Bibliografías temáticas / Technical education teachers

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Literatura académica sobre el tema "Technical education teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 4 de marzo de 2023

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Artículos de revistas sobre el tema "Technical education teachers"

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Andres, Pavel, and Alena Vališová. "Institutional Education of Teachers of Technical Subjects." Lifelong Learning 3, no. 3 (2013): 8–22. http://dx.doi.org/10.11118/lifele201303038.

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Technical teacher education is highly relevant from many perspectives nowadays. Educational reform has brought a number of changes, including legislative measures. The end of 2014 is a milestone, bringing the duty of every teacher/educator to commence studies to complete pedagogical qualification as defined in Act No. 563/2004. The need to address the issue of technical teacher education in the Czech Republic is reflected in the many activities that are aimed at finding answers to questions about the objectives, assessment of the quality of teachers and study programs respectively, and institu
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Mondal, Naba Kumar, Suprakash Adhikari, and Pritam Das. "Teacher Perfection Level about Environmental Education." JOURNAL OF ADVANCES IN HUMANITIES 3, no. 2 (August 15, 2015): 193–200. http://dx.doi.org/10.24297/jah.v3i2.5104.

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A study has been done to evaluate the status of consciousness about Environmental Education among the teachers of Technical college and General college in the district of Birbhum and Burdwan,West-Bengal . Study results revealed that in all aspect like of consciousness the technical college teachers showed better perfection than general college teachers. Finally it can be concluded that overall consciousness about Environmental Education of Technical college teacher much better performance than General college Teachers.
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Sandholtz, Judith Haymore, and Brian Reilly. "Teachers, Not Technicians: Rethinking Technical Expectations for Teachers." Teachers College Record: The Voice of Scholarship in Education 106, no. 3 (March 2004): 487–512. http://dx.doi.org/10.1177/016146810410600304.

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Despite many efforts at the national, state, and local levels to promote the use of computers in K-12 classrooms, over the past 20 years, the impact of the computer on teaching and learning has been minimal. In this article, we examine how one school district has advanced the use of computers in the classroom by focusing first on curriculum rather than on technology. While national and state technology standards for teachers, as well as educational technology textbooks, tend to start with computer hardware and how to troubleshoot it, teachers in the district described here spend very little ti
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Sandholtz, Judith Haymore, and Brian Reilly. "Teachers, Not Technicians: Rethinking Technical Expectations for Teachers." Teachers College Record 106, no. 3 (March 2004): 487–512. http://dx.doi.org/10.1111/j.1467-9620.2004.00348.x.

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Noga, Henryk. "Professional Development of Information Technology and Technical Education Teachers." Acta Technologica Dubnicae 6, no. 2 (August 1, 2016): 96–104. http://dx.doi.org/10.1515/atd-2016-0015.

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Abstract Due to normal work duty and responsibilities, the responsibility for students’ motivation and self-development motivates teachers for continuous training and thus to expand their own competencies. It is especially important in case of teachers who graduate technical and information technology (IT). IT teachers should be familiar with the latest technology as well as innovative solutions in the field of didactics of technical subjects.This article concerns issues related to the professional development of information technology and technical education teachers in Poland. An analysis of
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Whitley, Victoria P., Travis D. Park, Wendy J. Warner, and Erin T. Horne. "Relationship between Career and Technical Education Student Teachers' Self-Efficacy and edTPA Performance." Career and Technical Education Research 44, no. 2 (October 1, 2019): 88–113. http://dx.doi.org/10.5328/cter44.2.88.

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The edTPA, a validated teacher performance assessment, is being used across the nation to assess the readiness of career and technical education (CTE) student teachers for a successful career in education. The purpose of this study was to gain a better understanding of the relationship between edTPA and both Technology and Agricultural Education student teacher's self-efficacy throughout their student teaching. This quasi-experimental study compared mean of self-efficacy as measured by the Teacher Self-Efficacy Scale (TSES) to edTPA scores from Agricultural Education and Technology Education s
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Owais, Amjad Kamal, Suzan Mahmoud Alabidi, Zaydoon Mohammad Hatamleh, and Elham T. Hussein. "Technical and Vocational Education and Training in the UAE." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (July 10, 2020): 264. http://dx.doi.org/10.3991/ijet.v15i13.13801.

