Bibliografías temáticas / Education, Educational Psychology. Education, Teacher Training. Education, Technology

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Literatura académica sobre el tema "Education, Educational Psychology. Education, Teacher Training. Education, Technology"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 3 de febrero de 2022

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Artículos de revistas sobre el tema "Education, Educational Psychology. Education, Teacher Training. Education, Technology"

Kiru, Elisheba W. "Special Education in Kenya". Intervention in School and Clinic 54, n.º 3 (28 de mayo de 2018): 181–88. http://dx.doi.org/10.1177/1053451218767919.

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Access to basic education for all students is an essential goal for many countries around the world. Also, as worldwide calls for providing inclusive education continue to intensify, access to basic education for many students with disabilities in Kenya remains a pervasive challenge. Large class sizes, inadequate funding, limited teacher training, cultural perceptions, and lack of disability awareness exacerbate this challenge. In 2009, the Kenyan government put forth a national Special Needs Education policy framework that provides comprehensive strategies and policies to improve services for people with disabilities. Creating advocacy and awareness, revamping the curriculum, incorporating technology, providing teacher training, and improving data collection are some of the recommendations included in the policy framework to enhance special education services and facilitate inclusive practices.

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Anokhina, Galina Vasilevna. "Willingness to implement teacher education individually oriented model of schooling". Moscow University Pedagogical Education Bulletin, n.º 2 (29 de junio de 2014): 67–79. http://dx.doi.org/10.51314/2073-2635-2014-2-67-79.

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The paper describes the model of the educational process, in which the conditions and mechanisms are implemented on demand discovery and development of personal and creative potential of students. Conditions and mechanisms of the regularities are: the psychology of child development as a subjective reality, as individuals, the psychology of knowledge and didactics in the construction of the educational process. Technology disclosed individually oriented educational process, forming personal, meta-subject, object results in class, different from the traditional in structure, methods, and types of activities, teacher training and student learning.

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Danilaev, D. P. y N. N. Malivanov. "Technological Education and Engineering Pedagogy". Education and science journal 22, n.º 3 (29 de abril de 2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.

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Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.

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Dоmina, Viktoriia, Natalia Gutareva y Julia Sedova. "Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction". Bulletin of Luhansk Taras Shevchenko National University, n.º 7 (338) (2020): 133–40. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-133-140.

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The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.

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Toren, Zehava, Diana Maiselman y Sara Inbar. "Curriculum Integration: Art, Literature and Technology in Pre-Service Kindergarten Teacher Training". Early Childhood Education Journal 35, n.º 4 (7 de noviembre de 2007): 327–33. http://dx.doi.org/10.1007/s10643-007-0197-0.

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Anbarjon Egamova, Khushnud Yakubov,. "DEVELOPING PROFESSIONAL CREATIVE SKILLS OF FUTURE TEACHERS IN THE TECHNOLOGY FIELD OF EDUCATION". Psychology and Education Journal 58, n.º 1 (20 de enero de 2021): 5021–28. http://dx.doi.org/10.17762/pae.v58i1.1724.

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The ongoing renewal of educational technologies in higher education, the introduction of innovative didactics, the formation of the education, development, and personal growth systems of the future specialist within the university are faced initially with a number of intractable psychological and pedagogical problems. The most significant of them are associated with the fact that not all teachers are ready today to become the innovative personnel in their field of specialization. of innovation [1]. It is more and more obvious that the creativeness of an individual cannot be the result of mass systems and forms of education. Modern education on the verge of entering the information age can become a cultural space that will allow a person to acquire a new cultural identity. But at the same time, the world of education must change itself significantly. Determination of the personal qualities of the future teacher, the characteristics of his professional activity and progress, the formation of self-development skills is today one of the main directions of improving teacher training. The preparation of a future teacher should be built as a system of conditions for ensuring the professional and self development. It is necessary that a novice teacher theoretically and practically be able to analyze his or her own professional capabilities and, on this basis, be able to form a routine for his own further professional growth at any stage of professional activity. This can be achieved by creating a desire of future teachers.to be ready for professional self-development. A pedagogical institution needs to prepare future specialists for creative pedagogical activity, in which the acquired professional skills will be a means of developing the student's personality as well. The most important component of such training is an advanced creative imagination and the ability to evolve it. If in-depth knowledge is a platform for training a new generation of competent specialists, then creative activity is a springboard that gives them an advantage in everyday professional field, therefore, at the moment, the need to develop a technology for developing creative skills of students of the pedagogical institutions is of especial relevance

