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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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Et al., Ruzimurot Kungratovich Choriev. "Content Characteristics of Independent Work of Students (IWS): Modern Conditions and Problems". Psychology and Education Journal 58, n.º 2 (1 de febrero de 2021): 1289–94. http://dx.doi.org/10.17762/pae.v58i2.2272.
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The article discusses the problem of organizing independent work under the guidance of a teacher, which can be considered effective only if the educational process is organized as a holistic system in each classroom and in extracurricular activities of students. However, these types of work can be partially interconnected with each other, and several types of classroom training on credit training technology have different goals, each of which has its own goal and is an ideal opportunity to perform the above training tasks. The work of independent students under the guidance of a teacher (IWS) focuses on classroom activities. At the same time, the analysis of normative documents and scientific and methodological literature, the description (IWS) are presented in the same sense in different sources, but nevertheless the main aspects of this concept are defined, and (IWS) is a joint training of students and teachers . type of activity (type of training), which is one of the aspects of ensuring the individual work of the student based on the installation, configuration and control of the teacher.
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Et al., Ngoc Hai Tran. "Information and Communication Technology application inpre-service teacher training programs in Vietnamese universities". Psychology and Education Journal 58, n.º 1 (29 de enero de 2021): 895–910. http://dx.doi.org/10.17762/pae.v58i1.841.
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This study investigated how information and communication technologies are beingappliedinteachereducationprogramsinthreeuniversities including Tay Nguyen University, Ha Tinh University and Vinh UniversityinVietnam.Aquestionnaire handfacultybrochureswereusedtocollectdatafromfinalyearpre-service hteachers hinthose institutions hin hVietnam, hwhich hwere hpurposefullyselected.Thefindings hrevealed hthat hthe hthree hhigher heducation hinstitutions hare hnot hexposingpre-service hteachers hto hthe hculture hof he-learning; hpre-service hteachers hand heducational htechnologyteacher-educators hdo hnot hengage hin hreciprocal hintergenerational hmentoring; hdocument hanalysisrevealed hthat heducational htechnology hcourses hdoes hnot hcontain hadequate hICT-based hcontents handactivities; hand hthat heducation hmethod hcourses hdo hnot hinvolve hthe huse hof hICT-based htools hfordesigning hand hcreating hICT-based hactivities. hBased hon hthese hfindings, aaa number of recommendations hwere hmade to improve the ICT application in higher education institutions in Vietnam.
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Love, Matthew L., Lisa A. Simpson, Andrea Golloher, Brian Gadus y Jennifer Dorwin. "Professional Development to Increase Teacher Capacity for the Use of New Technologies". Intervention in School and Clinic 56, n.º 2 (27 de abril de 2020): 115–18. http://dx.doi.org/10.1177/1053451220914886.
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As technology continues to provide new instructional options in the classroom, opportunities to embed new tools in their pedagogy are critical for teachers. One avenue that could encourage teachers to adopt new technologies in their classroom is professional development. This column outlines how a comprehensive program can be implemented to build teacher capacity for implementing new tools in their classrooms. Suggestions include developing a referral system that connects teachers to necessary supports, developing ongoing trainings that build teacher knowledge and skills for using technology, and creating site-based leaders for technology use through professional development and the creation of professional learning communities.
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Лысенко, Е., E. Lysenko, О. Михайленко, O. Mihaylenko, Л. Назарова y L. Nazarova. "Innovative Approaches to the Organization of Educational Process in the Information and Educational Environmenty". Scientific Research and Development. Socio-Humanitarian Research and Technology 7, n.º 3 (1 de octubre de 2018): 20–25. http://dx.doi.org/10.12737/article_5bab270a702321.67366466.
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The article deals with the important issues related to informatization of professional education on the example of vocational teacher education. The research problem consists in the definition of innovative approaches to the organization of the educational process in the information and educational environment that facilitate the integration of the interests of society in the training of competent personnel and the interests of the students. The authors consider the essence and structure of the information and educational environment, the features of its functioning in the university teaching process, as well as the role and place of the educational portal elms.timacad.ru. The authors consider the use of blended learning technology, combining the possibilities of the Internet and digital media with classroom activities, for the preparation of future vocational teachers on the example of the course "Management psychology and personnel management". In particular, the authors use the "flipped classroom" model of blended learning technology: before the lesson begins, students independently study theoretical material (usually using ICTs: video lectures, audio lectures, interactive materials, diagnostic techniques, etc.), and the lesson focuses on solving problems, cooperation, training interaction, applying knowledge and skills in a new situation, creating a new training product. Empirical data are presented on the students' assessments of the effectiveness of the blended learning model on the basis of the educational portal. The main difficulties of application of mixed training technology are revealed: high labor-capacity of development of educational content for e-courses and low level of teachers’ information competence.
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Semenov, Alexander Alexeevich y Andrey Stepanovich Yaitsky. "Preparation of future biology teachers to their educational upbringing functions". Samara Journal of Science 6, n.º 4 (1 de diciembre de 2017): 251–55. http://dx.doi.org/10.17816/snv201764312.
