Journal articles: 'Training for teachers'

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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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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 study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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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 study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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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 (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 study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (June 30, 2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.

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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.

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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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Sudana, I. Made. "Analisis meta pada manajemen pasca pelatihan untuk meningkatkan produktivitas guru di SMK." Jurnal Pendidikan Vokasi 1, no. 1 (February 28, 2011): 133. http://dx.doi.org/10.21831/jpv.v1i1.5808.

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META ANALYSIS IN POST TRAINING MANAGEMENT TO IMPROVE TEACHER PRODUCTIVITY IN VOCATIONAL SCHOOLPost in-service training programs of teachers have never been evaluated to investigate their effectiveness and productivity. Some factors are indicated to affect unmeasured productivity of the program: (1) there is no a clear procedure in evaluating productity of in-service training program, (2) there is no standardized procedures to evaluate teacher performance, (3) a complex teachers' background make evaluation instrument is difficult to be developed, (4) trainings have not been based on teachers needs, (5) training content could not be implemented, and (6) monotonous methode were usually employed. However, this research investigated seven advantages: (1) School productivity is improved, (2) relationship between management and staff is in harmony, (3) a faster decision making is achieved, (4) a high commitment and motivation for school community, (5) to push more open management through implementation of participative managerial, (6) more effective communication, and (7) a functional conflict resolution. The advantages for teacher: (1) help teacher to make a better decision making, (2) to help teacher to solve problems, (3) motivational factors are internalized and operationalized, (4) to develop teacher to improve performance, (5) to help teacher to be a self confidence teacher, (6) to help teacher to acquire intellectual and technical ability, (7) to improve teacher's work satisfaction, (8) more recognition on individual performance, (9) more independent teachers, and (10) lessen teacher's anxious toface future.

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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/v09i01/23-34.

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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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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 studies and entries from the teacher’s reflective journal, are reported. Changes in coping for both teacher and students as well as a positive impact on relationships between teachers and students were demonstrated. The study highlights the importance of the teacher’s role in implementing SEL programs and the challenges for teachers of delivering these programs. Issues associated with the implementation of school-based coping skills programs and the role of educational psychologists in supporting teachers in this work are discussed.

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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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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 education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended.

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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 not increased training increases compliance with the guidelines. This paper examines two local contexts to determine the role that proper training can play. Specifically, it considers informal training provided at a public high school by an Assistant Language Teacher, along with training conducted by a Board of Education to prepare elementary school teachers to begin teaching foreign language classes. 過去数十年にわたり、政府は文部科学省が公布する学習指導要領を通して、英語教育にコミュニカティブ・ランゲージ・ティーチング(CLT)をより多く導入するよう教育機関に指導してきた。このようなトップダウン指導は多様な結果を導いた。一般的によくあげられる問題として、英語講師は十分なCLT研修をほとんど受けていないので、新たな学習指導要領を効果的に活用できないと論じられる。しかし、CLTに対する異議はそれだけはなく、果たして研修が増えれば講師の学習指導要領の実践につながるかどうかが論点となる。本論では、公立高校においてALTが行う非公式の研修と、小学校教師が外国語のクラスで生徒に教えるための準備として教育委員会が実施する研修という2つの状況を通して、適した研修が果たす役割を考察する。

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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 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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Alabaş, Ramazan, and İhsan Yılmaz. "Evaluation of Candidate Teacher Training Process from the Viewpoint of Mentor Teachers." Journal of Education and Training Studies 6, no. 11 (August 29, 2018): 12. http://dx.doi.org/10.11114/jets.v6i11.3462.

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Teacher education has been one of the most debated topics in history of Turkish education. At the beginning of the teacher's career, the Turkish Ministry of National Education (MONE) implemented the Candidate Teacher Training Program in 2016, so the teachers accepted to the profession were qualified as “candidate teachers” and they were subjected to the training process. The aim of this research is to examine the opinions of the mentor teachers regarding the Candidate Teacher Training Program implemented by the Turkish MONE for the training of candidate teachers. This research, which is a qualitative case study, was conducted with the participation of 36 teachers who are mentors to candidate teachers within the Candidate Teacher Training Program in the schools, which were affiliated to MONE in Kastamonu province center and its districts. The data of the study were collected by means of a semi-structured interview form. The data obtained in the research were analyzed with descriptive analysis and content analysis approaches. Mentor teachers thought that the Candidate Teacher Training Program is beneficial because the program provided the candidate teachers with the opportunities to identify students, acquire educational-instructional competence, acquire managerial knowledge, and identify the school and the social environment. However mentor teachers stated that they have experienced some problems related to the process such as filling in forms, some problems resulting from the candidate teacher, and time inadequacy.

