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Journal articles on the topic 'Teachers, Training of'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (December 29, 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.

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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of thes

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2

Maqbool Mir, Muyeen. "ICT Literacy of Student Teachers of Teacher Training Institutes." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 115–16. http://dx.doi.org/10.15373/2249555x/apr2013/36.

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3

Sribayak, Virasuda, and Kittitouch Soontornwipast. "EFL Teachers’ Beliefs about Teacher Training." International Journal of Interdisciplinary Organizational Studies 9, no. 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/23-34.

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4

Sribayak, Virasuda, and Kittitouch Soontornwipast. "EFL Teachers’ Beliefs about Teacher Training." International Journal of Interdisciplinary Organizational Studies 9, no. 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/53431.

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5

Hahn, Aaron. "Training Teachers." Language Teacher 37, no. 3 (May 1, 2013): 19. http://dx.doi.org/10.37546/jalttlt37.3-3.

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Over the last several decades, the Japanese government, through the Course of Study guidelines promulgated by the Ministry of Education, Culture, Science and Technology, has directed schools to include more communicative language teaching (CLT) in their English programs. These top‑down directives have met with mixed results. One commonly cited problem is that English teachers are rarely provided with sufficient training in CLT, and thus are unable to implement the new guidelines effectively. However, since other objections also play a role in the rejection of CLT, one question is whether or no

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6

OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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7

Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi, and Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development." American Journal of Social Science and Education Innovations 02, no. 12 (December 30, 2020): 313–17. http://dx.doi.org/10.37547/tajssei/volume02issue12-54.

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Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).

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8

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 13, 2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The stu

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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 14, 2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The stu

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10

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 9 (September 6, 2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The stu

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11

Newman, Elizabeth. "Primary teachers' dilemmas in initial teacher training." Teacher Development 1, no. 2 (July 1997): 253–68. http://dx.doi.org/10.1080/13664539700200016.

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12

Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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13

Ahn, Kyungja. "English teachers’ professional development: Teacher training program design and teacher perception of teacher training." Korea Journal of English Language and Linguistics 23 (January 31, 2023): 89–108. http://dx.doi.org/10.15738/kjell.23..202301.89.

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14

Okay, H. Hakan. "The views of music teachers and music teacher candidates about value training." International Journal of Academic Research 6, no. 2 (March 30, 2014): 92–102. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.15.

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15

Nikoobin, Atefeh. "Iranian EFL Teachers' Perceptions Toward Teacher Training Courses." International Journal of Linguistics, Literature and Translation 4, no. 12 (December 13, 2021): 63–76. http://dx.doi.org/10.32996/ijllt.2021.4.12.8.

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The present study aimed to evaluate teacher training courses (TTCs) in several institutes in Isfahan, Iran, to explore the teachers' perspectives on the status and characteristics of this program. More specifically, this study sought language teachers' perceptions on the aspects (duration, intensity, instructors, practicum) and contents (topics covered in the program, teaching the skills, theory) of the TTC program they attended. For this purpose, 34 language teachers were required to fill out a questionnaire to explore participant teachers' attitudes toward the TTC program elements. Furthermo

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16

Moore, Randy. "Training Science Teachers." American Biology Teacher 56, no. 1 (January 1, 1994): 4–5. http://dx.doi.org/10.2307/4449731.

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17

Ingesman, Lars. "Training Distance Teachers." Educational Media International 30, no. 2 (June 1993): 83–87. http://dx.doi.org/10.1080/0952398930300208.

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18

Coppens, Henriette. "Training Teachers' Behaviour." Research in Drama Education: The Journal of Applied Theatre and Performance 7, no. 2 (September 2002): 195–206. http://dx.doi.org/10.1080/1356978022000007974.

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19

Wenner, George. "Training Korean Teachers." Educational Forum 60, no. 1 (March 31, 1996): 88–89. http://dx.doi.org/10.1080/00131729509335097.