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An upbringing of the younger generation is an important task of modern education. Faculty of Natural Sciences and Geography of Samara State University of Social Sciences and Education has shaped a system of training of future biology teachers to prepare them for implementation of upbringing functions. The developed system includes psychological, pedagogical and methodological disciplines, on-the-job practices and research work, as well as final State attestation. All components of the system are interrelated; they influence and complement each other. Within a framework of disciplines of Theory and Technology of Education and Pedagogical Psychology, future teachers are learning the essence of upbringing, its purpose and tasks, subject matter, principles, patterns, directions, methods, technologies and evaluation criteria. While studying the Methodology of biology teaching discipline students get acquainted with a system of upbringing education and master methodical approaches to the formation of various elements of bringing up: formation of ideology and patriotic education, morals and aesthetics, ecology and hygiene, labor and sex educations, etc. Magistracy course of Methodology of biology teaching is supplemented by optional Upbringing and socialization of students in process of biology learning. The latter is designed to prepare students to yield upbringing and socialization of students by means of biology education. Future teachers are gaining practical skills on acquired knowledge during the periods of on-the-job practices, research work and final State attestation.
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Demyanenko, Natalia. "ARCHITECTONICS OF TUTORING IN HIGHER EDUCATION". Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, n.º 2 (8) (2018): 13–17. http://dx.doi.org/10.17721/2415-3699.2018.8.03.
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Modern trends of human civilization development determine the individual educational way of person on the open education basis. A special place in supporting of personality development in the information society belongs to a tutor. A tutor is a central figure while a tutorial is an officially recognized component of the British educational system. Today this profession is actualized in many European countries. Social and personal request for a tutorial support is increasing in Ukraine. A tutorial is developing as a basis for the formation of teacher-student partnership. On the other hand, pedagogically expedient, subject-subjective, moral and aesthetic relations are a condition for the tutorial technology implementation. They form a personally oriented activity of two equal partners - a tutor and tutorant. It should be emphasized on the individual-socializing nature of tutorial. A tutor is not only responsible for the level of knowledge, but also for the formation (upbringing) of the individual. A tutorial accompaniment is a pedagogical education individualizing activity which is directed at the identification and development of educational motives and interests of the person, the search for educational resources for the creation of an individual educational program, the formation of person educational reflection. It involves the educational environment organizing, actual support for the formation and implementation of a tutor`s individual educational program; its methodical support. A tutorial support is carried out in accordance with the peculiarities of the age of the tutorants (from preschool age), provides the pedagogical provision of autonomous formulation and realization of the person's educational goals, stimulation and motivation of independent educational activity. The Department of Pedagogy and Psychology of Higher Education has carried out a tutor professional and pedagogical training at the National Dragomanov Pedagogical University since 2015.
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Henriques, Susana, Joana Duarte Correia y Sara Dias-Trindade. "Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges". Education Sciences 11, n.º 9 (15 de septiembre de 2021): 542. http://dx.doi.org/10.3390/educsci11090542.
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The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were open-ended, and the information collected was analysed using content analysis methodology. The results show how teachers have been forced to modify their pedagogical work, the importance of training, and the inherent challenges and critical reflections associated with the process, as well as the opportunities presented in a post-pandemic educational reality.
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Sinyukova, Helena y Oleg Chepok. "PECULIARITIES OF INNOVATIVE TEACHING INSTRUMENTS APPLICATION DURING PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS". OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 314–23. http://dx.doi.org/10.28925/2414-0325.2019s29.
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Peculiarities of innovative teaching instruments application during the professional training of future mathematics teachers of secondary education institutions are considered in the article. The authors assume that an education of a student of a higher educational institution is significantly different from their education at an educational institution of a lower level by the fact that during a very short period of time it is necessary to master effectively a very large amount of information, gain a lot of corresponding skills. The fact is determinant for choosing appropriate innovative teaching instruments and specific forms of their implementation in institutions of higher education in general and in institutions of higher pedagogical education in particular. Vocational subjects for future teachers of mathematics can be divided into three groups: pedagogy and psychology, courses of mathematics in institutions of secondary education and methods of their teaching, mathematical disciplines of higher mathematical education. Only the training courses of the last two groups are considered. The general characteristic of their current state is given. The comparative analysis of the modern methodological concept of training courses packages formation in higher mathematics for future mathematics teachers of institutions of secondary education and the corresponding methodological concept of the 70-80s of the last century was represented. The necessity of thorough systematic work of every teacher of higher mathematics on the formation of the students' perception of the necessity of a precise substantiation of all statements to be proved is highlighted, that is, on the perception of the necessity of full argumentation in all cases, on the formation of appropriate skills. Fundamentally important directions for such a work are outlined. Problem-oriented training is defined to be the most appropriate innovative technology for the third-level educational disciplines, based on own experience, examples of such training methods for different types of training sessions and control measures are provided. The authors’ understanding of practice-oriented training is formulated. Changing of fundamental nature in curriculum of future teachers of mathematics are proposed after careful argumentation. According to the authors’ point of view such changes can ensure the sufficient level of practice-oriented training. Directions of further research are outlined.
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Ibrahim, Hatim. "Using Innovations and Educational Technology Techniques to Deliver Educational Practicum and its effect on Increasing Academic Achievement among Pre-Service Teachers". Psychology and Education Journal 58, n.º 1 (15 de enero de 2021): 5928–41. http://dx.doi.org/10.17762/pae.v58i1.2006.
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The aim of the current study is to determine the use of innovations and technology in education and its impact on the academic performing of teaching staff before service. The study sample was composed of (60) pre-service teachers of middle- and secondary schools randomly selected. The study adopted the descriptive method; a survey and observation cards tool for achieving the study goals. The study concluded that in educational training schools the availability of innovations and educational technology techniques was poor. It also demonstrated that there are challenges for student teachers to use innovations and techniques of educational technology
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Laborda, Jesús Garcia. "EDITORIAL". New Trends and Issues Proceedings on Humanities and Social Sciences 6, n.º 7 (31 de diciembre de 2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.
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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years.
As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc.