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Borisova, N. V., D. D. Bychkova, A. V. Panteleimonova y M. A. Belova. "Information educational environment in the informatics teacher training system". Informatics and education, n.º 7 (4 de noviembre de 2020): 55–63. http://dx.doi.org/10.32517/0234-0453-2020-35-7-55-63.

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Modern society changes daily under the influence of various factors. This inevitable process of development entails changes in all spheres of human activity, including education, which is the most important today, since it provides competitive specialists for the labor market and employment. In modern realities, a specialist must have not only fundamental knowledge, but also the skills and skills to apply them, as well as a wide range of additional qualities necessary for him in his professional activity, such as: the ability to self-development and self-education, the ability to master new information technologies, communication skills, be included in the process of mastering new trends in the field of their professional interests, and a number of others. A teacher is a specialist in the field of education who teaches and educates the younger generation. They must have all the above qualities, knowledge, skills and abilities in at least five subject areas (subject, methodology, pedagogy, psychology, information technology) and successfully combine all these to solve their professional tasks. The system of training a future teacher is quite a complex process due to its multitasking, but today an important aspect in this system is the information educational environment. The article describes the method of training a computer science teacher using this environment. The developed method was tested at the Department of Computational Mathematics and Methods of Teaching Informatics of Moscow Region State University and consists in creating special conditions that allow for joint information activities and interaction using various distributed information resources.

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Teotia, Dr Anil Kumar. "A STUDY ON THE USE OF ICT IN PRE SERVICE TEACHER EDUCATION IN DELHI". Psychology and Education Journal 57, n.º 9 (16 de enero de 2021): 6535–46. http://dx.doi.org/10.17762/pae.v57i9.3355.

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In using technology in the classrooms, the efficiency of the teachers is directly proportional to the outcomes it follows. In the present study, the researcher tried to study the impact of ICT on the achievement level (in Mathematics Education) of elementary teacher trainees in Delhi and their opinions about using ICT in the classroom. The elementary teacher trainees of Delhi were the sample population for the current study. The opinions from various teacher educators, parents and teacher trainees were collected. The qualitative and quantitative data collected from different stakeholders were analysed and synthesised. It was found that the learning of all trainees was improved through the use of ICT in the classroom. However, the high achievers were more benefited than the low achievers. Moreover, trainees think that the use of technology in their classrooms has a positive impact on their academic scores, and they find learning easy with the use of technology. Trainees did not accept the positive role of technology in the learning of co-curricular subjects. Further, trainees with better technological infrastructure availablein institutes performed better on achievement tests. Despite having better technological infrastructure, trainees do not like the idea of total dependency on ICT with the 'no teacher in class’ method. They preferred and voted for the active role of educators in the classrooms.However, parents (mainly mother) consider that ICT has a positive impact on trainees’ learning. The interviews with teacher educators concluded that the trainees' basic writing, reading, calculating etc., were improved significantly by using ICT. However, they refused to accept any pedagogical advantage of using computers/overhead projectors in the teacher training programme.

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Gómez-García, Gerardo, Francisco-Javier Hinojo-Lucena, Santiago Alonso-García y José-María Romero-Rodríguez. "Mobile Learning in Pre-Service Teacher Education: Perceived Usefulness of AR Technology in Primary Education". Education Sciences 11, n.º 6 (2 de junio de 2021): 275. http://dx.doi.org/10.3390/educsci11060275.

