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Artículos de revistas sobre el tema "Practice and training teachers"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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1

Huxley, Linda, Elizabeth Freeman, and Erica Frydenberg. "Coping skills training: Implications for educational practice." Australian Educational and Developmental Psychologist 24, no. 2 (2007): 44–68. http://dx.doi.org/10.1017/s0816512200029205.

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AbstractDuring the last decade there has been a call for schools to become more active in the promotion of students’ social and emotional learning (SEL). Given that teachers are significant adults in young people’s lives, they are often in the best position to deliver SEL programs. This small in-depth study investigated the impact of implementing a specific SEL program, “The Best of Coping”, on both the teacher and a class of 26 Year 9 (15-16 years) students. The study used a mixed methodology to evaluate the impact of the program. Both quantitative and qualitative data, including two case stu

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Campana, Phillip J., and Michael Grenfell. "Training Teachers in Practice." Die Unterrichtspraxis / Teaching German 35, no. 1 (2002): 103. http://dx.doi.org/10.2307/3531972.

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Barnes, Ann. "Training teachers in practice." Teacher Development 2, no. 3 (1998): 491–95. http://dx.doi.org/10.1080/13664539800200277.

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Bhebhe, Sithulisiwe, Tawanda Runhare, and Ratau John Monobe. "Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe." British Journal of Music Education 32, no. 3 (2015): 259–71. http://dx.doi.org/10.1017/s0265051715000339.

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This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were u

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Sam Mbuli, Rose, and Jiajun Zhang. "Analysis of teacher professional development in Tanzania: View point school management practice." Journal of Social Sciences Advancement 1, no. 01 (2020): 30–37. http://dx.doi.org/10.52223/jssa20-010104-04.

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The study analyse teacher professional development (PD) in Tanzania in view of school management practice in supporting teacher professional development. The present study take school management practice as a factor which can affect teacher professional development. The instruments which are used for the purpose of data collection were interviews, questionnaires, focus group and documentary review. The study examined the prevalence of teacher’s initiated management practices such as planning & scheduling, short term training programs & seminars, formal mentoring program, meeting held a

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Kharchenko, Tetiana, Larysa Udovichenko, and Maryna Zvereva. "IMPLEMENTATION OF COMPETENCE APPROACH IN PROFESSIONAL TRAINING OF FOREIGN LANGUAGE TEACHERS-IN-TRAINING." Educological discourse 32, no. 1 (2021): 156–79. http://dx.doi.org/10.28925/2312-5829.2021.1.6.11.

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The paper proves that applying reflexive practices in the training process at the specialized seminar on the analysis of practices is a significant component of the competence approach implementation. It was found out that training students to analyze complicated in-class situations under the supervision of an experienced trainer who observes, sets the paths, supports and assists them in interpreting their own methods of teaching and professional behavior, is an efficient technique of training. Studying the case of the module course called Analysis of Teacher’s Practices, introduced at the Hig

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Seney, Robert W., and Mark A. Mishou. "The importance of mindfulness training for teachers." Gifted Education International 34, no. 2 (2017): 155–61. http://dx.doi.org/10.1177/0261429417716349.

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After discussing informal feedback from a district workshop for teachers of the gifted on the practice of mindfulness, the authors asked the question: Does research support the shared reactions of these teachers? A review of the literature showed there are a growing number of studies on mindfulness, but research on teachers and mindfulness is limited. However, the existing research supports the concept that teacher training in the practice of mindfulness is positive especially in the area of teacher burnout.

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DENISOVA, OLGA A., OLGA L. LEKHANOVA, VALENTINA N. PONIKAROVA, and TAT'YANA V. GUDINA. "FEATURES OF TRAINING TEACHERS ENGAGED IN INCLUSIVE PRACTICE." Cherepovets State University Bulletin 4, no. 97 (2020): 222–33. http://dx.doi.org/10.23859/1994-0637-2020-4-97-20.