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 26 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Guest Editors
Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain
Editorial Assistant
Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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Mubita, Akatama. "A History of Physical Education in Zambia". Physical Culture and Sport. Studies and Research 76, n.º 1 (1 de diciembre de 2017): 47–54. http://dx.doi.org/10.1515/pcssr-2017-0029.
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AbstractThe history of physical education (PE) in Zambia follows the pattern of the history of education in Zambia. Thus, the history of PE in Zambia can be divided into the indigenous period, the colonial period and the post-independence period. “PE” was essential and utilitarian in the indigenous period because it was simply part of the lives of the people at that time. People walked, swam, ran, and were involved in many other forms of physical activity. PE was indispensable. Later, the missionaries provided education to the Africans for the purpose of transmitting the Good News. However, in doing so they rid the Africans of their culture. Africans also wanted to assert themselves in the newly created society and therefore embraced European culture. Eventually, the demand for education grew and many subjects were added including PE. However, while many subjects have enjoyed immense popularity in the country’s curriculum, PE has suffered marginalization. Although the subject was taught in schools supported by the mining companies and in private schools with facilities and infrastructure as well as teacher training institutions, it was not examined. Later, the subject was examined at teacher training colleges and the University of Zambia. From 2005, however, major developments have taken place in the area of PE. President Mwanawasa declared that PE should be taught in all schools. The subject was introduced to the primary school examination as part of Creative and Technology Studies (CTS) and most recently as Expressive Arts (EA). It is now also being examined at junior and senior secondary levels. Teacher education institutions have been steadfast in training students in PE. Despite this, the teaching of the subject still leaves much to be desired. It appears that the past as well as the present are vehemently holding the subject down.
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Matijevic, Prof Dr Milan. "EDITORIAL". New Trends and Issues Proceedings on Humanities and Social Sciences 6, n.º 2 (20 de agosto de 2019): I. http://dx.doi.org/10.18844/prosoc.v6i2.4579.
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It is the great honor for us to edit proceedings of “8th International Conference on Education (IC-ED-2019), 27 –29 June 2019, Tirana International Conference Centre, Tirana, Albania. This privileged scientific event has contributed to the field of educational sciences and research for eight years.
As the guest editor of this issue, I am glad to see variety of articles focusing on Curriculum and Instruction, Educational Technology, Educational Administration, Guiding and Counseling, Educational Planning ,Measurement and Evaluation in Education, Learning Psychology ,Developmental Psychology ,Education and Culture ,Instructional Design, Learning and Teaching, Special Education, Distance Education, Life Long Learning, Mathematic Education, Social Sciences Teaching, Science Education, Language Learning and Teaching, Human Resources in Education, Teacher Training,Pre-school Education, Primary School Education, Secondary School Education, Vocational Education, College and Higher Education, Learner Needs in 21 Century, The Role of Education in the Globalization World ,Human Rights Education ,Democracy Education, Innovation and Changing in Education ,New Learning Environments ,Environmental Education, Professional Development ,Creativity ,Nursery Education, Healthy Education ,Sport and Physical Education, Multi-cultural Education ,Mobile Learning, Technology-Based Learning, Music Education, Art Education, History Education, etc..
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 32 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 6 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Best Regards
Guest Editors
Prof. Dr. Milan Matijevic, University of Zagreb, Croatia
Editorial Assistant
Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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Ravshanbekovna, Saydaxmetova Shaxnoza. "USE OF INNOVATIVE TECHNOLOGIES IN TEACHING ORGANIC CHEMISTRY". Psychology and Education Journal 58, n.º 2 (10 de febrero de 2021): 4976–80. http://dx.doi.org/10.17762/pae.v58i2.2895.
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The science of modern technologies in the teaching of organic chemistry prepares students for the methodological training of future chemistry. A chemistry teacher must have the knowledge, skills and competencies necessary to use modern pedagogical technologies in their pedagogical work. In order for students to use pedagogical technologies in the educational process, they must first be able to combine information and pedagogical technologies. This textbook provides an opportunity to organize the lesson in a combination of information technology and modern pedagogical technologies, to develop the knowledge, skills and abilities necessary for the use of modern pedagogical technologies in the teaching of chemistry.
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Gelbart, Wendy R. "Students With Learning Disabilities and Computer-Based High-Stakes Testing". Intervention in School and Clinic 53, n.º 5 (5 de diciembre de 2016): 308–12. http://dx.doi.org/10.1177/1053451216676796.
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As schools move into a new era of technology, assessment is evolving as well. With the introduction of high-stakes tests based on the Common Core State Standards, annual assessments are increasingly delivered via computer-based systems. This method of delivery could have a significant effect on students with learning disabilities. This column explores benefits and challenges of testing students with learning disabilities via computer-based systems. It examines accessing accommodations via computer-based systems, best practices in preparing students for computer-based tests, teacher training, and educators and test designers partnering in creating test platforms.
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Al-Hamad, Nouwar Q., Ahmad M. Rathwan y Ebtesam Q. Rababah. "Training Needs for Kindergarten Principals in the Light of Digital Age Requirements". International Journal of Early Childhood Special Education 12, n.º 2 (31 de diciembre de 2020): 125–36. http://dx.doi.org/10.9756/int-jecse/v12i2.201064.
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Kindergarten is a crucial stage in early childhood education. Principals and teachers should be highly competent and aware of children educational needs. Principals represent the model for driving the rest of the workforce in their institutions. The aim of this study was to assess the training needs of kindergarten principals in light of digital age requirements from their own perspective. The study sample consisted of (90) kindergarten principals in the district of Jerash, Jordan. A questionnaire was used to collect data, which addressed needs in three domains pertaining to the use of technology. Statistical analysis revealed that principals estimates of their training needs was overall moderate, with a slightly higher needs pertaining to ICT employment in kindergarten and educational process management. Furthermore, the findings showed that there were no significant statistical differences between respondent estimates pertaining to their academic qualifications, years of experience, or to kindergarten's ownership.