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20

Weinstein, Lenore B. "Training the Teachers." Journal of Intergenerational Relationships 4, no. 2 (July 19, 2006): 94–100. http://dx.doi.org/10.1300/j194v04n02_07.

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21

Whitford, Ellen V., and Ronald T. Hyman. "Training Noncareer Teachers." Adult Learning 1, no. 7 (May 1990): 24–27. http://dx.doi.org/10.1177/104515959000100709.

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22

Lederman, Norman G., and Margaret L. Niess. "Training College Teachers." School Science and Mathematics 99, no. 8 (December 1999): 413–17. http://dx.doi.org/10.1111/j.1949-8594.1999.tb17503.x.

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23

Healy, Elizabeth. "Training Unafraid Teachers." Childhood Education 93, no. 3 (May 4, 2017): 228–30. http://dx.doi.org/10.1080/00094056.2017.1325250.

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24

Wragg, E. C. "Training skilful teachers." Teaching and Teacher Education 1, no. 3 (January 1985): 199–208. http://dx.doi.org/10.1016/0742-051x(85)90003-4.

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25

Ikram, Muhammad, Abdul Hameed, and Muhammad Imran. "Effect of Teachers Training on students academic performance." Pakistan Journal of Humanities and Social Sciences 8, no. 1 (March 31, 2020): 10–14. http://dx.doi.org/10.52131/pjhss.2020.0801.0097.

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Student’s performance is an outcome of effective teachers training. This study has been conducted to investigate the relationship between teachers training and student academic performance. The data has been collected from 260 respondents out of which 80 male and female teachers and 180 students of grade VIII of public schools by conducting survey at five point likert scale. The data has been analyzed by employing correlation and regression analysis. The results revealed that teacher's trainings has a significant effect on the students academic performance.

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26

Moreno, Salvador. "Teacher Training weekend for E.G.B. teachers (Heinemman-A.P.A.C.)." Comunicació educativa, no. 4 (December 27, 2013): 45. http://dx.doi.org/10.17345/comeduc199245.

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Els dies 8 i 9 del proppassat mes de maig es va realitzar per segon any consecutiu una trobada de cap de setmana per a mestres d'anglès d'Educació Primària a l'Escola de Mestres de Tarragona, organitzada per l'editorial Heinemann, amb la col·laboració de l'APAC (Associació de Professors d'Anglès a Catalunya) i la directora del Departament de Llengües de la Universitat Rovira i Virgili, Dra. Fernanda Rodríguez. Les sessions de treball van tractar temes relacionats amb la Reforma i l'ensenyament de l'anglès com a llengua precoç. Pepita Subirà ens va presentar un «tercer nivell de concreció» per

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27

Ribeiro, Júlia Cecília de Oliveira Alves, and Claudio Pinto Nunes. "Challenges for teacher training: with the word teachers." Revista Tempos e Espaços em Educação 15, no. 34 (March 14, 2022): e17250. http://dx.doi.org/10.20952/revtee.v15i34.17250.

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This article aims to present some of the challenges faced by teachers to achieve higher education. The study showed an advance in public policies for teacher training from the 2000s and an increase in the number of teachers trained at a higher level in this period. Based on the assumptions of historical dialectical materialism and using a quantitative and qualitative methodology, a survey was conducted with teachers from a small municipality in the south-central Bahia and, it was evident that, in municipalities with this configuration, teachers are the main ones. responsible for their own trai

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28

Robertson, Margaret. "Teacher Education Training for Geography Teachers in Australia." International Research in Geographical and Environmental Education 13, no. 2 (May 30, 2004): 171–75. http://dx.doi.org/10.1080/09669580408668510.

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29

Ronnie Ancona. "Latin Teacher Certification: Training Future Secondary School Teachers." Classical World 102, no. 3 (2009): 311–15. http://dx.doi.org/10.1353/clw.0.0094.

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30

Vold, Eva Thue. "Qualifying foreign language teachers: Is teacher training enough?" International Journal of Educational Research 82 (2017): 40–53. http://dx.doi.org/10.1016/j.ijer.2016.12.002.

