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

Author: Grafiati

Published: 10 December 2022

Last updated: 19 July 2025

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1

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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Goldstein, Olzan, and Eero Ropo. "Preparing Student Teachers to Teach with Technology: Case Studies in Finland and Israel." International Journal on Integrating Technology in Education 10, no. 3 (2021): 19–35. http://dx.doi.org/10.5121/ijite.2021.10302.

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This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons.

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Yoon, Yeohyun, and Kyoung Cheon Cha. "A Qualitative Review of Cruise Service Quality: Case Studies from Asia." Sustainability 12, no. 19 (2020): 8073. http://dx.doi.org/10.3390/su12198073.

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Although the cruise sector is considered an ‘unreplaceable’ form of tourism, with the cruise industry recording steady growth over the years, there is a lack of research and analysis on cruise ships themselves. Accordingly, this study sought to determine whether service quality differences among ships operating in the Asian market could suggest broader implications for the sustainability of the cruise industry. We chose the SERVQUAL framework for the analysis; we also employed the multiple case study method and topic synthesis to compare the service quality of three ships. Of the ships investi

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers w

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Chystiakova, Marina, Vasyl Mazur, Leonid Hurman, et al. "Case studies method as a technology for the formation of professional competences of future teachers of physical culture." This bulletin of the Kamianets-Podilskyi National Ivan Ohiienko University. Physical education, Sport and Human Health 26 (September 29, 2022): 150–55. http://dx.doi.org/10.32626/2309-8082.2022-26.150-155.

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This article analyzes the case-study method as a modern technology of professionally oriented teaching of future teachers of physical culture. The case study method helps students present themselves in real life situations, rather than just solve a complex problem. Objective. To characterize the content and possibilities of applying the case method in the process of professional training of future physical education teachers. Methods.To achieve this goal, methods of theoretical analysis of the scientific literature on the content, objectives, structure of case technologies; classification of c

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Refugio, Craig N., Patrick G. Galleto, Clint D. Noblefranca, et al. "Content knowledge level of elementary mathematics teachers: The case of a school district in the Philippines." Cypriot Journal of Educational Sciences 15, no. 3 (2020): 619–33. http://dx.doi.org/10.18844/cjes.v15i3.4551.

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Demonstrating knowledge of content requires teachers to display extensive knowledge of the critical concepts in the discipline. This study was set up to provide a research-based landscape of the content knowledge level of elementary mathematics teachers viewed in the local district of Ayungon in the Division of Negros Oriental, Philippines. Survey and correlational methods of research were used in the study involving 95 non-randomly selected teachers. Results revealed that the content knowledge level of the teachers was approaching proficiency. The teachers’ educational attainment, number of t

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Desjardins, Michel. "Training the next generation of teachers of Religious Studies: a Canadian case study." Religion 41, no. 2 (2011): 159–68. http://dx.doi.org/10.1080/0048721x.2011.579789.

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Thanh, Huy Le, Hung Tran Van, Hai Phung Viet, et al. "Integrating AI and IoT into STEM teacher training: A case study of secondary education in Vietnam." Edelweiss Applied Science and Technology 9, no. 4 (2025): 2439–58. https://doi.org/10.55214/25768484.v9i4.6583.

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This study aims to evaluate the effectiveness of a blended training program for secondary school teachers in Vietnam that integrates Artificial Intelligence (AI) and Internet of Things (IoT) into STEM education. Using a quantitative research design, data were collected from 854 teachers through pre- and post-training surveys. Findings revealed a high level of satisfaction (Mean = 4.38/5) with the training content, delivery methods, and practical applicability. Teachers reported improved confidence in applying AI and IoT in lesson planning and implementation. This research highlights the feasib

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Herliani Adey, Noorhafeza, Sharon Kwan Sam Mee, and Carmella E. Ading. "Exploring Teachers’ Awareness and Preparedness for Cyberbullying in Malaysia: A Systematic Review (2018-2024)." International Journal of Research and Innovation in Social Science IX, no. I (2025): 3895–913. https://doi.org/10.47772/ijriss.2025.9010304.