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Han, Christina. "Leadership Roles of a Pre-School Principal in the Use of Information and Communication Technology: A Hong Kong Experience". Contemporary Issues in Early Childhood 3, n.º 2 (junio de 2002): 293–97. http://dx.doi.org/10.2304/ciec.2002.3.2.10.
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The incorporation of information and communications technology (ICT) in education is increasingly recognised as a priority for schools in Hong Kong. Teachers are now expected to undertake formal training to ensure they are proficient in the use of ICT and are able to use it effectively within the classroom setting. This colloquium highlights the important role played by school leaders in ensuring the successful transition of schools within the ‘information age’. It is argued that principals need to inspire, encourage and support teachers to meet the challenges that lie ahead. The colloquium reports on a case study of a pre-school leader's practices in the use of ICT. The study investigates the strategies the principal used to promote the use of ICT in the pre-school and her influence on ICT use in the kindergarten.
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Patterson, Catherine, Jennifer Sumsion, Toni Cross, Margaret McNaught, Alma Fleet, Ayshe Talay-Ongan y Carol Burgess. "Teaching as Inquiry: Engaging Preservice Teachers with Research". Australasian Journal of Early Childhood 27, n.º 2 (junio de 2002): 21–25. http://dx.doi.org/10.1177/183693910202700205.
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This paper describes an initiative aimed at fostering inquiry-oriented learning through the introduction of the core unit Teachers as Researchers into the first year of the undergraduate program at the Institute of Early Childhood, Macquarie University. The unit contained three components: 1) introductory research skills for first-year students; 2) training for information technology skills; and 3) a hands-on approach where staff were engaged in research about the students’ learning. These aspects of the Teachers as Researchers unit combined to make it a powerful learning experience for students and staff alike. Several outcomes are evident in the early data analysis. First, students gained confidence in their developing ICT skills, and second, the unit has made a notable contribution to encouraging a ‘community of inquiry amongst pre-service teachers.
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Et al., SaidovJasur Doniyor o’g’li. "Tools and Methods of Formation of Professional Competence of Future Teachers of Computer Science and Information Technologies". Psychology and Education Journal 58, n.º 2 (1 de febrero de 2021): 1353–57. http://dx.doi.org/10.17762/pae.v58i2.2282.
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This article analyzes the process of effective use of methods and tools aimed at building professional competence in the process of professional competence, qualification requirements for modern professionals, training of teachers of computer science and information technology.
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Baskan, Gulsun Atanur. "Editor message". Contemporary Educational Researches Journal 7, n.º 2 (27 de julio de 2017): 44. http://dx.doi.org/10.18844/cerj.v7i2.2035.
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Dear Readers,
It is the great honor for us to publish seventh volume, second issue of Contemporary Educational Researches Journal.
Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.
The comparison of elementary teacher training policies in the United Kingdom and Turkish Republic of Northern Cyprus, teacher candidates’ views on the use of concept cartoon in science and technology teaching courses, learner differences and language learning strategies, national values of students in Lithuania and development of the idea of an innovative school in Latvia topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
A total number of fifteen (15) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Prof. Dr. Gulsun Atanur Baskan
Editor – in Chief
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Kredenets, Nelia. "PEDAGOGICAL CONTEXT OF FORMATION OF PROFESSIONAL AND PSYCHOLOGICAL COMPETENCE IN THE PROCESS OF EDUCATIONAL TRAINING OF SPECIALISTS OF FASHION INDUSTRY". Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, n.º 2 (8) (2018): 29–32. http://dx.doi.org/10.17721/2415-3699.2018.8.07.
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The present study analyzes the content of professional pedagogical competence in specialists of fashion industry, formation of which becomes an important pedagogical task for educational training of future experts in the sphere of production. The marketable effectiveness of fashion industry products is determined not only by their objective properties but also by subjective psychological needs of a consumer. That is why the educational training of future fashion industry experts should contribute to formation of their professional-psychological literacy as an important component of general professional competence. It has been proved that basic education in an educational institution only creates the basis for further self-improvement of professional competence, and also it should form a person's internal, psychological need for constant replenishment of knowledge and skills, orienting it to continuous education and self-education. Formation of professional-psychological competence is an important direction of training of specialists and the components of this training is the formation of theoretical knowledge and practical skills in applied branches of social psychology, advertising, computer science. It has been shown that educational activity of teachers of Lviv college College of Fashion Industry of Kyiv National University of Technology and Design is oriented on the formation in students not only understanding the specifics of production, but also the awareness of the specifics of consumption, the psychology of users of products that they, as future specialists, will have to produce. In the process of teaching special disciplines, college teachers are keen to highlight their content, taking into account the tasks of forming professional psychological literacy of future specialists.
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Marques, Margarida M. y Lúcia Pombo. "The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development". Education Sciences 11, n.º 8 (5 de agosto de 2021): 404. http://dx.doi.org/10.3390/educsci11080404.
