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Artículos de revistas 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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1

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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3

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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4

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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5

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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6

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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8

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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9

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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10

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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Muthanna, Abdulghani, and A. Cendel Karaman. "Higher education challenges in Yemen: Discourses on English teacher education." International Journal of Educational Development 37 (July 2014): 40–47. http://dx.doi.org/10.1016/j.ijedudev.2014.02.002.

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12

Takano, Kazuko. "The position of teacher training in UK higher education - unification of higher education and "quality assurance"." Impact 2021, no. 4 (May 11, 2021): 13–15. http://dx.doi.org/10.21820/23987073.2021.4.13.

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Government officials and policymakers in Japan are interested in England's teacher training model but how did England arrive at its current teacher training programmes? Professor Kazuko Takano, Meiji University, Japan, is working to improve understanding in this area, which will assist officials from different countries when implementing similar policies. To do this she is shedding light on the history of teacher training in England, with a specific focus on the effects of reforms introduced by the Thatcher and Major governments. A key element of this work involves an exploration of teacher tr

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13

Rao, Madasu Bhaskara. "Motivation of teachers in higher education." Journal of Applied Research in Higher Education 8, no. 4 (October 10, 2016): 469–88. http://dx.doi.org/10.1108/jarhe-08-2015-0066.

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Purpose Motivation is the process that accounts for an individual’s intensity, direction and persistence of effort toward attaining a goal (Robbins and Judge, 2008). Teacher motivation is vital to the growing and evolving field of higher education, yet it is not investigated enough. Need for rapid growth of higher education, issues in compensation, developments in information technology and dearth for teaching and technical skills brought teacher motivation to the center stage. The purpose of this paper is to apply McGregor’s Theory X and Theory Y to study teacher motivation in higher educatio

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14

Kuzin, Vasiliy. "Art Education as a Model for Overcoming the Crisis in Higher Education." Ideas and Ideals 13, no. 1-1 (March 19, 2021): 42–51. http://dx.doi.org/10.17212/2075-0862-2021-13.1.1-42-51.

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The article is devoted to the analysis of the existential crisis of the higher school teacher in modern Russia, diagnosed by professors P. A. Orekhovsky and V. I. Razumov in the article ‘Carnival Time: Russian Higher School and Science in the Postmodern Era’. Various aspects of the activity of a higher school teacher are considered: economic, social, and psychological. The author diagnoses the inflation of higher education in modern Russia. Due to inflation, there comes its obvious devaluation. At the same time, the development of digital technologies radically simplifies access to information

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15

Protsenko, O. "ACMEOLOGICAL TRAININGIN PROSPECTIVE HIGHER EDUCATION TEACHER TRAINING." Continuing Professional Education: Theory and Practice, no. 4 (2015): 69–73. http://dx.doi.org/10.28925/1609-8595.2015.4.6973.

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16

Eekelen, I. M. Van, H. P. A. Boshuizen, and J. D. Vermunt. "Self-regulation in Higher Education Teacher Learning." Higher Education 50, no. 3 (October 2005): 447–71. http://dx.doi.org/10.1007/s10734-004-6362-0.

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17

Lundquist, Barbara Reeder. "Higher Education and Teacher Preparation in Music." Design For Arts in Education 88, no. 3 (February 1987): 6–11. http://dx.doi.org/10.1080/07320973.1987.9935463.

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18

Kivinen, Osmo, and Risto Rinne. "Finnish Higher Education Policy and Teacher Training." Paedagogica Historica 34, sup1 (January 1998): 447–70. http://dx.doi.org/10.1080/00309230.1998.11434897.

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19

Rice, R. Eugene. "Being a Teacher in Higher Education (review)." Review of Higher Education 27, no. 2 (2004): 289–91. http://dx.doi.org/10.1353/rhe.2003.0072.

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20

Reid, Jo-Anne, Ninetta Santoro, Laurie Crawford, and Lee Simpson. "Talking Teacher Education: Factors Impacting on Teacher Education for Indigenous People." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 42–54. http://dx.doi.org/10.1375/s1326011100000582.