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This systematic review explores cyberbullying awareness and preparedness among Malaysian teachers, focusing on research from 2018 to 2024. Cyberbullying is a growing concern in Malaysia’s primary schools, but teachers face challenges in effectively addressing it due to various factors. This review examines those challenges and the key factors that influence teachers’ ability to handle cyberbullying. A systematic search was conducted using Scopus, Google Scholar, and MyCite databases, identifying 50 studies. After applying specific criteria, seven studies were selected, focusing on teachers’ pe

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Amin, Teguh Satria, Berlin Sibarani, Siti Aisah Ginting, Rahmad Husein, and Rini Ekayati. "Implementation of Teacher Training: Providing Specialized Training for Teachers to Handle Multilingual Classrooms Effectively." International Journal of Educational Research Excellence (IJERE) 3, no. 2 (2024): 599–604. http://dx.doi.org/10.55299/ijere.v3i2.985.

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The rapid globalization and increased migration have led to a significant rise in multilingual classrooms. This dynamic presents unique challenges and opportunities in educational settings, necessitating specialized training for teachers. The increasing diversity in classrooms requires teachers to have the necessary skills and knowledge to cater to the needs of multilingual students. The findings and discussions highlight the benefits of specialized training for teachers and its impact on student outcomes. This article examines the implementation of teacher training programs focused on equippi

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Poulos, Victoria, and Jae Yup Jung. "Factors that Influence the Motivation for Teachers to Differentiate Curriculum for Gifted Students." Australasian Journal of Gifted Education 33, no. 1 (2024): 23–41. http://dx.doi.org/10.21505/ajge.2024.0003.

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This study sought to determine the factors that motivate teachers to differentiate curriculum for gifted students in a case study school in Victoria, Australia. For this purpose, 10 teachers from Year 7-9 mixed ability classes at the school were engaged in interviews about their practice of differentiation specifically for gifted students and the factors that either motivated or demotivated them to differentiate. Thematic analysis was conducted on the collected data. The resulting themes provided useful insights into the challenges that teachers face to cater for gifted students and their need

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McGovern, Heather. "Training Teachers and Serving Students: Applying Usability Testing in Writing Programs." Journal of Technical Writing and Communication 37, no. 3 (2007): 323–46. http://dx.doi.org/10.2190/tw.37.3.f.

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Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials before teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing demonstrate how usability testing can make novice teachers more confident about and help them predict student experiences with their assignments. By helping to train teachers, usability testing can also help better serve students.

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Soto Gómez, Encarna, Maria J. Serván Núñez, and Angel I. Pérez Gómez. "Cooperative research. A critical strategy in university teacher training. A case study of Lesson and Learning Studies." International Journal for Lesson and Learning Studies 4, no. 1 (2015): 56–71. http://dx.doi.org/10.1108/ijlls-05-2014-0011.

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Purpose – The purpose of this paper is to present the possibilities offered by Lesson and Learning Studies (LLS) for training and for improving and generating knowledge by reconstructing the practical knowledge of teachers in university training through joint design, observation and reflection. In short, the research aims to show how merging LLS contributes to developing fundamental teaching skills in new, uncertain contexts and to recreating processes of research and analysis of complex situations from critical and creative perspectives by involving university teachers and student teachers in

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Л Р, Салаватулина. "РЕШЕНИЕ СИТУАЦИОННЫХ ЗАДАЧ КАК СРЕДСТВО ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ БУДУЩИХ ПЕДАГОГОВ". Журнал "Вестник Челябинского государственного педагогического университета", № 2 (16 квітня 2018): 138–47. https://doi.org/10.25588/cspu.2018.02.14.

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Введение. В статье обоснована актуальность решения ситуационных задач как способа моделирования профессиональной деятельности будущих педагогов, представлен обзор основных идей исследователей ситуационной задачи и процесса ее решения. Цель статьи – обосновать и раскрыть авторскую концепцию подготовки будущих педагогов и формирования их профессиональных компетенций на основе решения ситуационных задач. Материалы и методы. В статье обобщен опыт проектирования содержания образовательного процесса на основе моделирования будущей профессиональной деятельности студентов. В ходе исследования были исп

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Bankauskienė, Nijolė, and Ramunė Masaitytė. "Pedagogical Studies at Kaunas University of Technology: A Case Study." Vilnius University Open Series 3 (December 28, 2020): 100–109. http://dx.doi.org/10.15388/sre.2020.9.