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The article considers the problem of training teachers for the implementation of inclusive education. It can be stated that modern educational institutions need specialists who carry out inclusive practices, are able to accept a child with disabilities, ready for the timely identification of this category of children, and the organization of various forms and types of assistance to them, taking into account individual and personal characteristics. The model of psychological and pedagogical support of inclusive education teachers on the formation of specialist’s professionally important qualiti

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Bernard, Paweł, and Karol Dudek-Różycki. "THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS’ CLASSROOM PRACTICE." Journal of Baltic Science Education 19, no. 2 (2020): 201–19. http://dx.doi.org/10.33225/jbse/20.19.201.

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Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers’ professional practices. The training consist

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Nurkamto, Joko, and Teguh Sarosa. "Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development." International Journal of Pedagogy and Teacher Education 4, no. 1 (2020): 45. http://dx.doi.org/10.20961/ijpte.v4i1.26082.

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<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used

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Santos, Valéria C., and Agnaldo Arroio. "CHARACTERIZATION OF THE DEVELOPMENT OF A COMMUNITY OF PRACTICE TO SUPPORT PRE-SERVICE CHEMISTRY TEACHERS." Problems of Education in the 21st Century 57, no. 1 (2013): 124–32. http://dx.doi.org/10.33225/pec/13.57.124.

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The concept of communities of practice can be used in different contexts, included the educational context. The development of communities of practice where pre-service teachers work together, refine their practices and learn is a good training for these future teachers. Since communities of practice help teachers learn about teaching and improve their practices, this study aim to characterize the project PIBID of chemistry carried out at the University of São Paulo as a community of practice. On the first half of 2013 the PIBID project included 12 pre-service teachers who attended weekly meet

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Chavan, Girish Manohar, and Vishwajeet Manohar Chavan. "Knowledge, attitude and practices of secondary school teachers regarding school health services in children." International Journal Of Community Medicine And Public Health 5, no. 4 (2018): 1541. http://dx.doi.org/10.18203/2394-6040.ijcmph20181232.

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Background: Being an essential member of school, it is the responsibility of teachers to inculcate healthy habits amongst children which thereby makes the future generation of a country healthy. Objective of the study was to assess knowledge, attitude and practices of school teachers and compare them between urban and rural school teachers with special reference to school health services.Methods: The present cross-sectional study was carried out in 520 rural teachers and 185 urban teachers with an aim of assessing teacher’s health related knowledge and skills.Results: Of the rural school teach

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Kharchenko, Tetiana. "Seminars, analysing practices, in the professional training of teachers in the countries of the Western Europe." Osvitolohiya, no. 6 (2017): 169–75. http://dx.doi.org/10.28925/2226-3012.2017.6.169175.

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There have been displayed the researches of Western-European theorists and practitioners of pedagogical education about global clinic training which, in accordance to their view, should become the basis of all complex of modern program of professional teachers’ training in the article. Proceed from the fact that theoretical knowledge, accumulated out of action context, cannot be the one that is being mobilized for solving professional tasks, Western-European scientists consider teachers’ training as intensive analysis training of pedagogical reality by means of theoretical ideas. Within clinic

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Azmi, Nurfatin Hayati, and Zarima Mohd Zakaria. "GAMIFICATION AMONG OF UPSI TRAINING TEACHER DURING TEACHING PRACTICE IN SCHOOL." International Journal of Modern Education 2, no. 4 (2020): 56–67. http://dx.doi.org/10.35631/ijmoe.24005.

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Gamification is a teaching and learning process that uses elements of the game both inside and outside the classroom. This review discusses a study focusing on three main objectives: 1) identify the teachers' knowledge of gamification during teaching practice. 2) identify the preparation made by the training teacher and finally, identify the effects of this gamification activity during teaching practice. This review used 84 respondents as a sample of the final year students, Arabic Language, and Education Program (AT49) at the Sultan Idris University of Education. This review used questionnair

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Aires, Marie José, Rémi Gagnayre, Olivia Gross, et al. "The Patient Teacher in General Practice Training: Perspectives of Residents." Journal of Patient Experience 6, no. 4 (2018): 287–95. http://dx.doi.org/10.1177/2374373518803630.