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31

Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria." Journal of Culture and Values in Education 2, no. 2 (June 24, 2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.

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There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic educati

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32

Perines, Haylen. "Educational Research Training in Teacher Training Programs: The Views of Future Teachers." International Education Studies 14, no. 1 (December 26, 2020): 76. http://dx.doi.org/10.5539/ies.v14n1p76.

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The objectives of this study were to explore teacher student&rsquo;s views on the research training they receive and know their suggestions for improving it. This was a qualitative study conducted on students in the teacher training programs of a Chilean public university who were distributed into nine focus groups. The findings showed that the students have a rather critical view about the training they receive, particularly due to the lack of continuity of research-related courses and their limited participation in research activities. Regarding how to improve their training, the student

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33

Costa, Simone Freitas Pereira, Olenir Maria Mendes, and Cecília de Camargo Bento. "INITIAL TRAINING OF TEACHERS: PREPARING TEACHERS EVALUATORS(?)." International Journal of Human Sciences Research 2, no. 10 (April 18, 2022): 2–8. http://dx.doi.org/10.22533/at.ed.5582102214044.

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34

Çevik Kansu, Ceren, and Sezgin Temel. "Primary School Teachers’ Opinions on the Expert Teacher Training Program Seminar." International Journal of Psychology and Educational Studies 10, no. 3 (July 31, 2023): 796–810. http://dx.doi.org/10.52380/ijpes.2023.10.3.1190.

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The process of becoming an expert teacher, which is one of the career steps of teachers, and the evaluation of this process are important and necessary in terms of education. The general purpose of this study is to obtain the opinions of primary school teachers about the Expert Teacher Training Program Seminar (ETTPS). In the study, a qualitative research approach was adopted, and a case study design was preferred. The data were collected from the primary school teachers who received the aforementioned seminar at the beginning of the fall semester of the 2022–2023 academic year. The research g

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35

Pérez-Jorge, David, María del Carmen Rodríguez-Jiménez, Ana Isabel González Contreras, and Jorge Ruiz Ruiz. "TEACHERS’ BELIEFS ABOUT BULLYING, ANALYSIS TO REORIENT TEACHER TRAINING." Humanities & Social Sciences Reviews 8, no. 5 (October 6, 2020): 294–306. http://dx.doi.org/10.18510/hssr.2020.8527.

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Purpose of the study: The objective of this study is to describe the beliefs, and opinions of the teachers of the Primary Education, Secondary Education, and Baccalaureate stages, regarding the phenomenon of bullying. Methodology: A random sampling procedure was used for the selection of participants. There were 224 teachers from Primary Education (32%), Secondary Education (56%), and the Baccalaureate (12%) who participated in a voluntary. The ages of the teaching staff were between 25 and 63 years. The majorities were women (87.4%) and half of the teachers reported bullied students in

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36

Dhakal, Shankar. "Appositeness of Teacher Training for In-Service EFL Teachers in Real Teaching Context." Journal of NELTA 21, no. 1-2 (December 1, 2016): 121–27. http://dx.doi.org/10.3126/nelta.v21i1-2.20208.

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There are various ways for EFL teachers to grow professionally. Attending workshops and training programs are believed to foster their upward mobility. At the same time, different teachers come up with numerous challenges in their classroom with the change of time. So, the learning they had in their college and university level may not always help them to dissolve all the problems in their diverse classroom settings. In this context, this small-scale study is explores whether the insights teachers get from the workshops and the trainings conducted by Nepal English Language Teachers’ Associatio

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37

Assadi, Nabil, and Eman Kashkosh. "Training Teachers’ Perspectives on Teacher Training and Distance Learning During the Covid-19 Pandemic." Journal of Educational and Social Research 12, no. 4 (July 5, 2022): 40. http://dx.doi.org/10.36941/jesr-2022-0095.