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Ongoing technology progress sustains innovative teaching approaches. Mobile devices, augmented reality (AR), and games are a few of the new resources that teachers have at their disposal to promote student learning. However, their effective integration into practices requires training, so there is a need to analyze the impact of training initiatives on teacher professional development. A case study is being conducted on the development process of mobile AR games for Science, Technology, Engineering and Mathematics (STEM) learning by 14 Portuguese in-service teachers in a 50 h workshop. This contribution refers to the analysis of this training’s impact on teacher professional development through a questionnaire filled in at the beginning and end of the workshop. This study registered a higher impact on teachers’ understanding of AR educative use, the less-known approach, compared to mobile and game-based learning. Moreover, teachers became more experienced with these approaches as learners, and reported having explored them with their students during the workshop period. Teacher ability to identify benefits and barriers in these approaches increased with the workshop, particularly the learning that could be promoted with mobile AR games. The presented set of barriers to implementation is relevant to future teacher professional-development initiatives.
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Efimova, N. N. "Best Practices for Working with Childhood: the Experience of Psychologists in the Education System of the Chuvash Republic". Вестник практической психологии образования 16, n.º 2 (2019): 20–28. http://dx.doi.org/10.17759/bppe.2019160203.
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The article provides an overview of the best and relevant teaching materials — programs, technologies, training scenarios, master classes of psychologists of the education system of the Chuvash Republic, presented on the site “Educational Psychology in Chuvashia” on the recommendation of the Board of the Chuvash regional branch of the Federation of Education Psychologists of Russia. The reasons for publishing materials on the site are mentioned — the prize in the republican competition and festivals of professional excellence, methodological developments, the successful defense of graduation certification work in refresher courses for educational psychologists at the Chuvash Republican Institute of Education, the publication of materials and their relevance. A brief description of the teaching materials is given in a certain sequence: for working with preschoolers, then with younger schoolchildren, with adolescents and young people, with parents, and teachers. The following are considered the most popular, massively used by teachers and psychologists of Chuvashia, as well as technologies and methods developed by individual specialists in professional activities. After the review part, an analysis of the presented accumulated experience in Chuvashia is given in terms of sufficiency for solving the professional tasks of the psychological education service and performing the labor functions of an educational psychologist. Key words: program, technology, method, technics, practices in the work of an educational psychologist, psychological service of the education system.
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Fedorenko, Myroslav Igorovych y Serhii Victorovytch Horokhov. "Phased approach to information competence formation of future teachers of visually impaired". International Journal of Pedagogy, Innovation and New Technologies 4, n.º 1 (30 de junio de 2017): 42–46. http://dx.doi.org/10.5604/01.3001.0010.4982.
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The article deals with a phased approach to the development of information competence of future teachers of visually impaired, which was implemented in teaching students of "Special education (pedagogy for the blind)." General pedagogical and special literature about the introduction of the latest computer technologies in educational process of secondary and higher education was analyzed, as well as the level of development of this in Ukraine. The interpretation of the concepts of "computer training", "information and computer competence of tiflopedagog" and "readiness to use the latest computer technology by future teachers" was high lighted. The content of training in computer technology was identified and justified for the future teachers of visually impaired, which is a system of information and disciplines of computer sphere, associated with the study of the multifaceted phenomenon of information technologies, as well as the patterns and characteristics of its manifestations in various spheres of professional work of teachers of visually impaired. The efficiency of a phased approach is shown on training of students of the Faculty of Correctional Pedagogy and Psychology of National Pedagogic University named after N.P. Dragomanov.
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Puertas-Aguilar, Miguel-Ángel, Javier Álvarez-Otero y María-Luisa de Lázaro-Torres. "The Challenge of Teacher Training in the 2030 Agenda Framework Using Geotechnologies". Education Sciences 11, n.º 8 (26 de julio de 2021): 381. http://dx.doi.org/10.3390/educsci11080381.
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Social evolution, globalization, and advances in technology are making it increasingly necessary to offer complete and comprehensive teacher training. This training should produce citizens who are concerned about the planet and its future. These values are embedded in the Sustainable Development Goals (SDGs), the breadth of which allows them to be integrated into the secondary school curriculum for most subjects. To construct a complete teacher training model, the following have been considered: previous studies based on qualitative and quantitative methodologies (the Delphi method and questionnaires for ‘expert’ teachers), the teaching experience of the authors, the action research methodology, and validation by other teachers who use technologies and are concerned about sustainability issues. The result is a teacher training model that is in line with UNESCO’s sustainability competencies and based not only on technology, the scientific content of the subject to be taught, and didactics (pedagogy), but also on education in sustainability and the SDGs that need to be integrated. This approach is expected to produce changes in citizens’ attitudes that contribute to the achievement of the SDGs and lead to the teachers feeling positive about their teaching experiences. However, a systematic application of this approach in classrooms and an assessment of its learning results are still pending.
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Sergeeva, Svetlana, Olga Vagaeva, Yulia Dianova, Mikhail Denisov y Olga Voskrekasenko. "Professionalism as a personal priority of a higher school teacher and a condition for high-quality training of a graduate". SHS Web of Conferences 98 (2021): 01027. http://dx.doi.org/10.1051/shsconf/20219801027.
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The professionalism of a higher school teacher and the quality of their work largely determine the quality of training of future graduates who are ready for professional advancement in the context of the development of new high-tech technologies and the increasing demands of partners in the real sector of the economy. In this regard, the research aims to find ways and mechanisms to improve the professionalism of the teacher, their training, and retraining in contemporary educational practice. The article presents the research results obtained at the Department of Pedagogy and Psychology of Penza State Technical University (Penz STU) on the concerned problems. The novelty of the research lies in the effective ideas, approaches, and principles of constructive problem-solving in educational practice proposed based on the analysis of normative, historical, pedagogical, and scientific literature of foreign (Germany, Great Britain, and the USA) and domestic practices. It is shown that the studied and characterized models of improving the professionalism and training of academic staff in higher education, identified leading principles underlying the implementation of these models, and the relationships among the goals, results, and conditions of training and retraining of academic staff in the realities of today can be in demand and successfully implemented. As promising areas for improving the professionalism of a higher school teacher to effectively address issues of high-quality training of graduates, the authors offer to provide pedagogical support as the most productive technology to support a novice teacher during their professional adjustment, conducting monitoring of the effectiveness of teachers’ activities to improve the quality of their professionalism, and encouraging effective and efficient work, as well as providing social partnership and integration of all types of educational resources.