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Mobile learning is a resource that can enhance the teaching-learning process of students and improve the training of future teachers. Specifically, augmented reality (AR) technology allows for immersive and experiential learning without the need to leave the classroom. The purposes of this paper were to apply AR technology in the training of future Primary Education teachers and to analyze the perceived usefulness of AR in the classroom by future teachers. A quantitative approach was used based on a design with a control group and two experimental groups with a post-test using a sample of 171 second-year students studying an education degree. The results showed that experimentation with AR promoted a slight increase in student motivation. However, no significant differences were found between the control group and the experimental groups. Finally, the findings allowed us to establish that the implementation of resources such as AR does not differ in the opinion of future teachers about the inclination to implement AR in the classroom.

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Goldman, Susan R., Dorothy S. Semmel, Merith A. Cosden, Michael M. Gerber y Melvyn I. Semmel. "Special Education Administrators' Policies and Practices on Microcomputer Acquisition, Allocation, and Access for Mildly Handicapped Children: Interfaces with Regular Education". Exceptional Children 53, n.º 4 (enero de 1987): 330–39. http://dx.doi.org/10.1177/001440298705300407.

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The burgeoning interest in the use of microcomputers in the education of special needs students raises a number of new issues for program administrators. Reactions of special education administrators to microcomputer technology in terms of the development of policies and practices governing adoption and use of microcomputers were investigated. A representative sample of special education administrators in a 4-county area in Southern California responded to a comprehensive survey dealing with several aspects of microcomputer technology. Levels of adoption of microcomputers varied widely across districts, with half the sample reporting no special education ownership of microcomputers while others had acquired a number of machines. Decision-making policies and practices indicated high levels of cooperation between special and regular education programs in acquiring hardware and software and in providing teacher training. Implications for subsequent directions for microcomputer innovation are discussed. In particular, training efforts for special education personnel need to become more specific to the instructional uses of microcomputers with special needs students.

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Tesis sobre el tema "Education, Educational Psychology. Education, Teacher Training. Education, Technology"

Fischler, Robert B. "SimTeacher simulation-based learning in teacher education /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3210046.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0835. Adviser: Curtis J. Bonk. "Title from dissertation home page (viewed March 16, 2007)."

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Moran, Sarah A. "Case Study of Online Mentoring's Effectiveness for Beginning Teachers". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666902.

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Because of the increase of online education options and the continuously increasing demands on teacher time, this case study analyzed online mentoring's effectiveness for beginning teachers in one Midwestern school. Specifically, the case study analyzed what, if any, the effects were of including an online learning forum to modify the traditional teacher mentoring program as well as the experiences of the mentees. A further analysis was conducted considering the administrator's role in the creation and facilitation of an online learning forum for teacher mentoring. To guide the creation and maintenance of the online learning forum, the participating teachers completed the survey 'Beginning Teacher's Views on Practice' three times throughout the year of research. Both quantitative survey data as well as qualitative data including in-depth interviews and discussion board posts were later analyzed. From the survey analysis it was concluded that of the 12 areas of needed development indicated by the participating teachers, nine indicated minimal to strong positive growth. This level of growth indicated the online learning forum was able to provide beginning teachers with necessary career development. In regard to the experience of the mentees, through indepth surveys it was indicated that the online mentoring program often reflected aspects of previously conducted research; however, most importantly, the online learning forum experience provided a structured but personalized approach to learning. Considering the administrator's role in the facilitation of the online learning forum, it was concluded that the role is complex in that no matter the amount of trust and community built between the administrator and the beginning teachers, there is still a supervisor-subordinate relationship that is difficult to overcome. Although this case study offers a general context of an online learning forum for beginning teachers, further studies should investigate a larger number of participants who span several schools or several districts to increase participation and variety of perceptions and experiences. Further, it would be advantageous to investigate how multiple, non-administrative mentors who maintain the online learning forum affect the participants' experiences.

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Filer, Ann Fairchild. "Investigating the use of traditional and online instruction for teachers of children with autism spectrum disorder| A case for blending training models". Thesis, Cambridge College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701962.