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The study aims to examine the effects relating to long-distance teacher training during the Corona virus crisis on the professional development of training teachers, and the strategies used by training teachers in dealing with the pedagogical, technological, social and emotional challenge of student-teachers under these conditions. A survey that included 71 teacher-students who were active participants within the (AC) program was conducted, within the Arab community of the Israeli educational system. Findings suggest that the research participants are generally in favor of the old-fashioned, r

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38

MUTLU, Fırat, and Hasan BEYSUN. "TEACHER'S OPINIONS ON EXPERT TEACHER EDUCATION." SOCIAL SCIENCE DEVELOPMENT JOURNAL 8, no. 35 (January 15, 2023): 63–82. http://dx.doi.org/10.31567/ssd.806.

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Career planning and implementation of the teaching profession is a long-debated issue. The Ministry of National Education published the Regulation on Candidate Teaching and Teaching Career Steps on 12 May 2022. Teaching career steps in the relevant regulation; candidate teacher, teacher, specialist teacher and head teacher. In addition to the basis of different years of service for each career step, professional studies to be completed, training videos to be watched and success conditions in the central exam are determined. In the published regulation, 180 hours of training videos are watched

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39

E.A, Baronenko. "Conflict Solving Skills Training for Future Teachers." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 1980–91. http://dx.doi.org/10.47059/revistageintec.v11i3.2066.

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40

León, Maria José, and María del Camen López. "Practical Training for Teachers." International Journal of Learning: Annual Review 12, no. 10 (2007): 147–56. http://dx.doi.org/10.18848/1447-9494/cgp/v13i10/45077.

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41

Campana, Phillip J., and Michael Grenfell. "Training Teachers in Practice." Die Unterrichtspraxis / Teaching German 35, no. 1 (2002): 103. http://dx.doi.org/10.2307/3531972.

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42

Turvey, Anne. "English Teachers in Training." Changing English 4, no. 2 (October 1997): 183–203. http://dx.doi.org/10.1080/1358684970040202.

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43

Barnes, Ann. "Training teachers in practice." Teacher Development 2, no. 3 (October 1, 1998): 491–95. http://dx.doi.org/10.1080/13664539800200277.

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44

Gouguenheim, L., and M. Gerbaldi. "The Training of Teachers." International Astronomical Union Colloquium 162 (1998): 256–60. http://dx.doi.org/10.1017/s0252921100115209.

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Informal and formal astronomy education is present through many channels: newspapers and TV; amateur associations; clubs and science associations; at school at any level. The teachers are not only the main agents of the educational process at school, but they are also very active in extra-curricular activities: they run clubs, educational projects etc.These activities are present everywhere in the world, as can be seen from the reading of the National Reports published every 3 years by Commission 46 “Astronomy Teaching” of the International Astronomical Union and published in its Newsletter.

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45

Heyworth, J. "SHO training: Teachers frustrated." BMJ 306, no. 6887 (May 8, 1993): 1274. http://dx.doi.org/10.1136/bmj.306.6887.1274-d.

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46

Greengus, Samuel. "Training Jewish Studies Teachers." Shofar: An Interdisciplinary Journal of Jewish Studies 9, no. 4 (1991): 119–20. http://dx.doi.org/10.1353/sho.1991.0095.

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47

Wofford, Thomas. "Training teachers for college." Physics Today 60, no. 2 (February 2007): 81. http://dx.doi.org/10.1063/1.2711649.

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48

Lally, Mike. "Training Teachers and Trainers." Higher Education Policy 2, no. 4 (December 1989): 50–52. http://dx.doi.org/10.1057/hep.1989.70.

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49

Pasichnyk, L. L. "TEACHER TRAINING CENTERS AS HEARTLAND OF TEACHERS’ PROFESSIONAL DEVELOPMENT." Innovate Pedagogy, no. 36 (2021): 31–35. http://dx.doi.org/10.32843/2663-6085/2021/36.5.

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50

Goodyear, Rosalind. "Training teachers in child protection in Initial Teacher Education." Mentoring 1, no. 2 (September 1993): 15–20. http://dx.doi.org/10.1080/0968465930010203.

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