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Sari, Tamer y Funda Nayır. "Challenges in Distance Education During the (Covid-19) Pandemic Period". Qualitative Research in Education 9, n.º 3 (28 de octubre de 2020): 328. http://dx.doi.org/10.17583/qre.2020.5872.
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The purpose of this study is to reveal the perceptions of the teachers, administrators, and academics who had to continue distance education during COVID-19 epidemic disease period, about the problems they experienced and the strategies to cope with the challenges. The working group of the current study consists of 65 teachers. The data were collected via an open-endedwritten interview. Content analysis was applied for analysis of the data gathered. Various important results regarding the use of distance education were obtained during the pandemic period and yielded significant findings. The first and the most important finding is that theachers have difficulties in internet access and lack of infrastructure, classroom management and human resources. Another challenge that participants reported was about teachers’ and students’ behaviours. The last theme stated by the participants is the distance education process itself. The findings reveal that the participants determined their strategies to deal with these problems with new arrangements regarding the classroom management, getting help from colleagues, family members and experts and communicating with students and parents. It can be certainly suggested that the participants are not ready for the distance education process and there is a lack of application in this regard; such as technology support and distance education training, and moreover, the participants do not have sufficient knowledge and experience about distance education.
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Murphy, Donna M., James M. Kauffman y H. R. Strang. "Using Microcomputer Simulation to Teach Classroom Management Skills to Preservice Teachers". Behavioral Disorders 13, n.º 1 (noviembre de 1987): 20–34. http://dx.doi.org/10.1177/019874298701300101.
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Recent advances in microcomputer technology have made it possible to simulate realistic classroom situations, thereby allowing preservice teachers to learn and practice a wide variety of fundamental instructional and management skills under controlled conditions. This study was undertaken to provide further evidence of the effectiveness of the misbehavior component of the Curry Simulation in training preservice teachers to use research-based classroom management techniques. Participating in two consecutive 10- to 20-minute simulation sessions in which they presented a spelling lesson to a group of software-defined “pupils” were 18 undergraduate students of regular and special education. Each subject received one or two types of information about classroom management between simulation sessions. Analyses of performance data revealed that the mean number of appropriate management responses made to computer-generated pupil talkouts increased significantly across simulation sessions while the mean number of inappropriate responses decreased significantly. The amount of time spent dealing with pupil misbehavior was also significantly reduced. Furthermore, effects were maintained at a 2- to 8-week follow-up session. No significant effects were found for type of management information provided to subjects between sessions or for selected subject variables. Limitations of the study and implications for program development are discussed.
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Usatova, Iryna, Vadym Tkachenko y Artem Vedmediuk. "THE LATEST TECHNOLOGIES OF PREPARING FUTURE SPECIALISTS FOR THE IMPLEMENTATION OF HEALTHCARE SAVING TECHNOLOGIES". Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, n.º 1 (7) (2018): 84–88. http://dx.doi.org/10.17721/2415-3699.2018.7.21.
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In the article on the basis of scientific and pedagogical sources the ways of perfection of the system of professional education with the purpose of preparing the future specialist for the practical realization of the idea of health saving of the nation at all stages of educational activity are analyzed and solved. New approaches to the development of the content, forms and methods of professional training of specialists of the new formation, as well as introduction of the modern technologies in the educational process of higher educational institutions are studied. It is noted that the educational process should be transformed in the direction of individualization of educational interaction, learning, formation of creative thinking and increase of independent work of students. It is characterized that a specialist-innovator is the bearer of specific innovations, their creator, modifier, it has wide possibilities and has an unlimited field of activity, since in practice it is convinced of the efficiency of existing technologies and teaching methods and can correct them, carry out research work, develop new methods and technology. The focus of this activity is the innovative potential of a future specialist. The directions of introduction into the educational process of modern technologies are revealed, where the teacher becomes more and more the functions of a consultant, counselor, mentor, since in professional activity not only special subject knowledge is realized, but also modern knowledge in the field of pedagogy and psychology, acmeology, technology of education and upbringing. In the course of scientific research, the preconditions for creating a concept for forming the readiness of future specialists for the implementation of innovation as the basis for improving the educational process, the essence of which is the introduction of modern tools and methods into the traditional system of education, is outlined. the pedagogical conditions of effective use of health-saving technologies are formulated, essential characteristics and stages of training of future specialists in educational institutions are highlighted; substantiated the basic provisions, the observance of which provides the training of specialists of the new formation to the implementation of healthcare-saving technologies. It is emphasized that in the educational space of a higher educational institution it is necessary to create conditions that will promote the formation of the right attitude of health professionals to the health of the future as the main value of the person that will significantly stimulate their reflective activity and awareness of personal responsibility for the health of their pupils.
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Koroleva, Anna V. "Tools for the development of educational motivation of students within the framework of the educational course “Psychology and Pedagogy”". Psychological-Pedagogical Journal GAUDEAMUS, n.º 4 (2020): 61–69. http://dx.doi.org/10.20310/1810-231x-2020-19-4(46)-61-69.