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Recently, different opinions on teacher training in Lithuania have been increasingly heard during various meetings and conferences. This discussion was inspired by a number of challenges. Currently, the country is facing a considerable demographic problem: a declining number of pupils at schools, optimization of school network, and aging teaching staff. This reality has a direct impact on the training strategy of teachers. A current offer is to establish two teacher-training centres in Vilnius and Kaunas, and to connect the universities of Klaipeda and Siauliai to them. It has been noticed tha

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Peleki, Aikaterini, and Sousanna-Maria Nikolaou. "Teacher Education and Gender Equality in Greece: A case study." International Journal of Social Science and Economic Research 09, no. 09 (2024): 3487–514. http://dx.doi.org/10.46609/ijsser.2024.v09i09.020.

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In the sociology of education, a great debate on the issue of gender has been created. Nowadays, educating teachers about gender equality (GE) is a matter of sustainable development especially after the COVID-19 pandemic. The special living conditions of the global social confinement as a measure to eradicate the virus disclosed a worrying outbreakof domestic and gender-based violence in all social categories. After the pandemic, the educational community has been engaged in GE and gender issues with the development of schools’ action plans as reflected in relevant studies in Greece and all ov

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Saperstein, Evan. "Global citizenship education starts with teacher training and professional development." Journal of Global Education and Research 4, no. 2 (2020): 125–39. http://dx.doi.org/10.5038/2577-509x.4.2.1121.

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In recent years, the idea of global citizenship has grown in scholarly circles and developed into a nascent discipline known as global citizenship education. As a general matter, global citizenship education strives to deepen cross-cultural understanding through the study of current transnational issues. This qualitative, interpretivist case study examined the roles and responsibilities of global studies teachers at an urban New Jersey public high school. The study included interviews with an administrator, two global studies teachers, and six students enrolled in the second sequence of a two-

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Sergiu, COCEAŞ. "A Fast Transition to Distance Studies: Developing the Digital Skills of Teachers in TVET Institutions." Journal of Educational Theory and Practice DIDACTICA PRO... 21, no. 2 (126) (2021): 44–46. https://doi.org/10.5281/zenodo.4718779.

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The article addresses aspects of distance learning and the importance of digital skills training. The author proposes a case study on the experience of switching to online training in technical vocational education.  

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Cuadrado, Albina, and Gabriel Rusinek. "Singing and vocal instruction in primary schools: an analysis from six case studies in Spain." British Journal of Music Education 33, no. 1 (2016): 101–15. http://dx.doi.org/10.1017/s0265051715000273.

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This is an analysis of how specialist music teachers sing and teach how to sing, based on data collected from six case studies carried out in Spanish primary schools. The study aimed at understanding classroom singing practices, and in particular the provision or absence of vocal instruction in relation with teachers’ singing models. The findings support claims for thorough vocal training in the preparation of music teachers to enable them to face the challenges of the profession. Also suggested is the need to provide them with a coherent theoretical framework about the teaching and learning o

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Vasileios, Pavlou, Anagnou Evaggelos, and Fragkoulis Iosif. "Training Needs of Primary School Theater Teachers: A Greek Case Study." Education Quarterly Reviews 3, no. 4 (2020): 489–99. https://doi.org/10.31014/aior.1993.03.04.156.

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Aim of this paper is to investigate the training needs of theater educators who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, the in-job-training of theater educators has been at least a minor issue. For this reason, it was considered important to study more specifically th

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Gökmenoğlu, Tuba, Elif Daşçı Sönmez, and İbrahim Yavuz. "A Cascade Teacher Training Model in Disaster Education: A Case of Turkey." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 1 (2021): 23–42. http://dx.doi.org/10.31704/ijocis.2021.002.

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Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within t

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Uyar, Melis Yeşilpinar, and Fatma Karakuş. "Social Studies Teachers' In-service Training Needs towards Project Tasks: A Comparative Case Study." Universal Journal of Educational Research 5, no. 12 (2017): 2137–48. http://dx.doi.org/10.13189/ujer.2017.051203.

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Arif Wicagsono, Muhammad, Barakat Muhammad Ahmad Muhammad Hamad Al-Nil, and Muthoifin. "Strategies for Improving Teacher Pedagogic Competence Industrial Revolution Era 4.0." Multicultural Islamic Education Review 1, no. 1 (2023): 15–25. http://dx.doi.org/10.23917/mier.v1i1.2816.

