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Relevant bibliographies by topics / Teachers Training of Victoria Case studies

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Academic literature on the topic 'Teachers Training of Victoria Case studies'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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Journal articles on the topic "Teachers Training of Victoria Case studies"

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Blake, Damian, and David Gallagher. "Examining the Development of the Victorian Certificate of Applied Learning and Its Implications for Schools and Teacher Education in Australia." Journal of Applied Learning in Higher Education 01 (2009): 49–71. http://dx.doi.org/10.57186/jalhe_2009_v1a3p49-71.

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The Victorian Certificate of Applied Learning (VCAL) is a very successful senior secondary school qualification introduced in the Australian state of Victoria in 2002. Applied learning in the VCAL engages senior students in a combination of work-based learning, service-learning, and project-based learning and aims to provide them with the skills, knowledge, and attitudes to make informed choices regarding pathways to work and further education. The program has enjoyed rapid growth and its system-wide adoption by Victorian secondary schools, Technical and Further Education (TAFE) institutions,

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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques u

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Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.

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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on r

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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.

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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special educ

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Vinci, Viviana. "TEACHERS' TRAINING AND INCLUSIVE METACOGNITIVE TOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 212. http://dx.doi.org/10.17770/sie2016vol3.1438.

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A Research&Training project has been set up involving people attending courses for teaching qualification; the aim was to develop metacognitive tools to create inclusive reflection methodologies aimed at enhancing mental skills dealing with inclusive education. The theoretical framework combines the studies in professional Education and Teachers' Thinking with reflection-based and metacognitive training paradigms. By means of workshops, a reflecive-oriented metacognitive tool for inclusive training has been created; four individual writing activities were carried out, including professiona

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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 6, no. 1 (2023): 4. http://dx.doi.org/10.14426/jovacet.v6i1.319.

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Ms Kaylianne Aploon-Zokufa Kaylianne Aploon-Zokufa is a lecturer in the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). She is a PhD candidate and her research topic is: ‘An investigation into how mature women ECD (early childhood development) practitioners access higher education through the BEd Foundation Phase programme’. Prof. Suzanne Bester Suzanne Bester is an associate professor and healthcare practitioner in educational psychology. She is employed by the University of Pretoria in the Department of Educational Psych

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Faria, Ana Rita, Pedro Guilherme Rocha dos Reis, and Maria Helena Peralta. "The impact of graduate training on teachers and schools – two case studies: graduate teachers’ perceptions." Ensaio: Avaliação e Políticas Públicas em Educação 25, no. 94 (2017): 238–56. http://dx.doi.org/10.1590/s0104-40362017000100009.

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Abstract The main goal of this study is to research the impact of enrolment in Graduate Programmes (GPs) on a set of Basic Education2 and High School3 teachers in Portugal. We seek to understand whether teachers consider this training as an added value, and the extent to which this is reflected in the improvement of their professional performance, in the schools, and in their students’ learning. Preliminary research results show, among other aspects, that the reasons why teachers enrol in GPs are associated mainly with personal fulfilment issues. Moreover, despite the fact that both teachers a

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Tran, Trung, Hung Anh Phan, Hong Van Le, and Hung Thanh Nguyen. "ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (2020): 19. http://dx.doi.org/10.3991/ijet.v15i14.14015.

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Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels.

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Sarzhanova, D. Zh. "Updating the information-contextual approach in training future foreign language teachers through case studies." Bulletin of the Karaganda university Pedagogy series 11529, no. 3 (2024): 73–83. http://dx.doi.org/10.31489/2024ped3/73-83.

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The article examines the issues of interdependence of the information-contextual approach in the training of future foreign language teachers through case studies and innovative technologies. The relevance of this problem is due to the need to improve the training of future foreign language teachers in connection with the combination of the anthropocentric paradigm of education with innovative technologies, the characteristic features of which are the use of activity technologies, which include case studies. The purpose of this scientific article is to identify the features of using the inform

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Kaya, Mehmet Tamer. "Views of Social Studies Teachers on Support and Training Courses." Open Journal for Educational Research 5, no. 2 (2021): 177–92. http://dx.doi.org/10.32591/coas.ojer.0502.05177k.

