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Articles de revues sur le sujet « Technical education teachers »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 4 mars 2023

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1

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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Azimbayeva, Zh A. "THE CONTENT OF THE STUDY OF TECHNICAL UNIVERSITY TEACHER’S PROFESSIONAL AND PEDAGOGICAL ACTIVITY AT CONDITIONS OF INNOVATIONS." Vestnik Orenburgskogo gosudarstvennogo universiteta 230 (2021): 65–70. http://dx.doi.org/10.25198/1814-6457-230-65.

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The interest to organization of higher technical education teacher’s activity in conditions of innovative changes was due to internal and external factors. They influence to the development of higher education as a whole and activity of teachers individually. The society has necessity in specialists of new format — socially and professionally active engineers with outlined personal features and unique competencies. This requirement is directing technical universities to preparation of engineers of new formation. The rapid scientific and technical progress, integration of innovations to educati

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KOŽUCHOVÁ, Mária, and Jana ČOPÍKOVÁ. "TEACHERS´ AND PUPILS´ ATTITUDES TOWARD TECHNICAL EDUCATION." Journal of Technology and Information 8, no. 2 (October 27, 2016): 25–41. http://dx.doi.org/10.5507/jtie.2016.011.

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Zirkle, Chris, Jeremy Jeffery, and Laine Shrewe. "A Longitudinal Study of Alternatively Licensed Career and Technical Teachers." Career and Technical Education Research 44, no. 1 (July 1, 2019): 23–47. http://dx.doi.org/10.5328/cter44.1.23.

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Retaining qualified career and technical education teachers (CTE) is crucial to the continued supply and reduced demand of these types of teachers. Demographic data and emerging trends of CTE teachers were analyzed for those teachers who completed a summer workshop as part of alternative licensure. Some of the emerging trends included shifts in retention rates during certain school years, years in which enrollment was highest for each gender, and changes in employment status within education. Conclusions and discussions derived from the study were a need for teacher educators to become aware o

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Danilaev, D. P., and N. N. Malivanov. "Technological Education and Engineering Pedagogy." Education and science journal 22, no. 3 (April 29, 2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.

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Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of

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Stephens, Geralyn E. "Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms." International Journal for Research in Vocational Education and Training 2, no. 2 (August 31, 2015): 119–35. http://dx.doi.org/10.13152/ijrvet.2.2.4.

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Industry professionals are permitted to teach in Michigan's federally funded Career and Technical Education (CTE) secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA) provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relationships between the age and educational backgrounds of

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Othman, Hasyamuddin, Samihah Sarpan, Norathirah Nabila Abd Mutalib, Reyanhealme Rohanai, Elia Md Zain, and Wan Azrul Shafuan Wan Hassan. "The Effectiveness of Vocational Teacher Training Program in Enhancing Communication Skills Among Prospective Vocational Teachers." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 218–23. http://dx.doi.org/10.16920/jeet/2022/v35is2/22131.

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Abstract: Malaysia moves forward to increase the number of high skilled laborers in 2025. This expectation, however, reflects the readiness of education institutions in offering good students preparation before getting into the real workplace environment. Teacher is one of the crucial models in an education system that may impart with the dynamic changes in student skills acquisition and thus the development of generic skills among future teachers are seems necessary, especially communication skills itself. As in Malaysia, the efforts in the development of teachers' skills in communication hav

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Ivanchuk, Anatolii, Tetiana Zuziak, Oksana Marushchak, Anatolii Matviichuk, and Viktor Solovei. "TRAINING PRE-SERVICE TECHNOLOGY TEACHERS TO DEVELOP SCHOOLCHILDREN’S TECHNICAL LITERACY." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 554–67. http://dx.doi.org/10.33225/pec/21.79.554.

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Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion

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Rosenkränzer, Frank, Tim Kramer, Christian Hörsch, Stephan Schuler, and Werner Rieß. "Promoting Student Teachers’ Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson." Higher Education Studies 6, no. 4 (November 22, 2016): 156. http://dx.doi.org/10.5539/hes.v6n4p156.

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<p>The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers’ Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed Pedagogical Content Knowledge (PCK). But the effective development of this knowledge is empirically uncertain. This article reports the effects of three different interventions (technical course, didactic course, mixed course) in promoting stude

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Alhassan, Usman Ndagi, and HATIB MUSTA’AMAL AEDE. "A PROFESSIONAL COMPETENCE FOR TECHNICAL AND VOCATIONAL EDUCATION TRAINING TEACHERS AT TECHNICAL COLLEGES IN NIGER STATE, NIGERIA." Asia Proceedings of Social Sciences 6, no. 1 (April 22, 2020): 49–52. http://dx.doi.org/10.31580/apss.v6i1.1230.

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A significant amount of concern has been expressed about all the way in which technical vocational Education training (TVET) is taught in Nigeria and particularly in technical collegesin Niger State. This concern stems partly from the fact that the nation cannot grow its human and material resources effectively without sufficient and well-trained manpower at all educationallevels. The study therefore investigates the professional skills training needs of technical vocational teachers in technical colleges in Niger State. The sample method used for the survey.The study population comprised of a

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UYANGÖR, Nihat, Hasan Hüseyin ŞAHAN, and Mustafa TANRIVERDİ. "Teachers Perceptions towards Modules Used in Vocational and Technical Education." American Journal of Educational Research 2, no. 9 (August 26, 2014): 775–81. http://dx.doi.org/10.12691/education-2-9-11.