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This type of research is field research. The subjects of the research were principals and teachers at SMP Muhammadiyah PK Kottabarat Surakarta and SMP Muhammadiyah Al-Kautsar PK. Furthermore, the objects of this research were pedagogical competence and strategies to improve pedagogical competence in the era of Industrial Revolution 4.0, SMP Muhammadiyah PK Kottabarat Surakarta, and SMP Muhammadiyah Al-Kautsar PK. This research employed a case study approach. Thus, data collection was originally from the interview, observation, and documentation. This study concluded that the teachers' pedagogi

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Ibrahimi, Eliana, Fundime Miri, and Inva Koçiaj. "An assessment of the integration of ICTs into teaching processes by science teachers: The case of Albania." Journal of Technology and Science Education 14, no. 2 (2024): 405. http://dx.doi.org/10.3926/jotse.2319.

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Many studies have recently focused on the importance of the effective integration of Information and Communication Technology (ICT) tools in science education and the need for science teachers to receive adequate training and support to use them effectively. This paper aims to explore the Albanian science teachers’ perceptions and use of ICTs in teaching processes. The study provides an interpretative analysis of the opinions of science teachers teaching in the middle and high schools of several Albanian regions expressed in an online survey. Overall, the results suggest that the use of ICT by

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Saeed, Naila, Fareeha Farooq, and Yaar Muhammad. "Self-Efficacy Beliefs of Prospective Teachers Regarding Classroom Management: Evidence from Two Case Studies." Journal of Education and Social Studies 3, no. 2 (2022): 116–25. http://dx.doi.org/10.52223/jess.20223207.

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Self-efficacy beliefs play an important role in the development of prospective teachers as effective classroom managers. The purpose of this study was to explore the self-efficacy beliefs of prospective teachers regarding classroom management. This study used a qualitative case study research design. Data were collected through semi-structured interviews with two prospective teachers studying in the teacher training program at a public university. They were selected through purposive sampling. Additionally, data were analyzed using the within-the-case analysis technique. The data analysis reve

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Fernández-Montoro, Dulcenombre de María, Juan Manuel Trujillo-Torres, María-Dolores Benítez-Márquez, and Carmen Rocío Fernández-Fernández. "Modeling Teaching Using Information and Communication Technologies in Early Childhood Education with Functional Diversity: The Case in Spain." Education Sciences 15, no. 6 (2025): 658. https://doi.org/10.3390/educsci15060658.

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(1) Background: The objective of this study was to verify a model proposed adapted to the case of teachers working in the field of early childhood education of children with functional diversity. The model analyses the relationship between the perceptions, use, and necessity of Information and Communication Technologies (ICTs) and the level of ICT training. (2) Methods: Snowball sampling was used to acquire a random sample of 254 in-service teachers working in early childhood education centers including children with functional diversity in Andalusia (Spain). A partial least squares–structural

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Koneva, Elena V., and Galina O. Roschina. "Foreign studies of simulation training in professional teacher education: literature review." Vestnik Yaroslavskogo gosudarstvennogo universiteta im. P. G. Demidova. Seriya gumanitarnye nauki 18, no. 3 (2024): 474. http://dx.doi.org/10.18255/1996-5648-2024-3-474-483.

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Simulation teaching methods are actively used in the training of doctors and in clinical practice, but in the context of higher pedagogical education, their large-scale consideration began relatively recently. It is important to integrate the experience of business and role-playing games, the potential of the case method and the capabilities of virtual spaces to create a cognitive and communicative learning environment for teachers working with different student populations. The article presents foreign publications devoted to these problems.

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Игна, Ольга Николаевна. "CASE TECHNOLOGY IN THE METHODICAL TRAINING OF FOREIGN LANGUAGE TEACHERS." Tomsk state pedagogical university bulletin, no. 4(222) (July 15, 2022): 168–75. http://dx.doi.org/10.23951/1609-624x-2022-4-168-175.

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Введение. В связи с актуализацией компетентностного и контекстного подходов в современном педагогическом образовании прослеживается повышение научно-практического интереса к применению кейс-технологии в методической подготовке учителей, в том числе учителей иностранных языков (ИЯ). Несмотря на наличие отдельных научных исследований по использованию кейс-технологии в названной подготовке, на практике она используется недостаточно широко, отождествляется с другими технологиями. Отдельные методические кейсы, содержащиеся в научных трудах, недостаточно целесообразны для реализации и недостаточно у

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Tudayan, Jhaynee Lou P., Justin Ian N. Ogoy, and Jose J. Pangngay. "Developing a Cross-Cultural Competence Scale for Pre-Service Teachers: A Filipino Case Study." Philippine Social Science Journal 6, no. 4 (2024): 43–50. http://dx.doi.org/10.52006/main.v6i4.869.

