVA, L. G. TRAINING OF UNIVERSITY TEACHERS TO FORM CRITICAL THINKING IN STUDENTS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-1-2-154-160.

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The task of forming critical thinking among university students is urgent. The article highlights the content, evaluation means; methods of teaching teachers to form students’ critical thinking. Form of training: scientific and methodological seminar.
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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primar
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Wilder, Julie, Giulio M. Mancini, Timothy Wakabi, and Susan E. Boggs. Summary of the East Africa Training Consortium Biorisk Management Practices and Training Needs Survey. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1365468.

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Wilder, Julie, Giulio M. Mancini, Timothy Wakabi, and Susan E. Boggs. Summary of the East Africa Training Consortium Biorisk Management Practices and Training Needs Survey. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1365474.

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Choles, Jaiya. Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7380.

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