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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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Hien, Nguyen Thi, and Mai Van Hung. "Professional Standards Training and Understanding Pre-School Teachers’ Knowledge about Professional Standards." Journal of Asian Multicultural Research for Educational Study 2, no. 1 (May 10, 2021): 10–15. http://dx.doi.org/10.47616/jamres.v2i1.116.

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Theimprovement of the teacher’s quality, including teachers in general and preschool teachers in particular, hasgained interested in many countries around the world. Currently, most countries in the world have issued a framework of competency or professional standards for teachers as a basis for preschool teachers to self-assess and be assessed for their qualities and competenciet. On that basis, preschool teachers can implement the plan of quality training, strengthen and improve professional expertise. This article, the author conducts research to evaluate the implementation of the professional standards manual of schools and the teacher's understanding of professional standards. This is considered an important factor that will contribute to improving the effectiveness of teacher ratings according to professional standards. In this study, the author uses mainly quantitative research methods (survey, descriptive statistics and inference statistics) to clarify the problems that the research has posed. Research results show that there is a relationship between standard manual training and preschool teachers' understanding of professional standards. Standards instructors have a good understanding of professional standards. Especially the training is organized by the school and the education and training department, so the training classes are small, with a small number of participants and therefore higher quality.

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Omar, Che Mohd Zulkifli Che. "Need for In-Service Training for Teachers and It’s Effectiveness In School." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 1–9. http://dx.doi.org/10.31686/ijier.vol2.iss11.261.

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This essay discusses the need for in-service training for teachers and the effectiveness of in-service training in school. In-service training act as a catalyst for a teacher’s effectiveness. It is also a way of updating teachers’ skills and knowledge for improving teaching and learning which lead to better job performance. In-service training is important for teachers to face new challenges and changes in the education world. In-service training is also a fundamental aspect to improve teacher professionalism. The effectiveness of in-service training is important so that teachers can apply the knowledge acquired in teaching and learning. Few factors that contribute towards the effectiveness of in-service training are the role of administrator, attitudes of teachers, training needs and strategies in conducting in-service training.

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Khruzd-Matushchyk, Alisa. "Professional preparation and training of teachers – selected issues." Osvitolohiya, no. 6 (2017): 149–55. http://dx.doi.org/10.28925/2226-3012.2017.6.149155.

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The subject of teachers’ professional training and improvement requires particular care and attention, it provides inspiration to think over the current potentialities of teachers’ professional development and preparing them for work. Becoming a good educator requires time, which is not the most important factor of professional development. During university studies and over the consecutive years of their professional work, teachers collect experiences. However, their workshop should not be constructed only on the basis of experience. Professional teacher training is the field owing to which teachers supplement their knowledge and acquire new skills, indispensable in the dynamic and demanding work of an educator. What is undertaken in this study are the issues of functioning in the teacher’s profession – from educating university students to the challenges of professional work. The article consists of several parts. The first is dedicated to the educating of teachers, the next to the significance of teaching internships in the process of preparing for professional work. The third part comprises the characterization of some selected fields of teacher training and different possibilities of developing professional and personal competences are indicated here. The study is completed with a recapitulation.

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Byndas, Olena. "Professional Training of Foreign Languages Teachers in Austria." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 76–83. http://dx.doi.org/10.2478/rpp-2014-0023.

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Abstract The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English) have been analyzed. The importance of pre-vocational work carried out to validate students’ choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations

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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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Kosharna, Natalia. "MODERN EUROPEAN EXPERIENCE OF PRACTICAL TEACHER TRAINING." Educological discourse 32, no. 1 (2021): 143–55. http://dx.doi.org/10.28925/2312-5829.2021.1.10.