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ABSTRACT Autism is a complex brain-based developmental disability with unknown etiology. It involves disturbances or delays in communication, social interaction, and play, as well as behavioral abnormalities including; obsessive, ritualistic, rigid, and/or stereotyped behavior. The disorder affects 1 in 68 individuals nationwide. Applied Behavior Analysis (ABA) is recognized by the medical community as the best practice approach to treating autism. Early, intensive, ABA treatment has been attributed to the widespread opinion that autism is now a treatable condition. The effectiveness of ABA, combined with the increasing incidence of autism, has resulted in a high demand for well-trained professionals who are able to effectively work with individuals with this diagnosis. Training programs are not producing ABA trained personnel at a rate that can meet the demand for services. Given the efficiencies which may be realized with online instruction, this study examined a blended approach to training staff by combining online professional training modules with classroom and field based instruction. The purpose of this quantitative study was to evaluate the efficacy of online instruction in ABA training models. A repeated measures design with the use of a control group was used to evaluate online instruction and compare its efficacy to that of live lecture or classroom based instruction. Results revealed a statistically significant difference in the level of training content learned and retained between the online group and the live lecture group. These results seem to suggest that something other than chance resulted in the online group scoring significantly higher than members in the live lecture group and that the online mode of instruction may have some merits that can be of value to address the demand for highly trained professionals to work in the autism field.

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Nichols, Jennifer Lynn. "Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.

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Towne, Michael Richard. "Developing extended communities of practice to support implementation of Inspiration® in elementary classrooms". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2637.

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This project examined the need for continuing education for teachers, particularly in the area of technology integration. It includes an exploration of the interdependence of technology and pedagogy. It developed an on-line extended community of practice to support professional educators attempting to implement Inspiration®, a commercial software application. The project presents a research-based justification for employing cognitive mapping strategies in a wide variety of pedagogical contexts, provides a dynamic list of examples demonstrating concrete applications which are connected to content and technology standards, and examines current design features for websites.

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Walker, Sharon Derks. "The Effects of Mindfulness Training on Teacher Perception of Stress and Teacher Self-Efficacy". Thesis, Baker University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10757181.

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Stress is a problem that affects teacher well-being; causes poor performance, teacher turnover, financial and organizational strain; and negatively impacts student outcomes (Greenberg, Brown, & Abenavoli, 2016). Addressing teacher stress is a significant challenge for school leaders with limited resources. Additionally, supporting teacher self-efficacy is an ongoing aspiration as it affects teachers, students, and organizational effectiveness. Furthermore, mindfulness has shown to be an effective means to reduce teacher stress and promote overall well-being by cultivating present moment awareness, emotional regulation, equanimity, and compassion (Abenavoli, Jennings, Greenberg, Harris, & Katz, 2013; Flook Goldberg, Pinger, Bonus, & Davidson, 2013; Jennings et al., 2017; Meiklejohn et al., 2012; Poulin, Mackenzie, Soloway, Karaylos, 2008; Roeser et al., 2013).

The purpose of the study was to examine the differences in teachers’ perception of stress, teacher self-efficacy, and mindfulness after mindfulness training. Thirty teachers in an urban school district, 16 at a high school and 14 at two middle schools, volunteered for the 8-week, 30-minutes per week mindfulness training. In this quasi-experimental study, teachers’ perception of stress, teacher self-efficacy, and mindfulness were measured three times: before, immediately following, and three weeks after mindfulness training.

Results indicated a significant reduction in teachers’ perceptions of stress after mindfulness training, and the reduction maintained for the three-week period following training. No significant differences in teachers’ sense of teacher self-efficacy were found; however, results indicated teachers’ mindfulness increased significantly after mindfulness training. Notably, data analysis also indicated significant increases in teachers’ mindfulness from the end of training to three weeks after mindfulness training.

The positive results from this study were encouraging as the four-hour mindfulness training might be efficacious in reducing teachers’ perception of stress and increasing mindfulness. The positive effects gleaned from training were durable as the perception of stress maintained, and mindfulness improved over the three weeks following training. A short time-frame mindfulness training might have potential to aid school leaders in addressing problems of teacher stress, which is especially problematic in urban school districts.