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Background: Patient teachers were involved in training general practice residents (GPRs) to strengthen the patient-centered approach. They teach a course on health democracy by themselves and teach in tandem with a physician teacher during reflective practice-based classes (named GEPRIs). We present the GPRs’ representations of patient teacher characteristics and capacities and their perception of how useful patient teachers are to their professional development. Methods: We administered a questionnaire based on a preliminary qualitative study to 124 GPRs. It explored (a) changes in the GPRs’

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Sleet, Kaysha, Susan B. Sisson, Dipti A. Dev, et al. "The Impact of Responsive Feeding Practice Training on Teacher Feeding Behaviors in Tribal Early Care and Education: The Food Resource Equity and Sustainability for Health (FRESH) Study." Current Developments in Nutrition 4, Supplement_1 (2019): 23–32. http://dx.doi.org/10.1093/cdn/nzz105.

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ABSTRACT Background Establishing healthy eating habits early affects lifelong dietary intake, which has implications for many health outcomes. With children spending time in early care and education (ECE) programs, teachers establish the daytime meal environment through their feeding practices. Objective We aimed to determine the effect of a teacher-focused intervention to increase responsive feeding practices in 2 interventions, 1 focused exclusively on the teacher's feeding practices and the other focused on both the teacher's feeding practices and a nutrition classroom curriculum, in ECE te

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Belinova, N. V., I. B. Bicheva, and T. G. Khanova. "Practice format in training future preschool teachers." SHS Web of Conferences 87 (2020): 00037. http://dx.doi.org/10.1051/shsconf/20208700037.

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The article deals with the issue of practice as the basic format of training preschool teachers at the university. Certain issues are brought to the spot such as contradictions between changing cultural, economic, and social environment and traditional, to large extent old-fashioned, regulations in university professional training, the readiness of employers to host and participate in the management of practice activities, the willingness of the teaching staff to mentoring collaboration, the expectation of trainees. The necessity to renovate the system of training is vividly highlighted by the

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Beauchamp, Gary. "INITIAL TRAINING + INSET = Confident teachers. A formula for success?" British Journal of Music Education 14, no. 1 (1997): 69–85. http://dx.doi.org/10.1017/s0265051700003454.

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There has long been concern about the confidence and performance of the so-called non-specialist teacher of Music in the primary school. Although much research has focused on the long-term solution of educating student teachers, it is important that practising teachers are not forgotten. Many forms of training are available which attempt to help these teachers develop their current practice. This article looks at the effectiveness of this provision by examining a survey of teacher opinion, and suggests ways in which this may inform future practice in this vital area of teacher development.

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Tursini, Umi. "Exploring Changes in Teachers’ Instructional Practice through Self-evaluation as a Meditational Activity: A Case Study." Journal of Language Teaching and Research 8, no. 3 (2017): 556. http://dx.doi.org/10.17507/jltr.0803.14.

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This study investigated an Indonesian English language teacher’s instructional practice and the extent to which the practice capable of change as a result of engagement in mediated self-evaluation. The study was framed using Vygotsky’s sociocultural theories. A case study, which drew on multiple data sources including interviews, classroom observations, and documentation, was employed. A range of artefacts including lesson video recording, student feedback, and collegial dialogue are used to self-evaluate teacher’s instructional practice. The qualitative analysis suggested that self-evaluation

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Urrutia, Francisco. "Desempeño docente en formación cívica y ética: Estudio empírico y recomendaciones de política pública para el nivel secundaria en México." education policy analysis archives 28 (December 21, 2020): 188. http://dx.doi.org/10.14507/epaa.28.5255.