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The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.

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Vovk, M. "TENDENCIES OF PEDAGOGICAL EDUCATION DEVELOPMENT IN UKRAINE: CHALLENGES AND PROSPECTS." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 150–65. http://dx.doi.org/10.33989/2226-4051.2020.22.222016.

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The review article identifies and characterizes the main tendencies of pedagogical education development in Ukraine: entering the European Higher Education Space internationalization, modernization, ensuring individual educational trajectory of teacher self-development, affirming academic integrity, ensuring future teachers' academic mobility, educators, formation and improvement of teacher's "soft skills". There are identified challenges in the process of pedagogical education reforming, including the implementation of the policy of higher pedagogical education institutions autonomy, the financial capacity of academic mobility the future teachers of various specialties, teachers, education managers, ensuring the quality of teacher training in a pandemic, creating resource content for informal training of future teachers, etc. The prospects of pedagogical education development have identified the unification of the process of future teachers' training in accordance with European quality standards; accreditation of educational programs on the basis of real quality criteria taking into account the needs of labour and the regional context; introduction of innovative forms, methods, technologies of teacher training in partnership of science, business, production, practice, etc.

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Ahmad, Syafri, Refiona Andika, Sherlyane Hendri, and Ary Kiswanto Kenedi. "Training Program on Developing HOTS's Instrument (The Improving Abilities for Elementary School Teachers)." Digital Press Social Sciences and Humanities 6 (2020): 00010. http://dx.doi.org/10.29037/digitalpress.46376.

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Many teachers were unable to write HOTS questions based on the outlines for elementary school students. This resulted in many students being unable to answer HOTS questions because the questions developed were difficult, not following the HOTS category. The purpose of this training is to improve the ability of elementary school teachers to write HOTS questions. This training method is a participatory method using a lecture approach and direct guidance. The result of this training is to increase the teacher's knowledge from the teacher's initial ability of 63.76 to 87.65. Besides, teacher skills also increased from basic skills with a score of 56.95 to 85.35. In conclusion, the training provided can improve the knowledge and skills of teachers in writing HOTS questions. The implication of this training is as a reference in improving the ability to write HOTS questions for elementary school teachers.

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Dhungana, G. P., R. M. Piryani, M. L. Chapagain, and M. Neupane. "Effectiveness of teacher training conducted at Chitwan Medical College, Bharatpur, Nepal." Journal of Chitwan Medical College 5, no. 2 (August 14, 2015): 1–5. http://dx.doi.org/10.3126/jcmc.v5i2.13147.

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Teaching and learning are equally important for the teacher. For teaching to be effective, whereby participants learn better, training of teachers is imperative. Teacher’s training is one of the important aspects of faculty development at Chitwan Medical College (CMC) and this study was done to assess the effectiveness of the teachers’ training pre test, post test experimental group design. In pre test, only 5.6% of the participants had adequate knowledge whereas after teacher’s training, 27.7 % had adequate knowledge. The mean (±SD) knowledge score before and after the intervention was 26.7±5.6 and 33.6 ± 5.6 respectively. The percent change in knowledge after intervention was 25.8 was statistically significant p value <0.001 .Which suggesting that the teachers’ training was an effective intervention.

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Kamran Akhtar Siddiqui, Shahid Hussain Mughal, Imran Ali Soomro, and Masood Ahmed Dool. "Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions." IJORER : International Journal of Recent Educational Research 2, no. 2 (March 31, 2021): 215–23. http://dx.doi.org/10.46245/ijorer.v2i2.91.

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Education is a key component of progress in the present-day world. But this progress cannot be made without efforts of teachers. Therefore, teacher education, in particular teacher training becomes extremely important. In this regard, several trainings programs are initiated and executed across Pakistan but the desired outcomes have not been achieved so far. Hence, this study was conducted to explore the challenges in teacher training in Pakistan and the ways through which these issues can be resolved. The sources for the data of the study were the published studies in the field in the context of Pakistan, national education policy, and other relevant literature. Based on secondary data, the study concludes that the issues with teacher training in Pakistan are administrative as well as faculty related. The findings reveal that the challenges related to policy and planning, poor induction of teachers, lack of resources in teacher training institutions, demotivation among teachers, and unequal distribution of skilled and productive teachers, dual training system and infrequent trainings. These issues can be fixed by fostering encouraging environment, ensuring accountability and merit, providing necessary resources, systematizing professional training programs and their continuation. The findings of this study will, therefore, positively guide policymakers to develop the right and effective policy to improve the standard of teacher education in the country.

