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Journal articles on the topic 'Teachers training'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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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 (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 (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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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 (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

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

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10

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 (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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11

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

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12

Nazar, Samarah, and Nur Rasyidah Mohd Nordin. "Impact of Teacher Training Programs on Teachers' Performance: A Case of In-Service English Language Secondary School Teachers in Pakistan." Linguistic Forum - A Journal of Linguistics 2, no. 1 (2025): 19–22. https://doi.org/10.5281/zenodo.14863057.

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In-service teacher training is key for teachers to meet the challenges in education.  The present research aims to explore the impacts of in-service teachers training programs on English language teaching. Moreover, the current study was to focus on the need of teachers through in-service training programs for effective teaching of English and to implement these training programs. The research was quantitative and population was secondary school English teachers in Punjab, Pakistan. 237 teachers were selected as sample of this study. Unsystematic sampling technique was used to collect the

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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

Muhammad, Akram. "The Multiple Roles of Teacher and Teacher Training in Pakistan." American Based Research Journal 2, no. 7 (2013): 01–07. https://doi.org/10.5281/zenodo.3408192.

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<em>The role of teacher has been revolutionized in the modern era. The stick and rod culture now has been replaced by the use of modern technology in teaching. This paper highlights the multiple roles of school teachers and teacher training in Pakistan. Teachers fail to add to the confidence of the students. Teachers are not familiar with classroom methodology just because of lack of proper teacher training modules and the use of modern technology in teaching. We have to diagnose the role of teacher in good teaching because teacher is considered to be a pivot in teaching learning process. The

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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 (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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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 (2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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17

Utemov, Vyacheslav. "Professional Training and Professional Deficits of Teachers: a comparative study." ARPHA Proceedings 5 (February 10, 2022): 1763–76. https://doi.org/10.3897/ap.5.e1763.

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Teachers with similar qualification, experience and other professional characteristics still may teach their pupils with quite different results. It is supposed that there are some connections between the results of teaching and the measures of improving professional conditions of teachers. The aim of the research is to analyze the indices which characterize the quality of teaching staff in order to offer the measures which could help to improve economic and normative regulations of additional training and professional development of teachers. The data analysis is based on the conception of th

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18

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

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19

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

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20

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

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21

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

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22

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

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23

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

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24

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

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25

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

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26

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

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27

Л., М. Плиско, та Л. Ялліна В. "ДОСВІД ПІДГОТОВКИ ВЧИТЕЛЬСЬКИХ КАДРІВ ХАРКІВСЬКОЇ ГУБЕРНІЇ 60-70 рр. ХІХ століття". Теорія та методика навчання та виховання, № 42 (14 грудня 2017): 145–56. https://doi.org/10.5281/zenodo.1115958.

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<em>The article is dedicated to changes that have occurred in the training of school teachers in relation to the reform of the education system in the 1860s. Are denoted the main directions of the government and in the field of teacher training. The role of local self-government of the Kharkov province in the training of teachers is disclosed. It is specified how by the efforts of local government of the Kharkiv province training of teachers was carried out. Analysis of the documents leads to the conclusion that in the second half of the nineteenth century was the problem of the shortage of te

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İLÇİN, Mehmet, and Mustafa SARIGÜL. "Novice Teachers' Views on the Effectiveness of the Novice Teacher Training Program." Journal of Elementary Education: Theory and Practice (JELEDU) 1, no. 1 (2023): 83–133. https://doi.org/10.5281/zenodo.8406427.

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The main purpose of this study is to determine the opinions of novice teachers about the effectiveness of the novice teacher training program. In line with this purpose, the opinions of novice teachers on the effectiveness of the sub-steps of the process (lesson planning/preparation/evaluation, lesson practice, lesson monitoring, in-school observation and practices, out-of-school activities, in-service trainings, forms, reading books and watching movies, evaluation process) and the contributions of mentor teachers and school administrations to their personal and professional development were t

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29

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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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 (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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Moreno, Salvador. "Teacher Training weekend for EGB teachers (Heinemman-APAC)." Comunicació Educativa, no. 2 (November 28, 2013): 59. https://doi.org/10.17345/comeduc199159.

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Els dies 8 i 9 del proppassat mes de març es va realitzar a l'Escola de Mestres de Tarragona una trobada de cap de setmana per a professors d'anglès, organitzada per l'editorial Heinemann, amb la col·laboració de l'APAC (Associació de Professors d'Anglès a Catalunya). Les sessions de treball van estar presentades per Maria Toth i Núria Vidal, dues professores d'anglès amb molta experiència i capdavanteres en la didàctica d'aquesta llengua.

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32

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

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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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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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35

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

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36

Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria." Journal of Culture and Values in Education 2, no. 2 (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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37

Joseph Lawrance, Paul, and Samreen Begum. "Training is Essential for Teachers - A Case Study on Training Teachers in Hyderabad Institute of Excellence." International Journal of Science and Research (IJSR) 13, no. 7 (2024): 1313–19. http://dx.doi.org/10.21275/sr24722153508.

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38

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 (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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39

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

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

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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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41

Gabriela, Barbosa, and Aguiar Ana. "Challenges of Digital and Teacher Training." Education Quarterly Reviews 1, no. 2 (2018): 131–40. https://doi.org/10.31014/aior.1993.01.01.14.

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The broad development of digital technologies (TD) and their ubiquity in actual students are factors that cannot be ignored by the school and teacher. The present students were born in the digital era and wish to find in school rich environments in technology, meeting motivations. It is a school's commitment to ensure and to promote quality and expectations in teaching. It is hoped that teacher organize his pedagogical practice in a coherent and balanced process, using digital as a resource to improve the learning environment. The research shows that a factor influencing teachers' adop

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Kamal, Manwani, and Gupta Mahima. "Professional Development of Teachers: Learning from Singapore's Teacher Education System." RESEARCH REVIEW International Journal of Multidisciplinary 04, no. 04 (2019): 436–39. https://doi.org/10.5281/zenodo.5790856.

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This paper looks at the Teacher Education practices followed in Singapore which make it one of the best education systems in the world. In this paper, Teacher Education of Singapore is viewed from three various areas, that are, pre-teacher training phase, pre-service teacher training phase and in-service teacher training phase. The aim of this paper is to learn from Singapore’s teacher education system and incorporatethe learningsas needed in a particular education system based on their local needs and demographics.

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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 (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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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 (2022): 2–8. http://dx.doi.org/10.22533/at.ed.5582102214044.

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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 (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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46

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 (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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47

Dhakal, Shankar. "Appositeness of Teacher Training for In-Service EFL Teachers in Real Teaching Context." Journal of NELTA 21, no. 1-2 (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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MUTLU, Fırat, and Hasan BEYSUN. "TEACHER'S OPINIONS ON EXPERT TEACHER EDUCATION." SOCIAL SCIENCE DEVELOPMENT JOURNAL 8, no. 35 (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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Hariyanti, Yuni. "Teachers' Perception of The Implementation of Pilot Teacher Training on EMI." Journal of Languages and Language Teaching 11, no. 2 (2023): 347. http://dx.doi.org/10.33394/jollt.v11i2.7009.

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As teachers are an essential element in education, there is always a need to improve their skills from time to time. The training that teachers get varies, depending on the need of the teachers themselves or the institution they work for. In Al-Hasra Foundation, there is a need for internationalizing the institution so the teachers were equipped with training on EMI (English as a Medium of Instruction). This training was the first training conducted to meet the internalization need of the institution. Therefore, this study was aimed at knowing the perception the teachers have towards the first

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50

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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