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The purpose of this article is to expose the process and results of a research on a study on teacher practices in order to understand the opportunities and ways to improve their performance in the class on civics and ethics. The author carried out teacher performance analysis and assessment on the basis of a methodology for the qualitative analysis of classroom situations and a model of standards for teacher performance in the classroom. The study allowed the author to build a series of recommendations for policy decisions, oriented to the improvement of teacher performance. The teaching pract

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Bajaj, Preeti, Mrunal Suresh Patil, and Balaji Almale. "Microteaching in Medical Education." MVP Journal of Medical Sciences 1, no. 2 (2014): 84. http://dx.doi.org/10.18311/mvpjms/2014/v1/i2/822.

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Medical teachers need training in pedagogic techniques in order to become better teachers. Despite the fact that our teaching techniques improve gradually over the years as we gain experience and also owing to continuous practice undertaken for different kinds of teaching learning situations; nevertheless educational technology has evolved ways and means for better development of teaching skills even at earlier stages by undertaking some methodical exercises, one of which is Microteaching. Microteaching, an innovative technique of teacher training, helps teachers to improve their teaching skil

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Chongmouayang, Her, and Nghi Van Bui. "International experience in organization of teaching practice in teacher training and some recommendations." Vietnam Journal of Education 4, no. 2 (2020): 80–84. http://dx.doi.org/10.52296/vje.2020.24.

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Given the strict guideline and significant innovation from the Laos Government, there are certain limitations in teacher training in Laos. This paper focuses on selected internationally published works on training teaching skills for prospective teachers (pre-service teachers) with document analysis method on articles and books of authors outside Laos. Subsequently, some recommendations to help innovate the pre-service teacher training process in Laos would be proposed in order to contribute to the development of teachers’ pedagogical competencies. It is suggested that the time allowance for p

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Murthy, Meena Kolar Sridara, Prakashi Rajaram, Kannappa Shetty Mudiyanuru, P. Marimuthu, Lakshmana Govindappa, and Madhuporna Dasgupta. "Potential for Increased Epilepsy Awareness: Impact of Health Education Program in School on Teachers and Children." Journal of Neurosciences in Rural Practice 10, no. 04 (2019): 625–30. http://dx.doi.org/10.1055/s-0039-3399473.

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Abstract Background Although epilepsy is a common disorder, it is highly stigmatized. Not only public but even teachers are not free from stigmatization and cultural barriers. Under this condition, children with epilepsy are more vulnerable for stigmatization, social isolation, lack of support, and psychological and emotional problems. At the same time, there is an immediate need of literature focusing on intervention studies to change the attitudes of school teachers and children. Materials and Methods The study was conducted with the objectives to evaluate knowledge, attitude, and practices

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

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The review article identifies and characterizes the main tendencies of pedagogical education development in Ukraine: entering the European Higher Education Space internationalization, modernization, ensuring individual educational trajectory of teacher self-development, affirming academic integrity, ensuring future teachers' academic mobility, educators, formation and improvement of teacher's "soft skills". There are identified challenges in the process of pedagogical education reforming, including the implementation of the policy of higher pedagogical education institutions autonomy, the fina

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Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria." Journal of Culture and Values in Education 2, no. 2 (2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.

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There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic educati

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KADAKAL, Semanur. "EVALUATION OF THE PRESCHOOL TEACHING PRACTICE I-II COURSE ACCORDING TO THE VIEWS OF THE PRACTICE TEACHERS AND THE STUDENT TEACHERS." IEDSR Association 6, no. 11 (2021): 1–20. http://dx.doi.org/10.46872/pj.147.

