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Artículos de revistas sobre el tema "Teacher education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

N N, Bindhu, and A. Jahitha Begum. "Educational Cognitive Science and Teacher Education." International Journal of Science and Research (IJSR) 10, no. 9 (2021): 167–71. https://doi.org/10.21275/sr21904121615.

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2

Silva, Américo Junior Nunes da, Rafaela Laranjeira Silva, and Ricardo Fabrizio da Rocha Ribas. "The Mathematics Education Laboratory and Teacher Training: What Do Future Teachers Reveal?" Núcleo do Conhecimento 03, no. 01 (2024): 70–106. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/education-laboratory.

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This article, resulting from a qualitative investigation and a case study, aimed to understand the conceptions of future Mathematics teachers regarding the Mathematics Education Laboratory (LEM), as well as the reflections of the activities developed in this space for the improvement of initial training and for classroom practice. The study involved 28 students from the Mathematics Teaching Degree Program at Campus IX of the State University of Bahia and a professor associated with the course since its creation. Data production instruments used included documents provided by the Núcleo

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3

Kurth, Jennifer, and Jean Ann Foley. "Reframing Teacher Education: Preparing Teachers for Inclusive Education." Inclusion 2, no. 4 (2014): 286–300. http://dx.doi.org/10.1352/2326-6988-2.4.286.

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Abstract Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher prepara

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4

Liston, Daniel P. "Teachers’ Work and Teacher Education." Review of Education 12, no. 2 (1986): 93–98. http://dx.doi.org/10.1080/0098559860120203.

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5

Lacina, Jan, and Robin Griffith. "Valuing Teachers-and Teacher Education." Reading Teacher 72, no. 4 (2018): 421–22. http://dx.doi.org/10.1002/trtr.1779.

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6

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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7

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

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

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8

Passow, A. Harry. "Recognizing Excellence in Education: Teachers and Teacher Education." Educational Forum 57, no. 3 (1993): 284–93. http://dx.doi.org/10.1080/00131729309335428.

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9

Baek, Jun-Hyung, and Sung-Jun Yoon. "Exploring physical education teacher education strategies for technology-integrated physical education." Korean Society for Holistic Convergence Education 28, no. 4 (2024): 139–57. http://dx.doi.org/10.35184/kshce.2024.28.4.139.

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The purpose of this study was to explore and suggest teacher education strategies that train physical education (PE) teachers effectively integrate technology into their teaching. To achieve this, the study first analyzed the various barriers that PE teachers may face when applying technology in PE settings. Next, strategies to overcome these obstacles were thoroughly examined from the perspective of teacher educators. Finally, the study suggested systematic and practical teacher education strategies aimed at developing teachers who are capable of implementing technology into PE class. The bar

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10

Farrell, Thomas S. C. "TESOL Teacher Education." Second Language Teacher Education 3, no. 1 (2024): 1–19. http://dx.doi.org/10.1558/slte.29437.

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Most language teacher educators assume that what they provide to their pre-service ESL teachers will help them transition smoothly into the real school setting, yet we also have evidence that some novice TESOL teachers may be struggling when trying to implement what they have learned in their TESOL teacher education once they begin teaching in their first years. In addition, most early-career TESOL teachers are abandoned once they graduate from their TESOL teacher education programs and left to survive on their own, and/or with the help of school appointed mentors, induction programs or other

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11

Goodson, Ivor F. "Sponsoring the Teacher's Voice: teachers' lives and teacher development." Cambridge Journal of Education 21, no. 1 (1991): 35–45. http://dx.doi.org/10.1080/0305764910210104.

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12

Petrovski, Josif. "USING STEM EDUCATION IN SCHOOLS." Teacher, no. 26 (November 13, 2023): 62–65. http://dx.doi.org/10.20544/teacher.26.10.

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STEM education is an educational approach that contains multiple scientific disciplines and has become a popular method in recent years. Since more efforts are made to integrate STEM more effectively into the educational system, educators face major challenges in finding teaching methods and strategies. STEM education offers many advantages to students, teaching them critical skills they can use to succeed in life. STEM assignments can be easily adjusted to suit different age ranges, abilities, group sizes and interests. Their adaptability is part of what makes them so great to use in teaching

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13

Käck, Annika. "Swedish teacher education and migrant teachers." Intercultural Education 31, no. 2 (2020): 260–64. http://dx.doi.org/10.1080/14675986.2019.1702329.

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14

Goff-Kfouri, Carol Ann. "Pre-service Teachers and Teacher Education." Procedia - Social and Behavioral Sciences 93 (October 2013): 1786–90. http://dx.doi.org/10.1016/j.sbspro.2013.10.117.

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15

Tigner, Steven S. "Homer, Teacher of Teachers*." Journal of Education 175, no. 3 (1993): 43–64. http://dx.doi.org/10.1177/002205749317500304.