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The purpose of this research is to identify the views of social studies teachers working in suptive training courses on courses. In the study, case study pattern which is used frequently in qualitative research has been preferred. To identify the views of social studies teachers about supportive training courses semi-structured interview form has been used. Data has been gathered in 2019-2020 education season and content analysis method has been used in analyzing the data. Study group consists of 21 social studies teachers who both work in secondary schools situated in central Afyonkarahisar a

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Dissertations / Theses on the topic "Teachers Training of Victoria Case studies"

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Virgona, Crina. "Seeking convergence : workplace identity in the conflicting discourses of the industrial training environment of the 90s : a case study approach." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/7863.

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Partridge, David. "The construction of practical knowledge by physical education preservice teachers during the practicum experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27223.pdf.

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Hauser, Doreen Ann 1961. "Teacher learning via video instruction: Five case studies." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291883.

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This research was conducted to study how five home economics teachers learned three new teaching techniques through an in service distance education project. The researcher looked specifically at: (1) How effective were video assisted self-instructional packets for teaching individual learners new methods of instruction? (2) How do teachers transfer knowledge of a particular method to actual classroom use? (3) Is there a relationship between one's learning style and style of teaching? Each case study draws upon data from the participant's background, test scores, interviews, self-reports, staf

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Hill, Stacy Lee. "Teacher cognition| Four case studies of teachers in low-SES schools." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640030.

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<p> This qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.</p><p> Data were triangulated and collected from interviews, documents, and classroom obse

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Varah, Carolyn Julie. "Teachers' collegial consultation : a case study of dyadic interaction." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31216.

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This study was an exploratory case study which examined the process of collegial consultation in relation to teacher development in two dyads of elementary teachers. The purpose of the study was to understand the manner in which participants collaborate and mutually negotiate understandings in a conference following data-based classroom observation. The research questions addressed were: 1.0 How do the partners negotiate shared understandings in the consultation process? 2.0 How does context influence the consultation process? The primary data sources were fieldnotes from classroom observat

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Chin, Chien. "Mathematics teachers' beliefs, their classroom practices and influences on student learning : four case studies." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319762.

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Husk, Michael John. "Case studies of school-based conference mentoring of trainee teachers by cotutor mentors." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302634.

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Pang, Yin Mei. "Professional growth of English language teachers : case studies from an in-service training course." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423785.

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Ye, Yue. "A qualitative study of knowledge base construction in pre-service teacher education : the case of two English student teachers in Macao." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2551204.

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Milne, Robert Mitchell. "Case Studies on the Changing Roles, Skills and Competencies of School Sport Managers." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/365977.

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The quality of the school sport experience is critical if the educational objectives of school sport are to be achieved. This study has identified that there are many variables that affect the outcomes of the school sport experience. None considered more important and integral than that of the person(s) who ‘shapes and steers’ the school sport experience; the School Sport Manager. This case study examined the roles, skills and competencies of School Sport Managers (SSMs) and how the employment of these traits is influenced by the recognition and vocational preparation of SSMs. The research par

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Books on the topic "Teachers Training of Victoria Case studies"

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Centers for Professional Development of Teachers (Tex.) and Texas. State Board for Educator Certification., eds. Restructuring Texas teacher education: Five selected case studies. State Board for Educator Certification, 1997.

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Collinson, Vivienne. Teachers as learners: Exemplary teachers' perception of personal and professional development. Austin & Winfield, 1994.

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Calderhead, James. Understanding teacher education: Case studies in the professional development of beginning teachers. Falmer Press, 1997.

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Society for Participatory Research in Asia., ed. Participatory training for adult educators. Society for Participatory Research in Asia, 1987.

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W, Parkay Forrest, ed. Case studies for teacher decision making. Random House, 1989.

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Silverman, Rita. Case studies for teacher problem solving. 2nd ed. McGraw-Hill, 1996.

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Silverman, Rita. Case studies for teacher problem solving. McGraw-Hill, 1992.