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It is stated that one of the most important stages in the training of a teacher is that teacher candidates gain practical teaching experience in schools (Ünlüönen & Boylu, 2007). Together with the lecturers in the faculty, the people who will contribute to the training of the teacher candidate and guide the teacher candidate in the school dimension of the process, namely the application part, are the practice teachers. MoNE defines the practice teacher as "the teacher who has a teaching formation in the practice school, selected from among the experienced teachers, guides and counsels the

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Murthy, Meena Kolar Sridara, Prakashi Rajaram, Kannappa Shetty Mudiyanuru, Marimuthu Palaniappan, Lakshmana Govindappa, and Madhuporna Dasgupta. "Potential for Increased Epilepsy Awareness: Impact of Health Education Program in Schools for Teachers and Children." Journal of Neurosciences in Rural Practice 11, no. 01 (2020): 119–24. http://dx.doi.org/10.1055/s-0039-3399479.

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Abstract Background Epilepsy, although a common disorder, yet is highly stigmatized. Under this condition, children with epilepsy are more vulnerable to stigmatization, social isolation, lack of support, and psychological and emotional problems. Thus, there is an immediate need of literature focusing on intervention studies to change the attitudes of school teachers and children. Methods The study was conducted with the objectives to evaluate knowledge, attitude, and practices (KAP) about epilepsy among school teachers and children; provide educational training program to teachers; and check t

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Dar, Iqbal, and Sangeeta Gupta. "EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS." International Journal of Advanced Research 9, no. 08 (2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.

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The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to

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Ngololo, Elizabeth Ndeukumwa, and Leena Ngonyofi Kanandjebo. "Becoming reflective practitioners: Mathematics student teachers' experiences." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 2 (2021): 128–41. http://dx.doi.org/10.23917/jramathedu.v6i2.12375.

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The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and e

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Zayed, W., M. S. Zguira, N. Souissi, and N. Bali. "The determination of cooperative teacher’s knowledge problems: training device and attractiveness of Tunisian student-teachers." Physical education of students 23, no. 2 (2018): 98–105. http://dx.doi.org/10.15561/20755279.2019.0208.

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Purpose: This study was to explore the impact of the cooperative teacher’s (CT) knowledge on attractiveness of Physical Education Student Teachers (PE-ST) believed to be important for a successful process of learning to teach and training device in the workplace. The CT is considered, a key element, a person of alternation between academia and training contributing to the formation by advice and support that take place during the teaching practice. The Cooperative Teacher must have a style; develop a training contract, master interview techniques and make evaluation. Material: Data were collec

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Murley, Lisa D., Rebecca R. Stobaugh, and Charles S. Evans. "Introducing the Co-teaching Model in Teacher Education Clinical Practice." Educational Renaissance 3, no. 1 (2014): 7–20. http://dx.doi.org/10.33499/edren.v3i1.77.

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With national and state regulatory changes related to clinical practice within teacher education programs a reality, one university examined the outcomes of co-teaching model trainings required for stakeholders, both higher education faculty and P-12 educators. The training participants indicated the co-teaching model could increase student teacher preparedness while also positively impacting P-12 student learning. Nearly a year after the co-teaching training, one university surveyed student teachers on their co-teaching experience prior to and during student teaching. While there were increas

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Lustick, Hilary, Christine Norton, Sonia Rey Lopez, and Jennifer H. Greene-Rooks. "Restorative Practices for Empowerment: A Social Work Lens." Children & Schools 42, no. 2 (2020): 89–97. http://dx.doi.org/10.1093/cs/cdaa006.

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Abstract Studies demonstrate that preventive practices, including restorative practices and social and emotional learning, reduce the need for suspension. However, emerging findings suggest that preventive practices perpetuate the same rates of racial disproportionality in suspension as traditional disciplinary codes; evidence of persistent racial disproportionality appears in research on restorative practices. The purpose of this study was to examine, through interviews with teachers and students, the successes and challenges of implementing community-building circles with attention to equity

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Payne, Ellen K., Stacy E. Walker, and Stephanie M. Mazerolle. "Exploring Athletic Training Educators' Development as Teachers." Athletic Training Education Journal 12, no. 2 (2017): 134–45. http://dx.doi.org/10.4085/1202134.