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AbstractIn this paper we report the findings of research that has examined, from first-hand accounts, the career pathways of Indigenous Australians who have studied to become teachers. We focus on one key aspect of the larger study: the nature and experience of initial teacher education for Indigenous student teachers. Elsewhere we have reported on aspects of their subsequent working lives in teaching or related fields. We focus here on participants' talk about teacher education, particularly with reference to the factors that have impacted positively and negatively on their identity formation

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21

Smirnova, S. "Successive relations between the Federal State Higher Education Standard ("Teacher Education") and Teacher Professional Standard." Lifelong education: the XXI century 11, no. 3 (September 2015): 26–39. http://dx.doi.org/10.15393/j5.art.2015.2923.

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22

Galvin, Conor. "A promotion of teacher professionality: Higher education and initial teacher education in England and Wales." Studies in Higher Education 21, no. 1 (January 1996): 81–92. http://dx.doi.org/10.1080/03075079612331381477.

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23

Fuller, Gerald R. "Creating A Competitive Advantage In Higher Education For Agricultural Teacher Education." Journal of Agricultural Education 1990, no. 1 (March 1990): 2–6. http://dx.doi.org/10.5032/jae.1990.01002.

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24

Stoncel, Diane, and Ann Shelton-Mayes. "Students’ views on higher education learning environments for professional teacher education." Enhancing the Learner Experience in Higher Education 4, no. 1 (November 3, 2012): 3. http://dx.doi.org/10.14234/elehe.v4i1.45.

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25

Czerniawski, Gerry. "Teacher education policy in Europe: a voice of higher education institutions." Journal of Education Policy 25, no. 3 (April 23, 2010): 419–20. http://dx.doi.org/10.1080/02680931003710687.

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26

زارع, مریم, Abdullah Parsa, and مسعود صفایی مقدم. "Who’s Responsible for Teacher Training? Ministry of Education, or Higher Education?" Theory and Practice in Curriculum 4, no. 8 (February 1, 2017): 85–118. http://dx.doi.org/10.18869/acadpub.cstp.4.8.85.

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27

Murray, Frank B. "Six Misconceptions About Accreditation in Higher Education: Lessons from Teacher Education." Change: The Magazine of Higher Learning 44, no. 4 (June 29, 2012): 52–58. http://dx.doi.org/10.1080/00091383.2012.691866.

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Nougaret, André A., Thomas E. Scruggs, and Margo A. Mastropieri. "Does Teacher Education Produce Better Special Education Teachers?" Exceptional Children 71, no. 3 (April 2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.

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Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency p

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29

Murray, Jean. "Teacher educators' induction into Higher Education: work‐based learning in the micro communities of teacher education." European Journal of Teacher Education 31, no. 2 (May 2008): 117–33. http://dx.doi.org/10.1080/02619760802000099.

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30

Buchanan, Michael T. "Teacher education: What Australian Christian schools need and what higher education delivers." International Journal of Christianity & Education 24, no. 1 (December 19, 2019): 96–107. http://dx.doi.org/10.1177/2056997119892642.

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The intersection between schools and the higher education institutions that prepare graduates for teaching in schools is driven by secular agendas. These agendas showcase knowledge transfer as a key indicator of effective learning and teaching. However, the preparation of graduate teachers for service in Christian schooling systems cannot be limited to an exclusive focus that places emphasis on knowledge transfer as a means to an end. Employers of teachers for Christian educational contexts, including Catholic education, desire teachers who are competent in their discipline area(s) and are abl

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31

PAUL, JAMES, BETTY EPANCHIN, HILDA ROSSELLI, and ALBERT DUCHNOWSKI. "The Transformation of Teacher Education and Special Education." Remedial and Special Education 17, no. 5 (September 1996): 310–22. http://dx.doi.org/10.1177/074193259601700507.

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As public schools implement the national reform agenda and as educational philosophy and practice reflect the changes in culture and science, teacher educators are finding themselves needing to make more extensive changes in their programs and in themselves. what follows is a discussion of the changes in one department of special education that restructured all aspects of its program in order to respond to educational reforms in institutions of higher education and to the reforms relative to services integration. addressing the broad reform agendas that cut across and integrate fields of educa

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32

Job, Jennifer, and Bharath Sriraman. "The Concept of Teacher–Student/Student–Teacher in Higher Education Trends." Interchange 46, no. 3 (August 2015): 215–23. http://dx.doi.org/10.1007/s10780-015-9249-3.