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Taqwa, Salma, Fiola Finomia Honesty, and Vanica Serly. "PKM Pelatihan Ekonomi Untuk Guru-Guru Anggota MGMP Ekonomi Kabupaten Tanah Datar." Wahana Riset Akuntansi 7, no. 2 (December 9, 2019): 1575. http://dx.doi.org/10.24036/wra.v7i2.106950.

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Teachers as professional educators are responsible as educators and instructors for their students. In order to work well, teachers must have appropriate competencies in the field of study they are teaching. Economic subjects in high school include the economics and accounting fields, which must be mastered by the teacher. The development of economics and accounting must be reached by the economics teacher who will transfer knowledge to their students. Besides that, the teacher's educational background will also affect student learning process. Training for high school economics teachers is needed to be able to increase the insight and knowledge of teachers. MGMP is one of the means for the teachers to draw and explore economics in order to be a professional teachers. From the results of the pretest and posttest, it can be concluded that there was an increasing in teacher knowledge generated from this training. It is expected that in the future MGMP will have a role in training and developing the knowledge of economics teachers in Tanah Datar.Keywords: economics, accounting, educational, teachers

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Khanam, Adila, Asghar Ali, and Asia Zulfqar. "Investigating Quality of Induction Training of Novice Teachers in Punjab." Volume V Issue I V, no. I (March 30, 2020): 370–78. http://dx.doi.org/10.31703/gssr.2020(v-i).38.

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Trainings are offered to all level of teachers at different phases of their careers. There are empirical foundations that these trainings have major impacts on the quality of teachers and resultantly on the quality of education. The study was conducted to investigate the quality of the induction training for elementary teachers of QAED, Punjab as perceived by the participants of the training. This study focused on teachers who received induction training in 2017. A questionnaire was developed to collect the data. Descriptive statistics were applied conclude. The newly-inducted teacher stated that the training was aligned with their professional needs. They were satisfied with the quality of physical and learning facilities, the subject matter knowledge, and the overall quality of training. They like training design, duration of training sessions, course content, finally, effective follow up of the training were the major findings if the study.

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Harisman, Yulyanti, Yaya Sukjaya Kusumah, Kusnandi Kusnandi, and Muchamad Subali Noto. "THE TEACHERS’ EXPERIENCE BACKGROUND AND THEIR PROFESIONALISM." Infinity Journal 8, no. 2 (September 30, 2019): 129. http://dx.doi.org/10.22460/infinity.v8i2.p129-142.

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Based on literature review Three categories of teachers are: good, very good, and excellent which are viewed from aspects of beliefs, attitude, depth of pedagogical and didactic aspects, and teacher reflection in the learning process has been obtained in previous studies. Various external aspects are considered to affect teacher professionalism in learning about mathematical problem solving. These aspects need to be studied to maximize the teacher professionalism. This study will examine these external aspects, ranging from teaching experience, educational background, and experience in participating in training to improve teacher competencies. This type of qualitative research with survey methods was chosen as a research method. Three teachers from three junior high schools with different clusters were selected as research subjects. Each teacher is given short questions related to this. The results obtained are the experiences of the trainings that teachers follow in increasing their competence and teacher's educational background have more significant influence on teacher professionalism compared to the experience or length of teacher teaching.

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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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Reddy, KR. "Teaching How to Teach: Microteaching (A Way to Build up Teaching Skills)." Journal of Gandaki Medical College-Nepal 12, no. 1 (February 5, 2019): 65–71. http://dx.doi.org/10.3126/jgmcn.v12i1.22621.