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Context: Little research is available on how athletic training educators develop their instructional styles over the course of their careers and what influences their teaching practices. Understanding the development of athletic training educators' teaching practices may help promote effective teaching in athletic training programs and help guide professional development. Objective: To gain a better understanding of how athletic trainers develop as educators and how their experiences as an educator influence their teaching. Design: Qualitative study. Setting: Higher education institutions. Pat

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

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Microteaching is one of the most recent innovations in teacher training program which is used as a professional developmental tool in pre-service or in-service teacher training programs. Microteaching helps teachers to better understand the processes of teaching and learning and provides the opportunity to learn teaching skills, to study their own teaching, and to study the teaching of others. Microteaching is an organized, scaled-down teacher training program where a trainee teacher plans a short lesson, teaches it to a reduced group of students (Three to ten) in a 5 to 20 minute lesson

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Kravchenko, O. "THE ASSISTANT PRACTICE AS A FACTOR FOR PREPARING FUTURE LIBRARY TEACHERS TO PROFESSIONAL SELF-EXPRESSION." Innovative Solution in Modern Science 3, no. 39 (2020): 49. http://dx.doi.org/10.26886/2414-634x.3(39)2020.5.

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The article is devoted to one of the topical problems of professional training of future teachers-philologists - preparation for professional self-expression. In particular, the essence of the concepts of "professional self-expression of the future teacher-philologist" is revealed. It is substantiated that the self-expression of a teacher differs from the self-expression of another specialist by the specific types of activity that he performs, namely, educational, methodical, organizational, communicative, research.It is substantiated that the teaching practice is an important component of the

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Bunyamin, Bunyamin, and Khoerul Umam. "the Prevailing 2013 Curriculum in Junior High School Practice: Teacher Perspective." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (2019): 269. http://dx.doi.org/10.26737/jetl.v4i2.957.

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The 2013 Curriculum has been implemented in various schools in Jakarta. Although, the concept has been debated among teachers, and practitioners, some private and public schools in Jakarta have fully implemented this curriculum. The main purpose of this study was to examine teachers understanding of the prevailing 2013 Curriculum. This study used mix methods. The quantitative method was used to examine the teachers’ competence about the 2013 Curriculum, while the qualitative method was used to strengthen and explore teachers’ responses about curriculum in classroom practices. There were three

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Potulicka, Eugenia. "„Teachers as the Greatest Value of Our Nation” – Rhetoric, Practice and Effects of „reform” of Teacher Training in England and Wales." Yearbook of Pedagogy 41, no. 1 (2018): 115–50. http://dx.doi.org/10.2478/rp-2018-0009.

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SummaryInitial teacher training in England and Wales is radically reformed since the 2010 year. Many new ways of training were introduced, namely: School-Centered Initial Teacher Training, School Direct, apprenticeship, Teach First, Troops to Teachers and others. The role of universities in teacher training is severe diminished with many implications for the quality of teachers and teaching as well as for the identity of academic teachers, their role and the lack of stability. Of course those changes have a lot of implications for universities, especially for their Schools of Education. Some o

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Bharata, Haninda, and Sugeng Sutiarso. "Improving Teachers’ Self-Efficacy through Training: An Impact for the Freedom of Students’ Mathematical Thinking." Jurnal Didaktik Matematika 8, no. 1 (2021): 119–33. http://dx.doi.org/10.24815/jdm.v8i1.19861.

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Teacher self-efficacy is an important component of teacher competence. At present, efforts to improve teacher competencies have not been carried out simultaneously for teacher activities in the classroom (open class) and outside the classroom (training). This quasi-experimental study aimed to examine the effectiveness of soft skills training and the practice of lesson study on improving mathematics teacher self-efficacy and describe the impact of teacher self-efficacy on the freedom of students' mathematical thinking. The study involved three mathematics teachers and 90 students from three dif

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Johnsen, Susan K., and Corina R. Kaul. "Assessing Teacher Beliefs Regarding Research-Based Practices to Improve Services for GT Students." Gifted Child Today 42, no. 4 (2019): 229–39. http://dx.doi.org/10.1177/1076217519862332.