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We presented a methodological toolkit of one of the blocks of own technology for designing the training course “Psychology and Pedagogy”. The main purpose of the tasks offered within this block of technology is to familiarize teachers with some practical tools aimed at developing self-understanding, self-regulation and self-development of students, as well as the formation of their skills and skills of group work at different levels of complexity. In general, these tools are aimed at the formation and development of soft and hard skills. We considered the tools of self-knowledge, self-regulation and self-development, which contribute to increasing the psychological literacy of students, “The Achiever”, “Will and Reason”, “King/Queen of the Mountain”, “My Beauty”. As part of these tasks, students learn to better understand themselves, plan their activities in the long and short term, conduct introspection, increase their level of psychological comfort and stress resistance, carry out self-education and self-action. As tools focused mainly on the development of communicative skills and interaction in microgroups, we considered “Pedagogical Practice”, “Co-Authors”, “Expert”, “Growth Technology”, “Educational Technology”, “Will and Reason”, “Mutual Control”. We developed methodological recommendations that contribute to the effective implementation of the presented practical tasks.
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Vijayan, Ranjit. "Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study". Education Sciences 11, n.º 7 (13 de julio de 2021): 347. http://dx.doi.org/10.3390/educsci11070347.
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The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While much of the online teaching pedagogies have been theoretically and practically explored to a limited extent, the scale at which these were deployed was unprecedented. This has led a large number of researchers to share challenges, solutions and knowledge gleaned during this period. The main aim of this work was to thematically model the literature related to teaching and learning during, and about, COVID-19. Abstracts and metadata of literature were extracted from Scopus, and topic modeling was used to identify the key research themes. The research encompassed diverse scientific disciplines, including social sciences, computer science, and life sciences, as well as learnings in support systems, including libraries, information technology, and mental health. The following six key themes were identified: (i) the impact of COVID-19 on higher education institutions, and challenges faced by these institutions; (ii) the use of various tools and teaching strategies employed by these institutions; (iii) the teaching and learning experience of schools and school teachers; (iv) the impact of COVID-19 on the training of healthcare workers; (v) the learnings about COVID-19, and treatment strategies from patients; and (vi) the mental health of students as a result of COVID-19 and e-learning. Regardless of the key themes, what stood out was the inequities in education as a result of the digital divide. This has had a huge impact not only in middle- and low-income nations, but also in several parts of the developed world. Several important lessons have been learned, which, no doubt, will be actively incorporated into teaching and learning practices and teacher training. Nonetheless, the full effect of these unprecedented educational adaptions on basic education, expert training, and mental health of all stakeholders is yet to be fully fathomed.
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Dvoryatkina, S. N., V. S. Karapetyan y S. A. Rozanova. "The Plurality of Goal-setting in Pedagogical Activity: Integration of Mathematics on a Chessboard". Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, n.º 4 (21 de abril de 2019): 81–92. http://dx.doi.org/10.31992/0869-3617-2019-28-4-81-92.
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The article reveals the potential for the integration of mathematics education and gaming activities in the formation of professional competencies of a future teacher. The disclosure of a wider range of possibilities for the interdisciplinary integration of mathematical knowledge and chess skills in the context of setting and selecting goals for solving mathematical problems on a chessboard seems to be very relevant for teaching students. A modern professional is constantly faced with the need to change and select goals, search for the optimal way out in conditions of pedagogical uncertainty and pedagogical risk. An important condition for its self-realization in pedagogical activity is goal-setting. Goal-setting as a choice or resolution of uncertainty in a plurality of alternatives involves understanding by learners of their own existential essence with subsequent creative actions. Knowledge of the mechanisms of goal-setting is necessary both for assessing by a teacher his/her own activities (level of universal competencies – critical thinking, self-organization and selfdevelopment), and the activities of students (level of general professional competencies – monitoring and evaluation of educational results). Therefore, the authors propose to study the features of goal-setting with a plurality of alternatives during the process of training bachelors and masters majoring in pedagogy within the disciplines of the methodical module. The goal of the article is to theoretically substantiate, develop and implement the technology of integrative teaching mathematics on the basis of chess game with the actualization of the phenomenon of a plurality of goal-setting as an effective mechanism of content modernization in training programs of future math teachers. The main result of the research we consider the developed integrative technology of teaching mathematics on the basis of solving problems on a chessboard with the actualization of the phenomenon of goal setting plurality. To implement the technology, a holistic, hierarchical complex of multi-stage math problems on the chessboard has been composed, which encourages students to master not only various methods (combinatorial, probabilistic, graph and set theory, mathematical and computer modeling), but also to develop the basic qualities of personality, such as creativity, reflection of one’s own choice, creative independence, motivation. The materials of the article are of scientific and practical value for researches in the field of math teaching methods, psychology, and pedagogy and accounting for them in the adjustment of programs and curricula in pedagogical universities.
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Dhillon, Sundeep y Neil Murray. "An Investigation of EAP Teachers’ Views and Experiences of E-Learning Technology". Education Sciences 11, n.º 2 (1 de febrero de 2021): 54. http://dx.doi.org/10.3390/educsci11020054.
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The near universal use of electronic learning (e-learning) in higher education (HE) today requires that students and teachers are equipped with the requisite digital literacy skills. The small-scale pilot study we report on here explored the views and experiences of EAP (English for Academic Purposes) teachers regarding their development of digital literacy skills, their application of e-learning technology in their teaching, and their perceptions of its value as a learning tool—areas on which there has been little research to date. A convergent parallel mixed methods approach was adopted, in which a survey was administered to the research participants and a follow-up focus group conducted. The data were analysed, with findings revealing that the EAP practitioners surveyed utilised a range of online tools such as video, plagiarism software and corpus linguistics tools. A number of benefits and limitations associated with e-learning were cited by participants, including increased student engagement and motivation, the development of learner autonomy, and the cultural capital it represented in respect of students’ future careers. Meanwhile, the limitations identified included a lack of time for teachers to develop digital literacy and insufficient pre- and in-service training opportunities focused on the effective use of digital technologies and managing technical issues. We conclude with a series of recommendations to facilitate EAP teachers’ development and use of e-learning in their practice.