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16

Kwak, Youngsun, Hyunjong Kim, and Seok-Young Hong. "Research trends in Korean teacher education: Focusing on the Korea National University of Education and the Korean Society for Teacher Education." Korean Journal of Teacher Education 41, no. 2 (2025): 5–27. https://doi.org/10.14333/kjte.2025.41.2.01.

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Purpose: The purpose of this study was to explore the research trends related to teacher education in Korea in the context of research-based teacher education focusing on two specialized academic journals. Methods: Keywords from academic journal articles published since 2000 in two representative academic journals, the Korean Teacher Education Research published by the Korean Association for Teacher Education and Teacher Education published by Korea National University of Education, were collected. The collected keywords were visualized using Gephi 0.9.2, a network visualization program, and t

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17

Cruickshank *, Ken. "Towards diversity in teacher education: teacher preparation of immigrant teachers." European Journal of Teacher Education 27, no. 2 (2004): 125–38. http://dx.doi.org/10.1080/0261976042000223006.

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18

Kagoda, Alice Merab, and John Sentongo. "Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education." Universal Journal of Educational Research 3, no. 2 (2015): 148–53. http://dx.doi.org/10.13189/ujer.2015.030211.

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19

Somdyuti, Rakshit, and Jayanta Mete Prof. "EFFECTS' OF NATIONAL EDUCATION POLICY 2020 ON FUTURE OF TEACHER EDUCATION OF INDIA." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 9, no. 3 (2022): 80–85. https://doi.org/10.5281/zenodo.6943845.

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<strong>Abstract:</strong> A Teacher takes a hand, opens a mind and touches a heart. Teaching is the only profession where all three ‘H’ (Hand, Head, Heart) important equally. Teachers truly shape the future of our children and therefore, the future of our nation. Teaching is the profession that teaches all of the other professions. It is because of the noblest role that the teacher in India was the most respected member of society. Recently Ministry of Human Resource Development (MHRD) under the Government of India published final report National Education Policy 2020 (NEP-2020).

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20

Robinson, Maureen, and Wendy McMillan. "Who teaches the teachers? Identity, discourse and policy in teacher education." Teaching and Teacher Education 22, no. 3 (2006): 327–36. http://dx.doi.org/10.1016/j.tate.2005.11.003.

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21

Jennings, Todd. "Human Rights Education Standards for Teachers and Teacher Education." Teaching Education 17, no. 4 (2006): 287–98. http://dx.doi.org/10.1080/10476210601017378.

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22

Miles, Rebecca, Linda Harrison, and Amy Cutter-Mackenzie. "Teacher Education: A Diluted Environmental Education Experience." Australian Journal of Environmental Education 22, no. 1 (2006): 49–59. http://dx.doi.org/10.1017/s0814062600001658.

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AbstractThis paper presents the findings of a small-scale research project about student teachers' perceptions and experiences of environmental education. The context of this study is a pre-service teacher education faculty in rural New South Wales, Australia. A combined methods approach was applied, with a survey designed from rich data elicited through focus group interviews. The focus of this paper is on the findings of the survey, revealing that prospective teachers' preparedness in environmental education is diluted by their teacher education experience and that such experiences are not p

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23

Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.

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Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health pro

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24

KOVAL, L. V. "ЦІННІСНІ ОРІЄНТИРИ ПРОФЕСІЙНОЇ ОСВІТИ: МЕТОДИЧНИЙ АСПЕКТ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (2021): 239–46. http://dx.doi.org/10.31494/2412-9208-2021-1-2-239-246.

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The article highlights the values in the training of future primary school teachers, among which the priority is the formation of the spiritual sphere of applicants, the introduction of a humanistic paradigm of education, a motivated teacher with developed new pedagogical thinking, training of a teacher, ready to compete in today's labor market, able to work in the era of digital civilization. In addition, methodological aspects are singled out in this process, in particular co-teaching, which provides for: parallel teaching, in which tutors provide the same information, dividing applicants in

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25

Gomes de Gouvea, Luanna, Valeria Campos dos Santos, and Agnaldo Arroio. "VISUALIZATION AND TEACHER EDUCATION: SOME TRENDS IN CHEMICAL EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (2013): 17–26. http://dx.doi.org/10.48127/gu-nse/13.10.17.

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The current scenario of teaching chemistry has introduced the visual tools as a way to solve the cognitive demand of students and teachers. These tools contribute to facilitate the teaching of various chemistry topics, making visible the microscopic interactions. Despite the wide variety and functionality of the visual tools, teachers have been faced with the un-known, since they are not prepared to use these tools in the classroom. Motivated by this fact, research on pre-service and in-service teacher educational programs has shown paths and initiatives aiming to assist and prepare the teache

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26

McGregor, Gordon, Tom Russell, and Fred Korthagen. "Teachers Who Teach Teachers: Reflections on Teacher Education." British Journal of Educational Studies 44, no. 3 (1996): 341. http://dx.doi.org/10.2307/3122468.

