Bibliografías temáticas / 330305 Teacher Education: Higher Education

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Literatura académica sobre el tema "330305 Teacher Education: Higher Education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 12 de febrero de 2022

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Artículos de revistas sobre el tema "330305 Teacher Education: Higher Education"

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Afanasiev, D. V., O. A. Denisova, O. L. Lekhanova, and V. N. Ponikarova. "Higher Education Teacher Readiness for Inclusive Education." Psychological-Educational Studies 11, no. 3 (2019): 128–42. http://dx.doi.org/10.17759/psyedu.2019110311.

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Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher
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Hofman, Amos, and Doron Niederland. "Is Teacher Education Higher Education? The Politics of Teacher Education in Israel, 1970–2010." Higher Education Policy 25, no. 1 (February 16, 2012): 87–106. http://dx.doi.org/10.1057/hep.2011.24.

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Vieira, Marili M. da Silva, and Benedito Guimarães Aguiar Neto. "Peer Instruction: Continuing Teacher Education in Higher Education." Procedia - Social and Behavioral Sciences 217 (February 2016): 249–56. http://dx.doi.org/10.1016/j.sbspro.2016.02.078.

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Collins, Mary Lynn. "Imperatives for Teacher Education Faculty in Higher Education." Action in Teacher Education 19, no. 1 (April 1997): 47–54. http://dx.doi.org/10.1080/01626620.1997.10462853.

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Gilbert, Jenny, and Simon Pratt-Adams. "Transforming Higher Education Culture: Teacher Education in Kosovo." International Journal of Educational Reform 29, no. 3 (December 17, 2019): 256–74. http://dx.doi.org/10.1177/1056787919892007.

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Demand for a radical overhaul of teacher education in Kosovo led one Faculty of Education to modernize and improve the university-based preparation of teachers, and so deliver a new competence-based school curriculum. Moving to this learner-centered model of education required transformation in the culture of teacher educators. In order to evaluate the efforts to effect this cultural change, we adopted an unusual action research method, Soft Systems Methodology that recognizes the varying aims and perceptions of stakeholders. These data were holistically captured with the use of metaphors addr
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Ajani, Oluwatoyin A., and Bongani T. Gamede. "Decolonising Teacher Education Curriculum in South African Higher Education." International Journal of Higher Education 10, no. 5 (May 6, 2021): 121. http://dx.doi.org/10.5430/ijhe.v10n5p121.

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Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students’ protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization.
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Feder, Toni. "Reevaluating teacher evaluations in higher education." Physics Today 73, no. 1 (January 1, 2020): 24–27. http://dx.doi.org/10.1063/pt.3.4386.

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Murray, Adam. "Teacher burnout in Japanese higher education." Language Teacher 37, no. 4 (July 1, 2013): 51. http://dx.doi.org/10.37546/jalttlt37.4-7.

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In this brief paper, teacher burnout in Japanese higher education is described. In particular, faculty burnout, work-related stressors, and career fit are described. A case of a typical full-time contract English teacher is used to illustrate burnout within the current Japanese higher education context. The paper concludes with a number of practical suggestions for both contract teachers and university leadership. 本論では、日本の高等教育における教員の燃え尽き（バーンアウト）について考察する。特に、大学教員のバーンアウト、仕事関連のストレスの要因、そして職業への適合について論じる。典型的な専任契約教員の例を用いて、高等教育の現場における教員のバーンアウトについて詳述する。結論では、契約教員及び大学首脳部に対していくつかの実践的な提案を行う。
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Torres-Cajas, Mónica, Adriana Lara-Velarde, Danilo Yépez-Oviedo, and Edgard Heredia-Arboleda. "Teacher Coassessment Process in Higher Education." Atenea (Concepción) 26, no. 523 (June 2021): 347–64. http://dx.doi.org/10.29393/atat523-425mttc40425.

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Daniel, Marie-France, and Sheryle Bergman-Drewe. "Higher-Order Thinking, Philosophy, and Teacher Education in Physical Education." Quest 50, no. 1 (February 1998): 33–58. http://dx.doi.org/10.1080/00336297.1998.10484263.

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Tesis sobre el tema "330305 Teacher Education: Higher Education"

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Paoletta, Toni Marie. "EXAMINING EFFECTIVE TEACHER PRACTICES IN HIGHER EDUCATION." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1588158069785567.

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Gikandi, Joyce Wangui. "Online Formative Assessment in Higher Education: Enhancing Continuing Teacher Education in E-Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7477.