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Zhaina, Beisenbayeva, Sangilbayev Ospan, Mukazhanova Elmira, Kassymova Gulnar y Bersugirova Tolganay. "Pedagogical Foundations of the Technology of Vocational Guidance for Students". Journal of Intellectual Disability - Diagnosis and Treatment 8, n.º 4 (9 de diciembre de 2020): 770–76. http://dx.doi.org/10.6000/2292-2598.2020.08.04.20.
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Today, considering professional specialists' needs, the content and technology of training in career counseling from the perspective of practice are not sufficiently developed. Thus, a search for new forms, methods, and means of conducting career guidance with students is necessary. This article offers a broad range of technologies and their optimal combination in career guidance work with pupils in the integrated system “School – University.” A leading approach to the study of this problem is an integrative approach that leads to the necessity to use traditional and innovative technologies that contribute not only to effective assimilation of knowledge but also an early social adaptation of the prospective adolescents to university conditions. The present study consists of a needs assessment of students' career guidance and career counseling programs in the university. The research is based on a survey developed on a sample of 120 students from the Almaty schools. The collected data has been both qualitative and quantitative. The students have been inquired about their professional path, about their career decisions, personal and professional values, abilities and competencies, intentions for the future, etc. The study's most relevant results show that: students are poorly informed about job opportunities, their expectations for the future are not connected with their own knowledge and abilities, they do not have a coherent career plan, and they encounter major barriers in the career decision process. The results are important for career counselors as they can be used to develop career guidance programs in the university environment. Purpose of the research: to theoretically substantiate and experimentally test the pedagogical conditions of vocational guidance for senior schoolchildren in the context of specialized education. The article is valuable for teachers and faculty of educational and vocational institutions to organize and conduct career guidance with students, applicants, and students.
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Vlasleanu, Lazar. "Teacher Training in Educational Technology in Rumania". Educational Media International 23, n.º 3 (septiembre de 1986): 120–24. http://dx.doi.org/10.1080/0952398860230305.
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Margolis, A. A. "Activity Approach in Teacher Education". Психологическая наука и образование 26, n.º 3 (2021): 5–39. http://dx.doi.org/10.17759/pse.2021260301.
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The paper addresses the subject matter and outcomes of the project on modernization of teacher education in Russia (2014—2017) aimed at enhancing professional development of future teachers and bringing it into compliance with the professional standard for teachers as well as with the federal state educational standards (standard-driven reform). I describe the theoretical concept behind the new activity-based model of teacher training which was developed and subsequently tested in the course of the project implementation. Also, I highlight several unresolved issues in teacher training and put forward some suggestions for the next stage of teacher education development.
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Li, Bo. "Research of Teacher Education Technology Capacity and Training Modes". Applied Mechanics and Materials 635-637 (septiembre de 2014): 2063–66. http://dx.doi.org/10.4028/www.scientific.net/amm.635-637.2063.
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This article first defines the meaning of educational technology and the ability of educational technology is divided into five levels, and the hierarchical structure of a rational argument; then to primary and secondary schools in the region for the sample of students and teachers conducted a survey to find out the ability of educational technology in the school and their teachers feedback on the training focuses on the training mode, this proposed training program for school teachers. Discussion on the training mode, the paper proposes a "complex method" training mode from the macro, in the form of centralized training and school-based training combined with training and noted that currently favored by teachers is still focused on face-linear form of training, but with the development of technological capabilities to improve teacher education and online education, the paper forecasts the network remote training will become a mainstream mode of training.
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Glenn, Allen D. y Carol A. Carrier. "Teacher education and computer training: An assessment". Peabody Journal of Education 64, n.º 1 (septiembre de 1986): 67–80. http://dx.doi.org/10.1080/01619568609538539.
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Hanninen, Gail E. "A study of teacher training in gifted education". Roeper Review 10, n.º 3 (marzo de 1988): 139–44. http://dx.doi.org/10.1080/02783198809553109.
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Ntuli, Esther. "Instructional Technology Courses in Teacher Education". International Journal of Information and Communication Technology Education 14, n.º 3 (julio de 2018): 41–54. http://dx.doi.org/10.4018/ijicte.2018070104.
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This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skills. Both perception and technology integration were influenced by the teacher's age, experience, educational level, social network, type of school and location. 2SLS estimation demonstrated that perception was also a significant variable affecting technology integration. However, there was no evidence of the effect of class size and gender on either integration or perceptions implying that these two variables might not be important from a policy perspective. In-service teacher recommendations for teacher preparation programs are also discussed.
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Sivalingam, D., R. Balachandar y P. Ajith. "E-Learning approach in Teacher Education". Journal of Applied and Advanced Research 3, S1 (10 de mayo de 2018): 14. http://dx.doi.org/10.21839/jaar.2018.v3is1.159.
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There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. In this model, the lessons planned were simulations and software’s for students on polymers and metals. Nine experiments were designed on the topic. Students were interviewed and administered laboratory attitude scales at the end of the experiments. The study concluded that the experiments in the new model were appropriate to teacher training programs and could successfully be administered to large groups.