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This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational in
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Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.

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The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N
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Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.

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The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N
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Sijabat, Apriani, Palma Juanta, Revi Gina Gunawan, Lufri Lufri, Asrizal Asrizal, and Hardeli Hardeli. "Teachers' Perceptions about the Implementation of Independent Learning Curriculum in Science Education." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 1 (January 21, 2023): 76. http://dx.doi.org/10.33394/j-ps.v11i1.6728.

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This study aims to: Describe teachers' perceptions about the implementation of the independent learning curriculum in science education and describe the constraints felt by teachers in implementing the independent learning curriculum as well as solutions to overcome these obstacles. This type of research is a case study. The sample in this study was a science teacher at SMP DR Wahidin Sudirohusodo Medan, who were selected using a purposive sampling technique and developed using a snowball sampling technique. Data collection was carried out through interviews and questionnaires. Data analysis t
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Tesis sobre el tema "Technical education teachers"

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Phachon, Khantachvana Kennedy Larry DeWitt McCarthy John R. "Competencies for a technical education curriculum perceptions of technical education teachers in Bangkok, Thailand /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521334.

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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 7, 2006. Dissertation Committee: Larry D. Kennedy, John R. McCarthy (co-chairs), Ronald Halinski, George Padavil. Includes bibliographical references (leaves 109-120) and abstract. Also available in print.
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Briggs, Jane E. "Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218574016.

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Schroeder, James. "Professional development in technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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Teske, David L. "The comprehensive level of Kiel Elementary teachers with the philosophy of technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999tesked.pdf.

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Dreyer, Shelley L. "Perceptions of trade and technical educators concerning the educational experience and training needed to enter the teaching field." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dreyers.pdf.

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Ko, Jang Wan. "Performance standards and labor market outcomes of postsecondary career and technical education in Missouri /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091938.

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Kaufmann, Thomas. "The new teacher's compendium strategies and tips from veteran technology education teachers for resolving problems during the first year /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003kaufmannt.pdf.

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Mndebele, Comfort Baphumuze Sikhumbuzo. "Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163822/.

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DeLain, Thomas. "An analysis of assessment and evaluation of technology education teachers in Wisconsin." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000delaint.pdf.

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De, Clute Darryl. "Assessment methods used by technology education teachers in southeastern Wisconsin high schools." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003decluted.pdf.

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Libros sobre el tema "Technical education teachers"

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Bawden, William Thomas. Leaders in industrial education. Milwaukee: Bruce Pub., 1987.

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Bawden, William Thomas. Leaders in industrial education. Milwaukee: Bruce Pub., 1987.

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1956-, Gilberti Anthony F., Rouch David L, and Council on Technology Teacher Education (U.S.), eds. Advancing professionalism in technology education. New York, N.Y: Glencoe McGraw-Hill, 1999.

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Odası, İstanbul Ticaret, ed. Mesleki eğitim ve teknik eğitim fakülteleri araştırması. İstanbul: İstanbul Ticaret Odası Yayınları, 2008.

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Black, H. D. TVEI: The teachers' view. Sheffield: Training Agency, 1990.

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Darrell, Parks, and Educational Resources Information Center (U.S.), eds. Teacher education in career and technical education: Background and policy implications for the new millennium. Columbus, Ohio: National Dissemination Center for Career and Technical Education, the Ohio State University, 2002.

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Kronemann, Michaela. TAFE teachers: Facing the challenge. Southbank, Vic: The Union, 2001.

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Basu, C. K. Environmental education training guide for technical and vocational education teachers: A prototype. Paris]: Environmental Education Unit, Science and Environmental Education Section, Division for the Renovation of Educational Curricula and Structures, 1993.