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As classrooms grow increasingly diverse, cross-cultural competence (CCC) becomes imperative for pre-service teachers to create inclusive, equitable learning environments. Hence, this study focuses on developing a cross-cultural competence scale specifically for pre-service teachers that highlights the dynamic nature of education and the need to foster inclusivity amid increasing classroom diversity, aiming to address gaps concerning assessment tools dedicated explicitly for pre-service teachers. Exploratory factor analysis of an initial 29-item scale assessing knowledge, teaching flexibility,

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Lee, Seung-Bok, Mi-Hyun Kim, and Hang Jo. "Analysis of the Current Status and Educational Needs for Parent Counseling by Korean Professional Counseling Teachers." Jounral of Educational Therapist 16, no. 3 (2024): 639–57. https://doi.org/10.35185/kjet.16.3.10.

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This study explored the status of parent counseling by professional counseling teachers and their educational needs. A survey of 307 in-service counseling teachers was analyzed using SPSS 26.0. The results are as follows. First, an examination of the current status of parent counseling among professional counseling teachers revealed that over 50% of the respondents had never received any prior training in this area. Parent counseling was predominantly conducted via telephone, and regardless of school level, the session length ranged most frequently from 20 to 29 minutes. Second, challenges dif

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Umar, Babayi Murtala, Harrison Gideon Maghra, and Michael Fwah Candy. "Empirical Review of Studies on Staff Development and Teachers’ Job Productivity in Educational Institutions." Asian Journal of Education and Social Studies 50, no. 11 (2024): 386–96. http://dx.doi.org/10.9734/ajess/2024/v50i111663.

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The teacher is part of the most important components of the education system is the teacher. Development programmes designed for teachers are germane aspects of the total education processes. Teacher training is essential exercises that improves the subject matter mastery, teaching methodology and classroom management. This paper reviews empirical studies on staff development and teachers’ job productivity in educational institutions from 2019 to 2024. The review focuses on the staff development on teachers’ job productivity. Two objectives guided the review. The methodology used was a systema

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Karaca, Adem, and Tevfik Palaz. "Investigation of Social Studies Teachers’ Naturel Disaster Literacy Levels in Terms of Various Variables (The Case of Ankara Province)." Sosyal Bilimler ve Eğitim Dergisi 8, no. 1 (2025): 36–64. https://doi.org/10.53047/josse.1701837.

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The aim of this study is to examine the natural disaster literacy of social studies teachers from various perspectives. The study is designed using a quantitative research method and a survey model. The sample consists of 306 social studies teachers from in the central districts of Ankara. The data collection tool used in the research is the "Natural Disaster Literacy Questionnaire." The obtained data were statistically analyzed using the SPSS 22.00 software package. As a result of the study, it was found that social studies teachers' behaviors regarding natural disaster literacy and their aff

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Huxley, Linda, Elizabeth Freeman, and Erica Frydenberg. "Coping skills training: Implications for educational practice." Australian Educational and Developmental Psychologist 24, no. 2 (2007): 44–68. http://dx.doi.org/10.1017/s0816512200029205.

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AbstractDuring the last decade there has been a call for schools to become more active in the promotion of students’ social and emotional learning (SEL). Given that teachers are significant adults in young people’s lives, they are often in the best position to deliver SEL programs. This small in-depth study investigated the impact of implementing a specific SEL program, “The Best of Coping”, on both the teacher and a class of 26 Year 9 (15-16 years) students. The study used a mixed methodology to evaluate the impact of the program. Both quantitative and qualitative data, including two case stu

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Arseven, Ilhami. "The Use of Qualitative Case Studies as an Experiential Teaching Method in the Training of Pre-service Teachers." International Journal of Higher Education 7, no. 1 (2018): 111. http://dx.doi.org/10.5430/ijhe.v7n1p111.

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This study presents the suitability of case studies, which is a qualitative research method and can be used as a teaching method in the training of pre-service teachers, for experiential learning theory. The basic view of experiential learning theory on learning and the qualitative case study paradigm are consistent with each other within the framework of such principles as subjectivity, environmental interaction, holism, contextuality, constructivism, and access to information (theorizing). The concrete experience mode of the experiential learning cycle corresponds to the data collection stag

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Khouna, Jalal, Mohamed Achour, Noureddine Echantoufi, Amine Hamzi, and Ahmed Tahiri. "Teachers' perception and willingness towards educational video games: case of young Moroccan physics teachers." Journal of Education and Learning (EduLearn) 19, no. 3 (2025): 1623–30. https://doi.org/10.11591/edulearn.v19i3.22274.