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This study examined teacher beliefs regarding research-based practices in gifted education and how these beliefs or other barriers influenced the implementation of practices in their classroom. An online survey was sent to gifted education teachers in a large suburban district. The teacher belief statements were developed based on the National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards. Although a majority of the teachers agreed with the research-based belief statements, fewer implemented the practice in their classrooms frequently. If they did implement

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Bilal, Muhammad, and Syed Asad Abbas Rizvi. "Multicultural Teacher Preparation in Practice: A Hermeneutical Disposition." European Scientific Journal, ESJ 12, no. 31 (2016): 233. http://dx.doi.org/10.19044/esj.2016.v12n31p233.

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It is a fact that learning to teach is basically a social and practical activity that is supported and informed by theoretical reflections. Field experience and realities should be the core component of any teacher preparation program. That is why, most of the teacher education programs based on theory into practice model. The main aim of this research is not to reject this model, but to sketch out an alternative way of teacher preparation that is based upon teacher’s own context and socio cultural settings or in other words teacher preparation must be organized Hermeneutically. The hermeneuti

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Novotová, Jitka, and Magda Nišponská. "Self-assessment and Assessment of Professional Competencies of Trainee Teachers During the Block Teaching Practice." Lifelong Learning 7, no. 1 (2017): 54–73. http://dx.doi.org/10.11118/lifele2017070154.

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The empirical study presents a question of how to assess professional training of trainee teachers and introduces the approach based on competency model. Based on the modification of the Teacher competencies framework (Rámec profesních kvalit učitele, Tomková et al., 2012) used in the lifelong training of the teachers an evaluation tool was created that contained 5 multi-dimensional competencies elaborated into 34 sub-items. This tool was used in the research of self-assessment of the development of professional competencies of trainee teachers and their assessment by supervising teachers duri

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Gromova, C. R., and R. R. Khayrutdinova. "EDUCATIONAL TECHNOLOGIES FOR WORKING WITH MIGRANT CHILDREN." Educational Psychology in Polycultural Space 53, no. 1 (2021): 76–88. http://dx.doi.org/10.24888/2073-8439-2021-53-1-76-88.

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Educational institutions have high potential for sociocultural integration of migrant children. An important role in the course of adaptation of the child belongs to the teacher, his professional skills and personal qualities. Due to the increase of cultural diversity in society and in educational institution, multicultural competences of the teacher become relevant. One of the aspects of the teacher’s multicultural competences is the mastery of forms, methods and practices of working in a multicultural class, i.e. educational technologies. Research objective is to reveal the educational techn

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Falcón, Gladys Carmela Santos, Santa Dolores Torres Alvarez, Luz Elena Capcha Caso, Gladys Filomena García Arias, María Virginia Infante Contreras, and Alacoque Lorenzini Erdmann. "Learning experiences in community health of nursing students." Revista Brasileira de Enfermagem 72, no. 4 (2019): 841–47. http://dx.doi.org/10.1590/0034-7167-2017-0410.

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ABSTRACT Objective: Understand the learning experiences on health promotion and prevention of nursing interns during their community practice. Method: This is a descriptive-interpretative study, with a qualitative approach, obtaining data from 19 nursing interns from a public university in Lima-Perú, using 3 focus groups. Results: Three categories were structured: considering the importance of the nursing teacher in their training; experiencing complexity in training for the prevention and promotion of health in the community; and considering the preventive-promotional area as a future profess

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Bălănescu, Eleonora Olivia. "ACQUIRING ESP TEACHER COMPETENCE THROUGH THEORY AND PRACTICE." Journal of Social Sciences IV, no. 2 (2021): 33–42. http://dx.doi.org/10.52326/jss.utm.2021.4(2).03.