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John, Williams, ed. International technology teacher education. New York, N.Y: McGraw-Hill Glencoe, 2006.

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C, Scanlon Dennis, and Educational Resources Information Center (U.S.), eds. The status of career and technical education teacher preparation programs. Minneapolis, MN: National Research Center for Career and Technical Education, University of Minnesota, 2001.

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Capítulos de libros sobre el tema "Technical education teachers"

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Wu, Xueping, and Yiqun Ye. "Teachers of Technical and Vocational Education." In Technical and Vocational Education in China, 205–39. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0839-0_6.

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Ros-Garrido, Alicia, and Fernando Marhuenda-Fluixá. "The Education of VET Teachers and Trainers." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 87–103. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8475-2_5.

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Hellwig, Wolfgang. "Vocational Teachers in Russia." In International Perspectives on Teachers and Lecturers in Technical and Vocational Education, 205–28. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5704-5_9.

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Choomnoom, Siripan. "TVET Teachers Training in Thailand." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 277–90. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_17.

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Udartseva, Svetlana, Tatyana Ikonnikova, Tamara Udartseva, Tatyana Chausova, and Gulfarida Samashova. "Technical Training of Teachers of Vocational Education in Higher Educational Institutions." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 119–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73093-6_13.

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Guthrie, Hugh, Roger Harris, Michele Simons, and Tom Karmel. "Teaching for Technical and Vocational Education and Training (TVET)." In International Handbook of Research on Teachers and Teaching, 851–63. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_55.

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Kaske, Aurélien, Rodrigo Torres, and Shinyoung Jeon. "Promoting Work-Based Learning for Vocational Teachers." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 67–82. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_5.

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Zhao, Ziqun, and Lianwei Lu. "China’s TVET Teachers and Their Professionalization." In International Perspectives on Teachers and Lecturers in Technical and Vocational Education, 55–75. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5704-5_3.

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Bauer, Waldemar. "TVET Teachers and Instructors in Germany." In International Perspectives on Teachers and Lecturers in Technical and Vocational Education, 123–58. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5704-5_6.

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Li, Jun. "What Does It Mean to Be Vocational Teachers in China – Results from a Survey Among Chinese Vocational Teachers." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 255–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_13.

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Actas de conferencias sobre el tema "Technical education teachers"

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Feng, Xiaoqi, and Katja Hölttä-Otto. "An Exploration of Teachers’ Competencies in Interdisciplinary Engineering Education." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-88643.

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Abstract Engineering education requires competent teachers to facilitate students’ interdisciplinary learning in solving complex problems and engage students in interdisciplinary teamwork. While most studies in the literature have focused on identifying or measuring students’ competencies, few studies have focused on teachers. What teacher competencies are essential for effective interdisciplinary teaching in engineering education? To answer this question and contribute to teacher development and improve student learning, this study analyzes teachers’ competencies in interdisciplinary engineer
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Motsoeneng, Molefi. "THE EFFECTS OF TEACHER EDUCATION ON TECHNICAL VOCATIONAL EDUCATION AND TRAINING COLLEGE LECTURERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end082.

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"The aim of this paper is to analyse teacher training with regard to Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) by universities in South Africa. The universities’ training of teachers does not cater for Technical Vocational Education and Training (TVET) college lecturers, who are thus required to teach courses in which they are not competent. At the beginning of democracy in South Africa, reform of teacher education was initiated. This reform was followed by a closure of the teacher training colleges which therefore shifted the responsibility for training of future teachers
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Rusu, Ioan, Adrian Adascalitei, Elena simona Bacaita, and Oana Rusu. "IMPACT OF 132731 POSDRU PROJECT ON SCHOOL EDUCATION CURRICULA THAT USE ICT TECHNOLOGIES AND E-LEARNING: EXPERIENCE OF THE TECHNICAL UNIVERSITY "GHEORGHE ASACHI" OF IASI." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-223.