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Kennedy, Shawna. "Educational Specialist Programs in School Psychology: Trends in Training Emphasis". TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/340.

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A survey was conducted to examine current training practices of NASP accredited specialist programs. Information was gathered through a mailed survey to NASP accredited school psychology Ed.S. training programs across the United States. Of the 97 training programs to whom surveys were sent, 56 surveys were returned and 51 were considered usable (53% return rate). The survey respondents were divided into groups according to self-reported program emphasis. Thirty-one programs reported emphasizing traditional assessment (Traditional Programs), while 20 programs reported other areas of emphasis (Other Programs). An independent t-test indicated that Traditional Programs offer significantly higher amounts of training in traditional assessment than Other Programs. A Chi-square analysis revealed that approximately half of the Traditional Programs have not changed training in assessment; however, the remaining Traditional Programs showed shifts by an equal number of them increasing and decreasing the amount of training in assessment as compared to 5 years ago. Several differences in level of preparation of program graduates were indicated by a descriptive discriminant analysis. These differences are consistent with program emphasis.

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Daytner, Gary Thomas. "The decision to teach and the development of perceived competence and teacher efficacy among teacher candidates". [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3183920.

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Al, Sanjari Mohammed Hamoudi. "The provision of training in educational technology in teacher training courses in Iraq : an experimental study". Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265605.

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Chorba, Kristen. "Relational learning| A study of peer mentoring experiences among undergraduate teacher education majors". Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618904.

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Peer mentoring is a topic that has been prevalent in the literature for the past several decades and plays a significant role in the learning experiences of many students. This study investigated the experiences of peer mentors in one specific mentoring project, in order to learn how the mentors describe and understand those experiences.

Eighteen mentors participated in this qualitative study, which examined mentoring-influenced-by-relational-learning in pre-service teachers through in-depth, phenomenological interviews. These interviews were supplemented by photo elicitation and reflecting processes. These mentors defined mentoring as a multifaceted endeavor, which exhibits, among others, traits of teaching, friendship, learning, building relationships, and communication. They defined relational learning both in terms of the course they took, and as a construct which revolves around working together, talking through experiences, being open to new possibilities and ideas, and, through these, being in relationship with one another. Four themes were identified: (a) Mentors experienced relational learning; (b) Mentors experienced investment; (c) Mentors experienced challenges; and (d) Mentors identified ways mentoring can be different. An overarching theme was, mentors and the mentoring project experienced a process of becoming. Mentors also described their overall experiences, explained the ways in which they feel they benefitted from the project, and discussed why they believe this project has been successful. Implications of these findings are also discussed, as they relate to both research and practice.

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Libros sobre el tema "Education, Educational Psychology. Education, Teacher Training. Education, Technology"

Mandel', Boris. Developmental psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1065840.

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The manual is a unique course that includes a work program with modular technology. Each Chapter is accompanied by a list of key words for memorization and repetition, questions and tasks. The textbook also contains a list of required and additional literature, about the themes of the seminars and practical training, the approximate list of questions for self-study for exams and credits, the modular division of the. Meets the requirements of Federal state educational standards of higher education of the last generation. For students and teachers of pedagogical universities, psychologists, pediatricians, and for anyone interested in child psychology and psychology of development as an integral part of General psychology.

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N, McKethan Robert, ed. Integrating technology and pedagogy in physical education teacher education. Cerritos, Calif: Bonnie's Fitware, 2003.

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K, Sahoo P., Yadav D. (Dhananjai) 1962- y Das B. C. Dr, eds. Professionalism in teacher education: Contemporary perspectives. New Delhi: Concept Pub. Co., 2010.

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Conference, Indian Association of Teacher Educators. Professionalism in teacher education: Contemporary perspectives. New Delhi: Concept Pub. Co., 2010.