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33

Duckworth, Vicky, Liz Thomas, and Derek Bland. "Joining the dots between teacher education and widening participation in higher education." Research in Post-Compulsory Education 21, no. 3 (July 2, 2016): 260–77. http://dx.doi.org/10.1080/13596748.2016.1195167.

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Aluede, Oyaziwo, Jane I. Oviawe, Osayamen S. Imhangbe, and Sebastian Ehiaguina. "Nation Building and Quality Higher Education in Nigeria: Implications for Teacher Education." Africa Education Review 17, no. 2 (July 29, 2019): 137–57. http://dx.doi.org/10.1080/18146627.2018.1549952.

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35

Miller, Patricia S., and Vicki D. Stayton. "Higher Education Culture—A Fit or Misfit With Reform in Teacher Education?" Journal of Teacher Education 50, no. 4 (September 1999): 290–302. http://dx.doi.org/10.1177/002248719905000406.

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36

Fatima, Jabeen, and Muhammad Naseer Ud Din. "Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 29. http://dx.doi.org/10.19030/cier.v3i12.921.

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The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and g

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37

Phyak, Prem, and Raj Kumar Baral. "Teacher Identity in Higher Education: A Phenomenological Inquiry." Batuk 5, no. 2 (July 31, 2019): 74–86. http://dx.doi.org/10.3126/batuk.v5i2.30119.

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Teacher identity remains as a major issue of research in the field of teachers’ professional development. Understanding the construction of teacher identity is important to fully understand how teachers negotiate their selves with broader institutional power relations and to discuss how teachers invest their agency in building their professional identity. This phenomenological study analyzes the experiencesof six university lecturers with a focus on teacher identity construction in relation to broader institutional culture. This show study shows that university lecturers, who are at the bottom

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38

Scager, Karin, Sanne F. Akkerman, Albert Pilot, and Theo Wubbels. "Teacher dilemmas in challenging students in higher education." Teaching in Higher Education 22, no. 3 (October 24, 2016): 318–35. http://dx.doi.org/10.1080/13562517.2016.1248392.

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Novotná, Jarmila, Ľubomír Verbovanec, and Ľuboš Török. "Creativity and Motivation in Higher Education Teacher Training." Acta Technologica Dubnicae 3, no. 1 (June 1, 2013): 1–23. http://dx.doi.org/10.1515/atd-2015-0023.

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Abstract The main research subject of this study is a teacher. Our goal is to contribute to changes in teacher training in the direction of developing their motivation and creative potential, so that creative personalities of students could be subsequently developed. We chose the methodological concept of a natural developing experiment, in which we study the dynamics of changes in motivation and creativity of student teachers. In the scope of extensive research concept we used various methods to record scores before and after the experiment, such as IMB, DMV, IPOT, WKOPAY and Torrance Figural

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40

Boddie, Susan Alexandra. "Student-Teacher Relationships in Higher Education Voice Studios." International Journal of Learning in Higher Education 20, no. 4 (2014): 75–86. http://dx.doi.org/10.18848/1447-9494/cgp/v20i04/48710.

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41

Lindsay, Roger. "Understanding teacher excellence in higher education ? Alan Skelton." British Journal of Educational Technology 38, no. 1 (January 2007): 176–77. http://dx.doi.org/10.1111/j.1467-8535.2007.00682_8.x.

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42

Sapelli, Claudio, and Gastón Illanes. "Class size and teacher effects in higher education." Economics of Education Review 52 (June 2016): 19–28. http://dx.doi.org/10.1016/j.econedurev.2016.01.001.

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Kusmiarso, Kusmiarso, Suryadi Suryadi, and Siti Zulaikha. "The Teacher Role Guiding Students Entering Higher Education." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 5, 2021): 900–906. http://dx.doi.org/10.35445/alishlah.v13i2.804.