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Recent studies have shown that teachers ‘perception and attitudes about digital tools play a crucial role in how they integrate and use technology in the classroom. The purpose of the present study is to investigate physics teachers’ perception and willingness towards educational video games (EVGs). Based on the literature review, a questionnaire was developed and employed in data collection, and statistic results were generated for data analysis. A sample consisting of 91 teachers participated in this survey. The result shows that the majority of teachers know about the use of EVGs in teachin

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Tzortzi, Spyridoula, and Evangelos Papakitsos. "Teachers’ training schemes and their preparation for secondary vocational education Practices and concerns in Greece." International Journal of research in Educational Sciences 5, no. 4 (2022): 195–223. http://dx.doi.org/10.29009/ijres.5.4.5.

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The analysis conducted in this paper provides useful insights about training of vocational and technical teachers, both in terms of the theoretical framework surrounding the concept and how it’s applied in Europe in general and Greece in specific. Taking the analysis of technical teachers’ training into account, as well as its basic concepts and characteristics, it is clear that the central aim of the concept is to combine the need for teachers to acquire the necessary professional skills to practice their profession and be consistent with labour market and industrial standards at the same tim

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Purnomo, Agus, Khofifatu Rohmah Adi, and Ike Ratnawati. "Pelatihan Case Method dan Team Based Project Guru IPS SMP Di Malang Raya Sebagai Solusi Mengatasi Demotivasi Siswa." Jurnal Pengabdian ILUNG (Inovasi Lahan Basah Unggul) 2, no. 4 (2023): 656. http://dx.doi.org/10.20527/ilung.v2i4.6915.

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This community service is carried out for social studies teachers throughout Malang Raya with the aim that social studies teachers can overcome student demotivation during distance learning through the case method and team-based project. This learning method has also been shown to be able to increase student motivation to participate in learning activities, which promotes learning and improves performance in assessments. This activity includes the stages of implementing mentoring, monitoring performance, and giving an impact on alumni who work as Social Studies Teachers for Middle Schools in M

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O’Flaherty, Celia, Erin E. Barton, Claire Winchester, and Maddisen Domingo. "Coaching Teachers to Promote Social Interactions With Toddlers." Journal of Positive Behavior Interventions 21, no. 4 (2019): 199–212. http://dx.doi.org/10.1177/1098300719851794.

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Children with or at risk of disabilities engage in fewer and less complex social interactions (SIs) than their typically developing peers. The playground is an ideal setting for teachers to promote SIs among children. However, few studies have examined practical and meaningful strategies for supporting teachers in effectively facilitating SIs. Also, there is a critical dearth of research examining classroom practices for infants and toddlers. A single-case multiple probe design was used to evaluate the effectiveness of a brief training and email performance feedback on toddler teachers’ SI pro

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Fraile-Delgado, Francisco Jesús. "La formación del profesorado universitario de Historia: avances y dificultades del proceso." REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, no. 4 (March 27, 2019): 76–92. https://doi.org/10.17398/2531-0968.04.76.

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The permanence of transmissive didactic models in the teaching staff seems to continue to be present in university classrooms. However, the need for teacher training at university level has been evident in the numerous studies carried out. The European Commission of 2014 pointed to the need for educational innovation as part of the improvement of higher education. The aim of this work is to identify the main problems of university history teachers in order to improve their teaching practice. To this end, we have selected 2 teachers who participated in the Teacher Training Programme of the Univ

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Ahmad Dani and Dino Erivainto. "Penggunaan Aplikasi Android untuk Meningkatkan Keterampilan Guru dalam Bidang Teknik Instalasi Motor Listrik." Jurnal Pengabdian Masyarakat dan Riset Pendidikan 3, no. 4 (2025): 1234–41. https://doi.org/10.31004/jerkin.v3i4.577.

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The training Using Android Apps to Improve Teachers’ Skills in Electric Motor Installation Engineering at SMK-TR Sinar Husni Labuhan Deli was conducted to address this issue. The training aims to improve teachers' understanding of Android applications, the benefits of information technology, and its application in designing electric motor installation circuits. The training method includes theoretical and practical sessions. The theoretical sessions included an introduction to Android applications, basic principles of information technology, and renewable energy. Practical sessions involved ha

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Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.

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The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N

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