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Project "Improving the theoretical and practical education for teachers in the use of modern educational technologies in teaching physics and technical disciplines" POSDRU/157/1.3/S/132731 was designed as a national strategic partnership, involving six Teacher Training Centers from Moldavia Region of Romania, coordinated by the Technical University "Gheorghe Asachi" of Iași. The project aims to achieve the necessary framework to adapt technical teaching, in an environment marked by the digital revolution, by implementing modern educational tools and ICT technologies in teaching and learning ac
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Tureková, Ivana, Jozef Harangozó, and Miroslav Šebo. "LIFELONG EDUCATION OF TEACHERS IN RISK MANAGEMENT OF TECHNICAL EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2256.

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Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.

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The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&amp;amp;L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher particip
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Ianos, Maria gratiela, and Ana voichita Tebeanu. "A STUDY ON INITIAL TRAINING AND COMPETENCE MODEL FOR TEACHERS IN PROFESSIONAL AND TECHNICAL EDUCATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-150.

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Technical and vocational education and training (TVET) plays an important role in economic development, due to is its main orientation towards the world of work (UNESCO TVET Strategy 2016-2021) and the emphasis of the curriculum on the acquisition of employable skills. It's considered to be a tool for productivity enhancement and poverty reduction, at a global level (Europe 2020 communication, EU 2010, 2014). The dynamics of change in TVET in recent years has generated new perspectives / approaches regarding the role of the teacher and his/her responsibilities, on the one hand, and, on the oth
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Depesova, Jana, and Patrik Janíček. "LIFELONG LEARNING OF TEACHERS OF TECHNICAL SUBJECTS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2152.

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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It
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Jailani, Md Y., N. K. R. Siti, A. N. Y. Faizal, A. Maizam, S. Syahril, I. M. Marina, M. F. Lee, et al. "Vocational pedagogy among technical vocational education and training teachers." In 2017 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2017. http://dx.doi.org/10.1109/ieem.2017.8289869.

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Colopy, Andrew. "(Digital) Design-Build Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.25.

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Architectural education is often held up as an exemplar of project-based learning. Perhaps no discipline devotes as much curricular time to the development of a hypothetical project as is found in the design studio model prevalent in US architecture schools. Whether the emphasis is placed on more ‘classical’ design skills—be they typological, tectonic, or aesthetic—or on more ‘socio-political or eco-cultural aims,’ studios generally include the skills and values we deem instrumental to practice.1 The vast majority of such studios, therefore, emphasize the production of drawings, images and mod
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Informes sobre el tema "Technical education teachers"

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Chambers-Ju, Christopher, Amanda Beatty, and Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.

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Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the la
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al.
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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic re
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Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto, and Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.

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Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building pro
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Popel, Maiia V., and Mariya P. Shyshkina. The Cloud Technologies and Augmented Reality: the Prospects of Use. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2662.

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The article discusses the prospects of the augmented reality using as a component of a cloud-based environment. The research goals are the next: to explore the possibility of the augmented reality using with the involvement of the cloud-based environment components. The research objectives are the next: to consider the notion of augmented reality; to analyze the experience the augmented reality using within the cloud environment / system; to outline the prospects of the augmented reality using in educational institutions; to consider the technical conditions of the augmented reality use. The o
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Khvostina, Inesa. Proceedings of the 2019 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019). Edited by Liliana Horal, Vladimir Soloviev, and Andriy Matviychuk. Atlantis Press, 2019. http://dx.doi.org/10.31812/123456789/3614.

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The Ivano-Frankivsk National Technical University of Oil and Gas will hold the 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019: http://mdsmes.nung.edu.ua/), which will take place on October 24-25, 2019 in Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk and Polyanytsia village (TC Bukovel), Ukraine. The purpose of the Conference is to exchange the experience and share the results of the scientific research, generalization and development of policy recommendations based on the strategic management of eco
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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discus
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