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Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teach
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Shippey, Theodore Clive. "Standards and quality in higher education." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1987.

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Thesis (Laureatus in Technology (Teacher Education)) -- Cape Technikon, Cape Town,1994<br>The main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful
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Witmer, Miriam Marguerita Gomez. "Ethnically diverse education students' perceptions of mentoring| Implications for career aspirations and college success." Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623319.

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<p> Recruitment and retention of ethnically diverse students in college education preparation programs remains a difficult challenge for many colleges and universities across the United States. Low numbers of education majors yield low numbers of ethnically diverse teachers in the teaching workforce. According to 2010 data from the National Center of Education Statistics, African American students comprise about 16% of our public school students nationwide, but African American teachers only represent about 8% of the teaching workforce. While Asian students comprise 4.6% of the total public sc
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Johnson, Amy F. "Preparing for changes in teacher preparation program accountability| Evaluating the factors that influence job placement of teacher preparation program graduates." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3740382.

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<p> Teacher preparation programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the institutions of the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive o
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Mumpower, Lee F. "College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.

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The purpose of the study was to examine what teaching methods new college teachers received and which ones they believed were important. New college faculty were asked questions on teaching methods to determine which, if any, were made available to them before they entered college teaching. The research questions under study were: (1) What type(s) of methodological preparation do/does higher education faculty receive? (2) What methodological preparation would be beneficial to new higher education faculty? (3) How do new higher education faculty learn methodological preparation?
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Erickson, Deborah Elaine. "Teacher induction: A case study of the Lodi New Teacher Project." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2771.

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The purpose of this study was to provide a descriptive case study of the implementation of a school-based new teacher support program and its relationship to the existing culture and norms at the individual school sites. The study also investigated significant factors characteristic to new teacher support programs and their interactions, and the study analyzed a program as it evolved over a four-year period within the Lodi Unified School District. There were eighty-four subjects, of whom forty-nine responded to a survey. Eleven subjects from three school sites were interviewed in-depth followi
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Hartloff, Kristin Michelle. "Peer involvement in teacher evaluation| A multiple case study." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662312.

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<p> Traditional teacher evaluation procedures involve the school leader providing feedback in a summative form to the classroom teacher (Tuytens &amp; Devos, 2011). The function of the administrator to be both supervisor and evaluator is a contrasting role. There are four main purposes of teacher evaluation: improvement, accountability, staff development, and personnel decisions (Darling-Hammond, Wise, &amp; Pease, 1983; Tuytens &amp; Devos, 2011). Administrators are already constrained for time and resources. Therefore, fulfilling all four purposes through the current evaluation process in Ca
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Grossman, David L. "Higher Education and Teacher Preparation in Japan and Hong Kong." 名古屋大学高等研究教育センター, 2004. http://hdl.handle.net/2237/16608.

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Shah, A. F. "The role of the teacher in South Asian higher education." Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372162.

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Libros sobre el tema "330305 Teacher Education: Higher Education"

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Science, Department of Education &. Bases for primary teacher education in institutions of higher education. (London): Department of Education and Science, 1991.

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Ltd, York Consulting. Evaluation of further education initial teacher training bursary initiative. Nottingham: DfES, 2004.

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Tipton, Mary H. Instructional design: Theory, higher education, and teacher education : a selected bibliography. Englewood Cliffs, N.J: Educational Technology Publications, 1994.

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Cranton, Patricia. Becoming an authentic teacher in higher education. Malabar, Fla: Krieger Pub. Co., 2001.

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Duminy, P. A. Education for the student teacher. Cape Town: Maskew Miller Longman, 1990.

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Bodzin, Alec M. The Inclusion of Environmental Education in Science Teacher Education. Dordrecht: Springer Science+Business Media B.V., 2010.

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Staff and Educational Development Association. The accreditation of teachers in higher education: The SEDA teacher education handbook. Birmingham: Staff and Educational Development Association, 1997.

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1946-, Nes Kari, and Strømstad Marit 1945, eds. Developing inclusive teacher education. New York: Routledge, 2003.

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Hativa, Nira, and Peter Goodyear, eds. Teacher Thinking, Beliefs and Knowledge in Higher Education. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0593-7.

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missing], [name. Teacher thinking, beliefs and knowledge in higher education. Dordrecht: Kluwer Academic, 2002.

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Capítulos de libros sobre el tema "330305 Teacher Education: Higher Education"

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Aldridge, David. "The Role of Higher Education in Teacher Education." In Philosophical Perspectives on Teacher Education, 109–31. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118977859.ch7.