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27

McNay, Margaret, Tom Russell, and Fred Korthagen. "Teachers Who Teach Teachers: Reflections on Teacher Education." Canadian Journal of Education / Revue canadienne de l'éducation 21, no. 3 (1996): 358. http://dx.doi.org/10.2307/1495044.

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28

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

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

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29

Ziyatov, Akmal Tursunovich. "SECOND LANGUAGE TEACHER EDUCATION." YOSH OLIMLAR ILMIY-AMALIY KONFERENSIYASI 2, no. 06 (2023): 58–62. https://doi.org/10.5281/zenodo.8010563.

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Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. It is returned to this issue of nomenclature later on; at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn t

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30

Dr., B. Padma, and S.Jayanthi. "Self Efficacy of Secondary Teacher Education Students." Journal of Research in Education 8, no. 1 (2020): 1–124. https://doi.org/10.5281/zenodo.6407464.

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<strong>Abstract</strong> The main objective of the study was to find out the significant difference if any, in self efficacy of Secondary Teacher Education Students with respect to background Variables. The investigator adapted the survey method in order to carry out the research. The sample consisted of 100 secondary teacher education students who were selected through the stratified random sampling technique. The findings revealed that there was no significant difference in the self-efficacy of secondary teacher education students based on gender, educational qualification, locality, income

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31

Kagoda, Alice Merab, and Betty Akullu Ezati. "CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA." Problems of Education in the 21st Century 52, no. 1 (2013): 35–47. http://dx.doi.org/10.33225/pec/13.52.35.

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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shorta

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32

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

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

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Dr., A. C. Lal Kumar. "TEACHER EFFECTIVENESS OF HIGHER SECONDARY TEACHERS." International Journal of Computational Research and Development 1, no. 1 (2016): 66–69. https://doi.org/10.5281/zenodo.159965.

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Education is a nation building task and the process of education is largely lies in the hands of teacher. In the formal education system, infrastructure, finance and community support was provided by Government and stakeholders of education. But the process of molding the future citizens of India depends upon the quality of teacher. Effective teaching is a par excellence attribute of quality education. An effective teacher may be understood as one who helps in the development of basic skills, understanding, proper work habits, desirable attitude and value judgment. Teacher effectiveness concer

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34

Hepsiba, Netala, Burugapudi EG, and Y. F. W. Prasada Rao. "Teacher Education." International Research Journal of Engineering, IT & Scientific Research 3, no. 5 (2017): 12. http://dx.doi.org/10.21744/irjeis.v3i6.529.

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The young today are facing a world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social and cultural. To be able to prepare our young people face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also have to change. In the past, teachers used to be a major source of knowledge, the leader and educator of their students school life. The changes that took place in education have initiated to chang

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35

Apfelstadt, Hilary. "Teacher Education." Journal of Music Teacher Education 6, no. 1 (1996): 4–5. http://dx.doi.org/10.1177/105708379600600102.

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36

Katz, Daniel. "Teacher Education." Teachers College Record 106, no. 2 (2004): 393–96. http://dx.doi.org/10.1111/j.1467-9620.2004.00342.x.

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Snow-Gerono, Jennifer. "Teacher Education." Teachers College Record 106, no. 8 (2004): 1654–57. http://dx.doi.org/10.1111/j.1467-9620.2004.00397.x.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 15, no. 1 (1999): 59–62. http://dx.doi.org/10.1177/016264340001500106.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 15, no. 2 (2000): 49–51. http://dx.doi.org/10.1177/016264340001500206.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 15, no. 3 (2000): 39–40. http://dx.doi.org/10.1177/016264340001500305.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 15, no. 4 (2000): 40–43. http://dx.doi.org/10.1177/016264340001500405.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 16, no. 1 (2000): 43–45. http://dx.doi.org/10.1177/016264340101600105.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 16, no. 2 (2001): 55–59. http://dx.doi.org/10.1177/016264340101600205.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 16, no. 3 (2001): 47–50. http://dx.doi.org/10.1177/016264340101600305.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 16, no. 4 (2001): 55–56. http://dx.doi.org/10.1177/016264340101600408.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 1 (2001): 47–48. http://dx.doi.org/10.1177/016264340201700105.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 2 (2002): 49–52. http://dx.doi.org/10.1177/016264340201700205.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 3 (2002): 51–55. http://dx.doi.org/10.1177/016264340201700305.

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In this issue, Dr. Monica Brown, a colleague here at the University of Kansas, offers perspectives related to multicultural education and technology. While specific needs exist within multicultural education, readers should see that there are direct correlation between the needs of multicultural education and technology and special education and technology. We would argue that as we strive to address training needs of future as well as current special and general education teachers towards technology, special education and multicultural perspectives should be considered as part of this process

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 4 (2002): 45–48. http://dx.doi.org/10.1177/016264340201700405.

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Smith, Sean. "Teacher Education." Journal of Special Education Technology 18, no. 1 (2002): 44–49. http://dx.doi.org/10.1177/016264340301800105.

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