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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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Kleiner, Brian. Educational technology in teacher education programs for initial licensure. [Washington, D.C.]: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2007.

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Developing technology-rich teacher education programs: Key issues. Hershey, PA: Information Science Reference, 2012.

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Keengwe, Jared, Grace Onchwari y Darrell Hucks. Literacy enrichment and technology integration in pre-service teacher education. Hershey PA: Information Science Reference, 2014.

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The good teacher: Dominant discourses in teaching and teacher education. London: RoutledgeFalmer, 2004.

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Handbook of research on teacher education in the digital age. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2015.

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Capítulos de libros sobre el tema "Education, Educational Psychology. Education, Teacher Training. Education, Technology"

Ortega, Marcelo René Mina, José Alí Moncada Rangel, Ítala María Paredes Chacín y Jorge Iván Mina Ortega. "Teacher Training Model in Consumer Education: A Proposal for Ecuadorian Primary Education". En Technology, Sustainability and Educational Innovation (TSIE), 1–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37221-7_1.

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Tabachuk, Natalia Petrovna. "Development of Information Competence of University Students in the Process of Mapping and Scribing". En Questions of Education and Psychology, 93–105. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96955.

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The study focuses on the fact that during the period of digital transformation, modern models of digital competencies have emerged, which serve as the basis for the formation of new standards in the field of education, for the expansion of the teaching professions of the future, for the transition to new learning technologies (mapping, scribing) and the development of professional competencies of students, one of which is information competence. The following issues («prospects of digital transformation in education», «types of models of digital competencies», «information competence as an existential skill and long-term metaability», «mapping as a process of translation of meaning-making», «specific characteristics of cards», «technology of scribing in education») which rise in modern research and affect the improvement of the educational process in the digital educational environment of the university are subject to discussion. Attention is drawn to the description of the pedagogical experience of using mapping and scribing for the development of information competence of university students. The examples of maps created by students and undergraduates of the direction of training «Pedagogical education» and contributing to the formation of their deep and error-free digital educational footprint are given. The influence of mapping and scribing on increasing motivation to learn and the emergence of new student startups in the field of education is investigated. The leading research methods are: analysis of digital competence models for the relevance of the process of developing information competence of university students; analysis and selection of modern technologies in the period of digital transformation in education; generalization of conceptual provisions on information competence and its role for human development; generalization of the pedagogical experience of using mapping and scribing for the development of information competence of university students. Promising areas of research are: the formation of a collection of maps for use in professional activities, for their cognitive analysis; development of the direction of video scribing for distance and additional education of students; identification of the advantages and disadvantages of mapping and scribing and their effectiveness in the development of students' information competence. The research materials are of practical value for students, undergraduates, university teachers and teachers of other educational institutions who are looking for new technologies in organizing the learning process.

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Smolyaninova, Olga y Bezyzvestnykh Ekaterina. "Eportfolios and Open Badges for Open Recognition of Lifelong Learning Outcomes". En Assessment, Testing, and Measurement Strategies in Global Higher Education, 59–83. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2314-8.ch004.

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The Chapter presents strategies for training Masters of Еducation students for the development of digital ecosystems in the open educational environment of Yenisei Siberia with the use of e-portfolio and Open Badges technologies through a special electronic course for students of blended learning model. The preliminary results obtained by the authors based on a Google-survey showed that students demonstrated a high level of satisfaction with learning using e-portfolio and Open Badges technologies in the multicultural digital environment of the Siberian region. This Chapter describes the experience of the School of Education, Psychology, and Sociology in use of e-portfolio technology in the evaluation of educational outcomes, reflection, professional development in the lifelong learning process of future teachers, and the introduction of Open Badges integrated with e-portfolio in the teachers' training course for Bachelor and Master's students.

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Shipman, Kristine Elizabeth, Darrell Norman Burrell, Dawn L. DiPeri, Alfreda Goods y Lisa Reyes. "The Value of Using Micro-Teaching for K-12 New Teacher Leadership Development in a Pandemic Response". En Handbook of Research on Multidisciplinary Perspectives on Managerial and Leadership Psychology, 180–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3811-1.ch010.