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Silverman, Rita. Case studies for teacher problem solving. McGraw-Hill, 1992.

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Michael, Williams. In-service education and training: Policy and practice. Cassell, 1991.

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Judith, Barak, та Gidron Ariela, ред. Shituf ḥinukhi paʻil: Sipur shel hakhsharat morim. Mekhon Mofet, 2009.

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Book chapters on the topic "Teachers Training of Victoria Case studies"

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Gibson, Dianne. "Teachers’ Aides’ Perceptions of their Training Needs in Relation to their Roles in State Secondary Schools in Victoria." In Disability Studies. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-199-1_2.

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Atay, Derin. "University-K-12 Collaboration During the Pandemic: The Case of Turkey." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_18.

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AbstractAs of March 2020, educational institutions across Turkey were closed, and distance learning was introduced as an early precaution to halt the spread of the coronavirus. The shift was especially hard for K-12 school students, parents, and teachers, and it required collaboration between universities and schools more than ever. This chapter presents the systematic academic and psychological support provided by the Faculty of Educational Science of Bahçeşehir University, Turkey. Based on a needs analysis, faculty instructors offered online training and seminars to K-12 teachers mainly on d

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Atay, Derin. "University-K-12 Collaboration During the Pandemic: The Case of Turkey." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_18.

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AbstractAs of March 2020, educational institutions across Turkey were closed, and distance learning was introduced as an early precaution to halt the spread of the coronavirus. The shift was especially hard for K-12 school students, parents, and teachers, and it required collaboration between universities and schools more than ever. This chapter presents the systematic academic and psychological support provided by the Faculty of Educational Science of Bahçeşehir University, Turkey. Based on a needs analysis, faculty instructors offered online training and seminars to K-12 teachers mainly on d

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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail st

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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail st

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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.

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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrat

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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.

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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrat

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Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.

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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted

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Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.

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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted

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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haun

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Conference papers on the topic "Teachers Training of Victoria Case studies"

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Puskás, Andrea. "The Case Studies Model Updated: Using Films in the Methodological Training of Pre-Service EFL Teachers." In 28th World Multi-Conference on Systemics, Cybernetics and Informatics. International Institute of Informatics and Cybernetics, 2024. http://dx.doi.org/10.54808/wmsci2024.01.269.

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Astahova, Anna, Irina Shatokhina, Elena Shcherbina, and Olesya Shestopalova. "Case study as a method of teaching and diagnosing future teachers." In 9th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade - Serbia, 2023. http://dx.doi.org/10.32591/coas.e-conf.09.04037a.

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The objective of this paper is to present the results of piloting the educational and diagnostic capabilities of the case study method in the process of training future primary school teachers. The study was carried out using a set of methods: method of content analysis of pedagogical literature, survey of respondents using Google forms, qualitative and quantitative analysis of educational cases compiled by the respondents, mathematical and statistical processing of experimental results. The sample of the study consists of 225 bachelor students of the training direction Pedagogical Education,

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Kanobana, Sibo, and Bart Deygers. "Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2465.

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Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teachi

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Castells Sanabra, Marcel·la, CLAUDIA BARAHONA-FUENTES, CLARA BORÉN, et al. "QUANTIFYING AND IDENTIFYING CAUSES OF ABSENTEEISM IN MARITIME STUDIES: A CASE STUDY AT BARCELONA SCHOOL OF NAUTICAL STUDIES." In Maritime Transport Conference. Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2024. http://dx.doi.org/10.5821/mt.13181.

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Absenteeism at the university level can be attributed to a multitude of factors. Some of these factors are academic self-perception, attitudes towards teachers, or academic performance. Others are more closely associated with work-related absenteeism, including stress, group size, commitment, and job satisfaction. In Spain, an increase of absenteeism has been noted at university level, particularly after the Covid crisis, making it one of the primary challenges that require attention. Due to the particularities and specific requirements of the Maritime Education and Training (MET) system, this

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Neacsu, Mihaela gabriela, Adrian Adascalitei, and Georgiana Dumitru. "AN EXPERIMENTAL E-COACHING MODEL USED FOR TRAINING STUDENT TEACHERS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-042.