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The emergence of English for Specific Purposes (ESP), which is closely linked to particular professions, requires qualified language teachers. Despite the growing demand for courses in ESP in Romania, and the eagerness of universities and private institutions to include these courses in their curricula, insufficient attention has been given to teaching training in this domain. In the absence of under-graduate ESP teacher training programmes, ESP is taught by General English graduates who basically learn as they go. The aim of this paper is to map the territory, that is, to outline the main coo

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Du, Peng Ying, Hao Jiang, Guo Hai Ren, and Xuan Chang Zhou. "Experimental Teaching Model on Information and Electrical Engineering Speciality." Advanced Materials Research 271-273 (July 2011): 1322–25. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1322.

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Training applied talent is the goal of current college. Several common experimental teaching methods, such as 1 × N Class -Team Teaching Model, N × N Class-Team Teaching Model, N × N Teacher-Team Teaching Model, are analyzed and compared. These experimental teaching methods have some disadvantages, which are that the ratio of teacher-student is small, or teacher professional expertise is not conducive to student’s comprehensive knowledge. A new experimental practice teaching model is given, which is Double Teams Model of Teachers and Students (DTMTS) experimental practice teaching model. This

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Han, Lihong. "Research and Practice of Constructing Engineering Practice Base for Application-oriented Universities." Lifelong Education 9, no. 5 (2020): 243. http://dx.doi.org/10.18282/le.v9i5.1262.

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"Practical training" is very important in construction engineering, especially for the construction engineering major of application-oriented undergraduate colleges. For students to master professional knowledge, it is necessary to carry out effective practical teaching. Generally speaking, teachers carry out practical training at the practical training base. Therefore, college leaders and teachers have always been very concerned about the construction of training bases. This article analyzes the construction of the construction engineering training base focusing on how to build a practical tr

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Alves, Kat D., Michael J. Kennedy, Ryan O. Kellems, et al. "Improving Preservice Teacher Vocabulary Instruction: A Randomized Controlled Trial." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 4 (2017): 340–56. http://dx.doi.org/10.1177/0888406417727044.

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General and special education teachers need to have an understanding of effective practices for providing vocabulary instruction to students with and without disabilities across grade levels and content areas. Preservice teachers in this study ( N = 121) received training in evidence-based practices for vocabulary instruction via a series of three training modules. They then completed one of two practice conditions—creating a multimedia product to teach a vocabulary word or completing a non-multimedia learning task during class. The two practice conditions resulted in similar gains on the know

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Grigorevna, Mokshina Nadezhda. "Pedagogical Maintenance of Future Teachers’ Practice-oriented Training." Indian Journal of Science and Technology 9, no. 1 (2016): 1–8. http://dx.doi.org/10.17485/ijst/2015/v8is10/84853.

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

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The central purpose of this article is to highlight nature, place and role of the adult education teacher professional training in Ireland as well as the school teacher professional training. In order to do so, a general overview of Irish teachers’ education is presented. The specific in the adult education tutors’ activities is also discussed. The nature of the teachers’ training is fully examined. The various contemporary ways and innovative forms of modern teachers’ training in Ireland are mentioned. The main professional requirements that the adult education tutor has are also highlighted

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Balleux, André. "Les étudiants en formation à l’enseignement professionnel au Québec : portrait d’un groupe particulier d’étudiants universitaires." Canadian Journal of Higher Education 36, no. 1 (2006): 29–48. http://dx.doi.org/10.47678/cjhe.v36i1.183524.

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Registration in a university training program for teachers of vocational training represents a major transition characterized by a progressive rupture between practice of a trade and practice as a teacher. This situation particular to Quebec teachers of vocational training makes them unique students, with characteristics and profiles different from their colleagues of the general sector. This article presents the results of a study conducted with students enrolled in training programs for teaching vocational training at Sherbrooke University aimed at building a first portrait of this character

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