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COVID-19 in 2020 has created a dramatic and instant shift of many K-12 educational institutions to distance learning often without the preparation and training required to be successful. The pedagogy and technology used in teaching are ever changing. The role of teacher/faculty development is to provide instructors with the tools and leadership skills to deal with these changes. Successful integration of technology and on-line in K-12 education must include (1) a connection to student learning, (2) hands-on technology, (3) curriculum-specific application, (4) active participation of teachers, (5) technical support, (6) administrative support, (7) adequate resources, and (8) continuous funding. This chapter looks at the value and utility using micro-teaching as a teacher leadership development approach to help K-12 educators become more effective and comfortable with on-line teaching.

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Erdem, Ali Rıza. "Leadership and Management in Instructional Technology in Teacher Education". En Teacher Education, 710–29. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch035.

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This chapter evaluated leadership and management of instructional technology in teacher education. It recalls that training and educating teachers is of great importance to society. Teachers can have either positive or negative effects on students which can impact on society. A lot of models have been produced for training and educating teachers. According to Wallace (1991), the most common models are skill, applied science and reflective models. The management of the equipment dimension of educational technologies in teacher training is the effective use of the available equipment. Information technology used in the inservice training provided for teachers who are officially teachers, and in the preservice training provided for preservice teachers, should be applied at the top level. The leadership in the dimension of the equipment of educational technologies in teacher training is that it is regularly renewed by the state of the art technology. First of all, it is needed to use updated information technology in order to achieve the equipment target used in preservice training for preservice teachers and inservice training for teachers at the top level.

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Limboro, Charity Mukiri y Ephantus Micheni Kaugi. "Technology Integration in Teacher Education". En Advances in Educational Marketing, Administration, and Leadership, 282–99. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1461-0.ch016.

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This study examined the availability of computers and internet in the classroom or elsewhere at teacher colleges, teacher preparation and training in technology integration, as well as trainers' use of technology in classroom instruction. A survey questionnaire was distributed randomly to 63 teacher trainers from three public and one private teacher training college in Kenya. The data was analyzed descriptively using SPSS software. The results indicated that technology integration at the classroom level was too low due to lack of computers and internet access in the classrooms. Teacher trainers were inadequately trained in information and communication technology integration and therefore poorly equipped to integrate technology in the classroom. The study concludes that teacher colleges were not adequately prepared for ICT integration in teaching and learning. It is recommended that teacher colleges' ICT infrastructure be improved and teacher trainers' capacity on ICT integration be developed for the success of the current curriculum reforms.

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Oigara, James N. "Integrating Technology in Teacher Education Programs". En Research Perspectives and Best Practices in Educational Technology Integration, 28–43. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2988-2.ch002.

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This chapter discusses technology integration in teacher education programs. Although opportunities for technology training have become more available to prospective teachers, it is evident that successful technology integration needs a paradigm shift in pedagogical approaches and reform in teacher education programs to better support teachers’ integration of technology into instruction. This chapter offers valuable theoretical grounding to help guide researchers and leaders in the field of Educational Technology. Data indicate that basic technology skills alone cannot lead to higher levels of technology use in the classroom. Suggestions are provided on best ways to integrate educational technology into pre-service teacher education programs and in-service teacher professional development programs to enhance effectively teaching and learning in K-12 classrooms.

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Ramírez-Verdugo, M. Dolores. "International Teacher Education Network". En Interdisciplinary Approaches Toward Enhancing Teacher Education, 1–19. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch001.

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This chapter presents an overview of the design and development of a research project aimed at setting the foundation of an international teacher education network to enhance teacher education from a transversal and interdisciplinary perspective. The network partnership explores the impact of applied educational technology, including digital and transmedia storytelling or augmented reality, to upgrade teacher education. This approach provides tailored training to equip lecturers, teacher trainers, pre- and in-service K-12 teachers, and students with specific competencies, skills, and strategies in instruction and assessment. This training also intends to raise their awareness of educational, social, sustainability, and environmental challenges. Within this framework, educational technology, language, and narrative genres become the articulatory axis of teaching and learning within bilingual and intercultural education contexts. This chapter also serves to define the scope and rationale for the edited volume.