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Microteaching is one of the most recent innovations in teacher training program which is used as a professional developmental tool in pre-service or in-service teacher training programs. Microteaching helps teachers to better understand the processes of teaching and learning and provides the opportunity to learn teaching skills, to study their own teaching, and to study the teaching of others. Microteaching is an organized, scaled-down teacher training program where a trainee teacher plans a short lesson, teaches it to a reduced group of students (Three to ten) in a 5 to 20 minute lesson, and then reflects on their teaching afterwards. The lesson is video recorded for either individual or peer review. The trainee teacher’s micro-lesson is reviewed, discussed, analyzed, and evaluated to give a feedback. Based on this feedback, the trainee teacher re-teaches the micro-lesson, incorporating those points raised during the discussion and analysis. The main objective of this article is to address and emphasize that microteaching has the potential to improve the teachers’ pedagogic skills, competencies, self-confidence, beliefs, and attitudes with minimum available facilities and to provide students with valuable teaching experiences and make them aware of the benefits and relationships between theory and practice.

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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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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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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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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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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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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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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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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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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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Сікора, В. В. "ІНТЕРАКТИВНА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ: ПЕДАГОГІЧНІ УМОВИ ЇЇ ФОРМУВАННЯ." Теорія та методика навчання та виховання, no. 47 (2019): 113–22. http://dx.doi.org/10.34142/23128046.2019.47.10.

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The manuscript analyzes the actual problem of defining pedagogical conditions when forming interactive competence in the training process of future teachers of physical training. The purpose of the research is to substantiate one of the pedagogical conditions for forming interactive competence of a future teacher of physical training. The tasks of the research are to investigate the pedagogical condition of forming interactive competence of a future teacher; to outline the ways of its implementation. To achieve the goal, to solve the outlined tasks of the research we used the general scientific theoretical methods: analysis, synthesis and systematization of the authors’ manuscripts on the research problem of learning teachers of physical training; logical and systemic, problem-oriented, comparative analysis with the purpose of theoretical substantiation of one of the pedagogical conditions of forming interactive competence of a future teacher of physical training. The results of the research are the formulation and justification of one of the pedagogical conditions for forming interactive competence of future teachers of physical training in the learning process. This pedagogical condition is the introduction of interactive tactics and training strategies aimed at forming interactive competence of a future teacher of physical training. It is ensured by the implementation of the spectrum of interactive roles for a future teacher (checker, director, manager, facilitator, advisor, speaker, moderator, trainer, coordinator); as well as by the introduction of interactive teaching styles (teacher’s style, content style, student’s style, interactive, educational and personal styles). It is ensured by collaboration and partnership between teachers and students, taking into account interactive teaching methods. We conclude that the research emphasizes the need to move from traditional to interactive learning, updating teaching tactics and strategies, interactive roles, styles, methods with students at Universities.

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Baral, N., A. K. Nepal, B. H. Paudel, and M. Lamsal. "Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students." Kathmandu University Medical Journal 13, no. 2 (February 25, 2017): 162–66. http://dx.doi.org/10.3126/kumj.v13i2.16791.

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Background Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education.Objective The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods.Method Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student’s feedback, evaluation by peers and the self-evaluation by the teacher trainees.Result Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop.Conclusion In present study, the faculty members showed accrued interest to participate in teacher’s training workshops. The peer evaluation of teacher’s performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

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Musfah, Jejen, and Desita Erviani. "SCHOOL OF MASTER TEACHER (SMT) TRAINING: DEVELOPING TEACHERS’ PEDAGOGIC COMPETENCE." TARBIYA: Journal of Education in Muslim Society 5, no. 2 (March 18, 2019): 126–34. http://dx.doi.org/10.15408/tjems.v5i2.10622.