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The uptake of students in state universities is the responsibility of teachers and schools in guiding them. Therefore, the purpose of the study was to find information related to teacher guidance for students to enter college. The research approach is qualitative through a survey. Data were collected through interviews, documents, and questionnaires. The data analysis process includes data collection, data reduction, data display, and conclusion. The results showed that the data on student absorption in higher education during the last two years had increased. It provides an overview of the le

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Zerillo, Christine, and Karen F. Osterman. "Teacher perceptions of teacher bullying." Improving Schools 14, no. 3 (November 2011): 239–57. http://dx.doi.org/10.1177/1365480211419586.

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This mixed-methods study examined elementary teachers’ perceptions of teacher–student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious than peer bullying, and did their perceptions differ by the nature of the bullying incident? Findings indicate that teachers are aware of isolated and ongoing student bullying by their colleagues; however, they have a higher sense of accountability f

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Zagvyazinskiy, V. I., L. M. Volosnikova, E. A. Kukuyev, and I. V. Patrusheva. "Academic Mobility in Teacher Education." Education and science journal 22, no. 6 (August 12, 2020): 31–48. http://dx.doi.org/10.17853/1994-5639-2020-6-31-48.

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Introduction. Nowadays, it is hard to consider higher education of the 21st century without the global context. The increasing globalisation opens up many opportunities for higher education development, while becoming a challenge to national systems for the training of qualified professionals, including teachers. Thus, the internationalisation of teacher education is currently becoming one of the global trends.The aim of the present research was to investigate the state of involvement of future Russian educators in the processes of academic mobility.Methodology and research methods. The resear

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Liepa, Diāna, and Ausma Špona. "Teaching and Learning in Higher Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 162. http://dx.doi.org/10.17770/sie2014vol1.740.

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<p>The aim of the article is development of structure of experience for the improvement of students’ learning experience. The research provides an explanation of models used in the process of language acquisition, it reflects the historical development of methodology, and it explores the student as a special subject of study work – an active person, performer of an activity. The process of foreign language acquisition is based on the attitude to the student as an active subject of this process. The process of language acquisition stimulates the students’ ability to use the foreign langua

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Franklin, Edward, and Quintin Molina. "Teacher Induction Programs in Agricultural Education: Description of the Role of AAAE Higher Education Teacher Preparation Programs." Journal of Agricultural Education 53, no. 1 (March 1, 2012): 123–35. http://dx.doi.org/10.5032/jae.2012.01123.

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Feng, Li, and Tim R. Sass. "Teacher Quality and Teacher Mobility." Education Finance and Policy 12, no. 3 (July 2017): 396–418. http://dx.doi.org/10.1162/edfp_a_00214.

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There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities in the distribution of teachers, depending on which teachers change schools or leave teaching and who replaces them. Using matched student–teacher panel data from the state of Florida, we examine teacher mobility across the distribution of effectiven

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Munger, Mary Heather, Mary Murray, Meighan Richardson, and Alex Claussen. "Transformative Learning in Teacher Education." International Journal of Adult Vocational Education and Technology 9, no. 4 (October 2018): 54–64. http://dx.doi.org/10.4018/ijavet.2018100105.

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This article describes a partnership between teacher education candidates in a small, rural, private university and students in a large, public, urban junior/ senior high school. This partnership utilized technology and used a Literature as a Bridge (LAAB) program to foster discussions designed to be vehicles of learning for all participants. The objectives of this program were to 1) have urban youth see higher education as an option for their future by giving them experience with college students, college expectations, and a college campus, 2) increase cultural competence by providing opportu

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Podkowińska, Monika. "NON-VERBAL COMMUNICATION IN HIGHER EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 436–43. http://dx.doi.org/10.17770/sie2018vol1.3318.

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The article presents the importance of non-verbal communication in the sphere of education at the level of higher education. In terms of the didactic process, education, two types of communication deserve special attention, i.e. public and interpersonal communication. The author presented the characteristics of the above types of communication situation and differences in the non-verbal feedback that are visible between the lecturer’s direct conversation with the student and the lecture given by the academic teacher. The article also indicates the types and functions of non-verbal behaviours,

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