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Peart, Moses y Caryl J. Sheffield. "Technology Training for Teacher Education in Jamaica: A Case for Needs Assessment". En Evaluation and Assessment in Educational Information Technology, 151–64. CRC Press, 2021. http://dx.doi.org/10.1201/9781003209676-13.

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Stenbom, Stefan, Martha Cleveland-Innes y Stefan Hrastinski. "Online Coaching as Teacher Training". En Optimizing K-12 Education through Online and Blended Learning, 1–22. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch001.

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Using the Internet for educational purposes is now commonly accepted. More challenging is the realization of this potential, particularly in the K-12 education environment. According to the growing literature on this topic, using Internet technology during K-12 teacher training will provide more knowledge and skills for teachers wishing to use Internet technology in their own classrooms. In an adaption of the online Community of Inquiry, a revised framework for one-to-one online teaching was developed. In the Relationship of Inquiry framework, the elements of cognitive, teaching, social, and emotional presence outline the educational experience of one student receiving learning support from one teacher. The framework was tested with pre-service teachers using the Math Coach program which offers help with mathematics just-in-time via instant messaging.

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Actas de conferencias sobre el tema "Education, Educational Psychology. Education, Teacher Training. Education, Technology"

Birta-Székely, Noémi. "Caracteristics Of Natural Science Misconceptions Among Transylvanian Hungarian Teacher Training Students". En ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.73.

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Skorova, Larisa V. y Anna Yu Kachimskaya. "Activity tests in professional teacher training aimed at ensuring psychological safety in the educational environment". En The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-63.

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Ahmed, Ismaiel Hassanein. "Educational Technology and Teacher Training: challenges and solutions". En 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.90.

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"Research on the "Education, Competition, Research, and Cultivation" of the Four-in-One Dual-teacher Studio Education Model". En 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71131.

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Badilla, Maria y Cristian Lara. "IMMERSIVE VIRTUAL WORLDS AS A STRATEGY FOR EDUCATIONAL IMPROVEMENT IN INITIAL TEACHER TRAINING. THE TYMMI PROJECT EXPERIENCE IN CHILE". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1602.

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Danwa, Feng y Hao Wenbin. "Notice of Retraction: Research on Educational Technique Training Based on Teacher Professional Development". En 2010 2nd International Workshop on Education Technology and Computer Science (ETCS). IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.452.

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Gang, Chen. "Design Teacher Educational Technique Training Policies Based on Teacher's Personality Characteristics in E-learning". En 2010 Second International Workshop on Education Technology and Computer Science. IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.397.

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Lasica, Ilona-Elefteryja, Maria Meletiou-Mavrotheris, Konstantinos Katzis, Christos Dimopoulos y Efstratios Mavrotheris. "DESIGNING A TEACHER TRAINING PROGRAM ON THE INTEGRATION OF AUGMENTED AND MIXED REALITY TECHNOLOGIES WITHIN THE EDUCATIONAL PROCESS". En 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2181.

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Pozo-Rico, Teresa, Raquel Gilar-Corbí y Juan-Luís Castejón. "THE IMPROVEMENT OF ACADEMIC PERFORMANCE IN STUDENTS THROUGH TEACHER TRAINING IN EFFECTIVE TEACHING/LEARNING METHODOLOGIES AND EMOTIONAL INTELLIGENCE IN EDUCATIONAL CONTEXTS". En 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1737.

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Silva, Vera y Sandra Andrade. "CONTINUED TEACHER TRAINING PROGRAM OF THE CRESCER INSTITUTE: AN ACCOUNT OF EXPERIENCE IN A NON-FORMAL EDUCATIONAL INSTITUTION FOR YOUNG PEOPLE WITH SOCIAL VULNERABILITY". En 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1503.

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