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AbstractThis study aimed at analyzing School of Master Teacher (SMT) training in developing teacher's pedagogic competence. This study applied a qualitative approach within the framework of case study research. The data was collected through documentation, observation, and interviews. The results showed that SMT training consisted of lectures, social projects, and Classroom Action Research (CAR). Secondly, the training was able to improve teachers’ pedagogic competence with excellent results. 22 of 33 teachers showed accomplished pedagogic competence. While, 9 teachers performed a very good level of the competence in their instruction, 1 teacher gained a medium level, and only 1 teacher received a poor mark.AbstrakPenelitian ini bertujuan untuk menganalisis pelatihan School of Master Teacher (SMT) dalam mengembangkan kompetensi pedagogik guru. Penelitian ini menerapkan pendekatan kualitatif dalam kerangka penelitian studi kasus. Data dikumpulkan melalui dokumentasi, observasi, dan wawancara. Hasil penelitian menunjukkan bahwa pelatihan SMT terdiri dari ceramah, proyek sosial, dan Penelitian Tindakan Kelas (PTK). Kedua, pelatihan ini mampu meningkatkan kompetensi pedagogik guru dengan hasil yang sangat baik. 22 dari 33 guru menunjukkan kompetensi pedagogik yang baik. Sementara, 9 guru menunjukkan tingkat kompetensi yang sangat baik dalam pengajaran mereka, 1 guru memperoleh tingkat sedang, dan hanya 1 guru yang mendapat nilai buruk. How to Cite : Musfah, J., Erviani, D. (2018). School of Master Teacher (SMT) Training: Developing Teachers’ Pedagogic Competence. TARBIYA: Journal of Education in Muslim Society, 5(2), 126-134. doi:10.15408/tjems.v5i2.10622.

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Sytnyk, Olga. "ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 93–98. http://dx.doi.org/10.28925/1609-8595.2018(1-2)9398.

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The central purpose of this article is to highlight nature, place and role of the adult education teacher professional training in Ireland as well as the school teacher professional training. In order to do so, a general overview of Irish teachers’ education is presented. The specific in the adult education tutors’ activities is also discussed. The nature of the teachers’ training is fully examined. The various contemporary ways and innovative forms of modern teachers’ training in Ireland are mentioned. The main professional requirements that the adult education tutor has are also highlighted and analyzed. The process and different periods of teachers’ training are classified and described. The article shows the main stages in teachers’ training in Ireland with detailed characteristics of every level with key elements emphasizing. The practice training organization for future teachers in Ireland is examined. The survey results showed that adult education teachers’ training sector in Ireland is a very flexible way of learning in modern society. It can be suitable for everyone who needs to get not only professional knowledge and skills, development, life experience, but also socialization, communication, collective consciousness and community support. Adult education teachers’ training is an effective, contemporary educational service that has many beneficial outcomes. The article presents the adult education teachers’ peculiarities in the modern knowledge society. Finally, the author makes the conclusion about the adult education teachers’ training specifics in Ireland.

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Saputri, Dwi Fajar, Syarifah Fadillah, Nurhayati Nurhayati, and Nurussaniah Nurussaniah. "Pelatihan Pembuatan Lesson Plan dan Media Pembelajaran bagi Guru di Sekolah Dasar Negeri 34 Pontianak Kota." Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat 1, no. 1 (October 30, 2019): 22. http://dx.doi.org/10.32663/abdihaz.v1i1.747.

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Workshop on Creating Lesson Plans and Making Learning Media for Teachers at 34 Elementary Schools in Pontianak City Teachers still have difficulty in making learning tools with the conditions of students in the class, and teachers have limitations in making learning media. The purpose of this program was to increase teacher knowledge about creating lesson plans and learning media. The method was training and mentoring held for two months from planning to evaluation. Fourteen elementary school teachers attended the training as participants. Pre-test and post-test were done to evaluate teacher knowledge about lesson plans. This community service was useful, and it can be concluded that this activity increased teacher knowledge about making learning tools. The teacher's knowledge score during the pre-test, ie, before training, was 57,87 points. The score at the post-test increased to 73,61. The teacher was skilled at making learning media materials so that they were available to students at affordable prices and attractive designs.

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Opiola, Kristie K., Daniel M. Alston, and Brandi L. Copeland-Kamp. "The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach." Professional School Counseling 23, no. 1_part_2 (January 2020): 2156759X1989918. http://dx.doi.org/10.1177/2156759x19899181.

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This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.

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Місайлова, Ксенія. "INTRODUCTORY TRAINING FOR AVIATION ENGLISH TEACHERS." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 19 (June 10, 2021): 102–13. http://dx.doi.org/10.35387/od.1(19).2021.102-113.