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Le, Linh Thuy, and Leigh Gerrard Dwyer. "Revisiting “Teacher as Moral Guide” in English Language Teacher Education in Contemporary Vietnam." In Reforming Vietnamese Higher Education, 245–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_13.

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Sigsgaard, Anna-Vera Meidell. "Making waves in teacher education." In Building Knowledge In Higher Education, 37–54. Abingdon, Oxon ; New York : Routledge, 2020. | Series: Legitmation code theory: knowledge-building in research and practice: Routledge, 2020. http://dx.doi.org/10.4324/9781003028215-3.

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Thompson, Kevin B. "The Black Male Teacher." In Black Americans in Higher Education, 27–34. New York, NY : Routledge, 2020. | Series: Africana studies ; Volume 8: Routledge, 2020. http://dx.doi.org/10.4324/9780429266560-4.

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Wang, Sisi, and Ora Kwo. "Common Values in Higher Education, Searching for." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_375-1.

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Wang, Sisi, and Ora Kwo. "Common Values in Higher Education, Searching for." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_375-2.

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Lander, Vini, and Laura J. Nicholson. "Cinderella Academics: Teacher Educators in the Academy." In Mentoring in Higher Education, 235–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46890-3_13.

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Lund, Birthe, and Annie Aarup Jensen. "PBL Teachers in Higher Education: Challenges and Possibilities." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_385-1.

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Liu, Elizabeth. "Decay of Academic Mentorship and Friendship in Higher Education." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_19-1.

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Arndt, Sonja, and Marek Tesar. "Posthuman Encounters in New Zealand Early Childhood Teacher Education." In Posthumanism and Higher Education, 85–102. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14672-6_5.

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Actas de conferencias sobre el tema "330305 Teacher Education: Higher Education"

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Shakirova, A. "Internationalization of Higher Pedagogical Education." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0581.

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Vinokurova, Galina. "Career Support And Employment Of Pedagogical Higher Education Graduates In Education Modernization." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.98.

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Kotov, Sergei V. "Human Capital Development Through Higher Education." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.13.

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Dzhumanova, Lola. "Methodology of the comprehensive teacher training." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5259.

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Inciarte González, Alicia, Freddy Marín González, Ana Milena Guzmán, Sandra Villarreal, and Ana Judith Paredes. "TEACHER TRAINING IN HIGHER EDUCATION FOR INCLUSIVE PEDAGOGY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0329.

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Fragoso Chipaco, Eliseu, and Maria Luísa Branco. "PROFESSIONAL CULTURE AND TEACHER PROFESSIONALITY IN HIGHER EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0094.

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Perpetuo, Ricardo, and Gabriel Pestana. "Evaluation Model of Teacher Characteristics in Higher Education." In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9140913.

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Valenzuela, Rafael, Nuria Codina, Jose Vicente Pestana, and Joan González-Conde. "Is student procrastination related to controlling teacher behaviours?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5530.

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Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but
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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk, and Solomiia Chopyk. "Paradigms in Modern Higher Education Development." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the p
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Cui, Jingjing. "Exploration of the Impact of Teacher Training on Teacher Professional Development." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.77.

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Informes sobre el tema "330305 Teacher Education: Higher Education"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.283.

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Rhoden, Valmor, and Juliana Lima Moreira Rhoden. A formação docente para o cenário digital no ensino superior de Relações Públicas no Brasil/Teacher training for the digital era in Public Relations' higher education in Brazil. Revista Internacional de Relaciones Públicas, December 2017. http://dx.doi.org/10.5783/rirp-14-2017-03-23-42.

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Kastelliz, Dietlinde, and Achim Hopbach. Evaluierung der Pädagogischen Hochschulen. Thematische Analyse. AQ Austria - Agentur für Qualitätssicherung und Akkreditierung Austria, 2018. http://dx.doi.org/10.22163/fteval.2018.505.

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In 2016/2017, AQ Austria conducted external evaluations at ten universities of teacher education, which had to be completed for the first time by 1 October 2017 in accordance with the Higher Education Evaluation Ordinance (HEV). For a further three universities it provided individual services within the framework of such evaluations. AQ Austria was commissioned by the universities of teacher education to conduct the evaluations. In this report, AQ Austria presents selected findings and assessments of the provisions for quality assurance at universities of teacher education that it gained in th
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,0
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questio
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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discus
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