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The article presents a pedagogical model, functional in the virtual moodle training environment, for experimenting online coaching in teaching practice. The construction of this e-pedagogical model is based on the needs analysis. The study presents the specific online coaching activities projected for optimizing teaching practice activities and highlights the formative aspects of the application of this pedagogical model. The purpose and objectives of this study circumscribe to the following finalities: e-learning support for the students in the teaching practice probationary stage, experiment

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Paduraru, Monica elisabeta, and Alexandru robert Mihaila. "CURRENT TRENDS IN THE USE OF ICT IN TEACHING. CASE STUDY - BUCHAREST UNIVERSITY OF ECONOMIC STUDIES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-105.

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Nowadays, the evolution of technology directly influences the daily life in all its aspects - from the way we follow the latest events to the way we communicate with other people. It’s a common fact that students use technology at home, for entertainment and more and more for educational activities. Inevitably, these influences are felt even in teaching activities. In present-day, education and school gave up the idea of the existence of an absolute and universal method, claiming a flexible, adaptable, and efficient methodology. Thus, taking into account the impact of technological evolution o

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Mazza, Barbara, Elena Valentini, and Cristina Sofia. "The value of the teaching quality innovation projects in the universities. The case of Quid Sapienza." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16304.

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The research presents the results of a survey conducted in Sapienza, University of Rome, aimed at studying the use of Innovative Didactics methods among teachers trained in the context of a teaching quality innovation project (QUID). The goal is to understand the usefulness of teacher training to disseminate innovative practices and the effectiveness of the most advanced student-centered teaching and learning methods centered on the use of technology, also by comparing the results with other similar studies reported in literature. The study highlights the value of the QUID project as a tool fo

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Serbanescu, Laura. "ABILITY TO USE TECHNICAL AUDIO-VISUAL MEANS AND INFORMATION SND COMMUNICATION TECHNOLOY (ICT) - A FUNDAMENTAL REQUIREMENT IN TEACHERS DIDACTIC TRAINING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-135.

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This article presents several findings of a quantitative research conducted during 2011-2012 related to the degree of acquiring competences in using technical audio-visual means and ICT by the graduates of psycho-pedagogical university studies during the training for a teaching career. These competences are included in this specific case under the competences required by the subject ?Didactics of speciality?. The questionnaires designed and applied in this research particularly aimed to identify the main information about the current training system in universities. As concerns the topic of th

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Schiopu, Lucia. "ENHANCING INTERCULTURAL COMMUNICATION COMPETENCE OF ENGLISH TEACHERS FOR INCLUSIVEEDUCATION." In Global Challenges Through the Prism of Rural Development in the Sector of Agriculture and Tourism GIRR 2024. Academy of Applied Studies Šabac, 2025. https://doi.org/10.46793/girr25.411l.

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This article examines the significance of teaching culture and intercultural communication in inclusive education and emphasizes the need for new teaching paradigms that equip educators with the skills to promote cultural and social integration in the classroom. Within this context there are revealed the pivotal pedagogical competences for teachers to support diverse learners and create inclusive environments. The article stresses the importance of empowering teachers to address cultural diversity in education through intercultural approach. This approach helps educators adapt teaching strateg

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Reports on the topic "Teachers Training of Victoria Case studies"

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Verdisco, Aimee, and Juan Carlos Navarro. Teacher Training in Latin America: Innovations and Trends. Inter-American Development Bank, 2000. http://dx.doi.org/10.18235/0008798.

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On average, teachers' qualifications in Latin America fall short of what is needed to implement and sustain the education reforms under way in most countries. Large investments in teacher training, both pre-service and in-service have been made and will continue to be made by the governments of the region in recognition of this fact, often with the support of the IDB and other international organizations. This paper responds to the growing demand for new approaches to the design of teacher training components in education reforms. This demand reflects widespread disappointment with the effecti

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen

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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 Staige

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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on crea

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