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The article raises the issue of creating a system of introductory training for Aviation English teachers for successful realization of teaching in military and civilian institutions of higher education in the aviation industry. A new scientific and pedagogical concept is introduced and argued, as «introductory training for teachers». Such training is necessary for teachers of higher educational establishments when transferring to higher positions into the institutions with another specialization, like transition from a civilian to a military institution to continue teaching career while teaching a foreign language for professional purposes. It was stressed in the article that in the context of transformation processes in Ukraine's transition to NATO and ICAO standards it is necessary firstly to train qualified teaching and instructional staff for the Air Force of the Armed Forces of Ukraine to ensure high quality of future specialists training. The article considers the requirements set by the International Civil Aviation Organization (ICAO) for teachers who teach Aviation English to pilots and air traffic controllers in higher education institutions or on the basis of accredited training organizations. The conclusion on expediency and necessity to use these requirements to implement into the system of introductory training of Aviation English teachers in higher education establishments of Ukraine is made. There is also an approximate content of introductory training program for Aviation English teachers, as a result of which teachers will have an opportunity to acquire necessary knowledge and skills to teach Aviation English. Key words: introductory teacher training; Aviation English teacher; teacher qualification; international requirements; ICAO; educational process; International Civil Aviation Organization; pilot; ATC; air traffic control; radio exchange.

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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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Nurunnisa, Rita. "INCREASING PEDAGOGIC COMPETENCY AND PROFESSIONAL COMPETENCY THROUGH EDUCATION AND TRAINING DEVELOPMENT OF SUSTAINABLEPROFESSION OF DEVELOPMENT (Case Study of Kindergarten Teachers in Bandung)." Empowerment 7, no. 2 (September 30, 2018): 260. http://dx.doi.org/10.22460/empowerment.v7i2p260-265.886.

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ABSTRACTTeacher competence is the teacher's capital in carrying out the main task and its function in educating the students. There are 4 competencies that must be possessed by teachers, namely, pedagogic competence, professional competence, personality competence and social competence. Teachers should have awareness in themselves to continue to learn and develop themselves continuously in an effort to improve services to learners. One of the teacher's efforts in self-development is through education and training. For that, the authors examine the "How education and training Sustainable Development of Keprofesian in improving the pedagogic and professional competence of kindergarten teachers in Bandung?" Where pedagogic competence and professional competence are both mutually integrated and can not be separated. This study aims to describe the process of planning, implementation, assessment and results and the impact of education and training on teacher performance through descriptive and qualitative approaches. The results of this study indicate through education and training program Sustainable Development of Keprofesian in Bandung value Competency Teacher Test average increased significantly and in accordance with the expected minimum achievement criteria. In addition, teachers also feel an increase in knowledge, variations of learning fun to apply to learners and implement sustainable self-development plans.

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Slameto, Agustina Tyas Asri Hardini, Tego Prasetyo, and Endang Indarini. "Peningkatan Disiplin Guru SD Melalui Pelatihan Partisipatif Model In-On." Kelola: Jurnal Manajemen Pendidikan 5, no. 1 (June 29, 2018): 47–54. http://dx.doi.org/10.24246/j.jk.2018.v5.i1.p47-54.

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This research is taken place to describe the punctual improvement of the teacher who’s participated in participatory training model using in-on and to determine the influence of teacher optimism and teacher's ability to give feedback, along with the contribution of each variable. This research was conducted based on the assessment of elementary school teachers who are participated in training for classroom action research preparation in KKG Gugus Joko Tingkir Salatiga, with 42 selected people randomly. Data for this research is quantitative. Data were collected through a self-rating scale of 21 items that proved to be valid and reliable. Data analysis using multiple linear regression with Stepwise Model. Based on the result of this research, it can be proved participatory training model effective in improving teacher’s punctual in teaching. There are 2 variables/predictors of teacher optimism and or together with their ability to provide feedback on teacher’s punctual in teaching. Teacher's optimism has an effect (positive and significant) on teacher’s punctual in teaching equal to 35.20%. Teacher’s optimism along with their ability to give feedback impact teacher’s punctual in teaching as much as 42.9%. Thus participatory training model should be applying learning principles that emphasize positive optimistic psychology, get used to working effectively with challenges, have the confidence to use innovative thinking in achieving success.

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Journal articles on the topic 'Training for teachers'

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