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Saidan, Saidan. "Peningkatan Kompetensi Profesionalitas Guru Madrasah Melalui Pendidikan dan Pelatihan ( Sebuah Analisis Terkait Materi Diklat)." Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman 8, no. 01 (August 11, 2020): 95–109. http://dx.doi.org/10.24952/di.v8i01.2705.

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Research is an Analysis Related to Training Materials ". The background of this research is a question that always arises from stakeholders about the existence of education and training (Training) both in terms of Substantive Technical Subject Based Education (Mapel) and Non-Mapel in increasing the professionalism of madrasah teachers. The study used a qualitative descriptive approach with survey and interview methods. The formulation of the problem is "Can Substantive Technical Education for Subject Based Education or Non-Subject Education Can Improve Madrasah Teacher Professionalism?" The re

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Aida, Shakiyeva, Zhorabekova Ainur, Alipbek Ardak, Akeshova Madina, Kudabayeva Perizat, and Rizakhojayeva Gulnara. "Formation of professional competencies of a future foreign language teacher in the field of distance education." World Journal on Educational Technology: Current Issues 14, no. 1 (January 31, 2022): 268–81. http://dx.doi.org/10.18844/wjet.v14i1.6724.

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The aim of this study is to evaluate the opinions of teacher candidates and teachers related to foreign language teaching through distance education and to make forward-looking recommendations in line with these views. The study group consists of 30 teacher candidates who studied foreign language teaching at various universities in Kazakhstan during the 2020–2021 academic year and 35 English teachers who teach English in secondary schools in Almaty. The study was carried out within the scope of qualitative research and research data were collected with two semi-structured interview forms creat

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Kalmykova, Olga Yu, Natalia V. Ryumina, Svetlana N. Parfenova, and Natalya V. Sukhankina. "Lifelong learning as a major trend in personnel training: theoretical and practical aspects." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 19, no. 4 (December 22, 2022): 135–48. http://dx.doi.org/10.17673/vsgtu-pps.2022.4.11.

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The problem of forming conflictological competences of pedagogical staff in educational organization, which is associated with the increasing stressfulness of the organizational environment and multifunctional activities of teaching staff, is presented in the paper. The analysis of conflictological competences, which need to be formed within the framework of continuous conflictological education of university teachers, is given. The paper analyzes the methods and content of the module Conflict and Stress Management in the Educational Process of the retraining program Teacher of Higher Educatio

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Lavonen, Jari, Heidi Krzwacki, Laura Koistinen, Manuela Welzel-Breuer, and Roger Erb. "In-service teacher education course module design focusing on usability of ICT applications in science education." Nordic Studies in Science Education 8, no. 2 (September 1, 2012): 138–49. http://dx.doi.org/10.5617/nordina.523.

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Teachers face challenges in adopting ICT applications for science teaching and learning. An in-service teacher education course module addressing the needs of science teachers particularly was developed through a design-based research (DBR) project. The course module is designed to improve the readiness of teachers in choosing ICT applications for science education and taking the technical and pedagogical usability of the application into account. An international survey showed that clarifyingthe needs and constraints of using ICT applications in science education as well as introducing and di

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Horn, Ilana Seidel, and Britnie Delinger Kane. "What We Mean When We Talk about Teaching: The Limits of Professional Language and Possibilities for Professionalizing Discourse in Teachers’ Conversations." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (June 2019): 1–32. http://dx.doi.org/10.1177/016146811912100604.

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Background Long-standing calls to infuse technical language in teaching—what we call the Professional Language Project—have been revived in recent years along with the core practices movement in teacher education. The Professional Language Project has been identified as a desired outcome of research and a potential benefit to teacher education. Objective Drawing on sociolinguistic studies of teachers’ sensemaking, we critique the Professional Language Project to show its limits in making the intended contribution to teaching and teacher education. Research Design This analytic essay uses a pra

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Abdulwahab, Suleiman, and Haruna Rasheed Sa'i. "Refocusing Technical Teachers' Education Programmes towards Youth Empowerment." IOSR Journal of Humanities and Social Science 19, no. 10 (2014): 69–73. http://dx.doi.org/10.9790/0837-191066973.

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Danilaev, D. P., and N. N. Malivanov. "The Technology Education System Staffing: Problems and Solutions." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 1 (January 28, 2021): 60–72. http://dx.doi.org/10.31992/0869-3617-2021-30-1-60-72.

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The strategic objective of modern technological education is to prepare children for life in a high-tech competitive world. The implementation of this task encounters the problems of material and technical equipment of educational institutions and their staffing. An integrated approach based on the pooling of all resources and efforts of interested parties is needed to organize a technological education modern system. Training programs for teachers should take into account their interdisciplinary nature, and include the psychological, pedagogical, and natural-science components, so as technica

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Zhong, Zezhou. "Innovation of "Dual system" Talent Training Mode of Preschool Education Specialty Based on High-quality Specialized Training Goal--Taking Quanzhou Preschool Education College as an Example." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 9, 2022): 385. http://dx.doi.org/10.56028/aehssr.1.1.385.

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The pilot reform of the normal education"dual system" technical skills training mode was carried out by Quanzhou Preschool Education College.Through the innovation of the college-district-Kindergarten work together,preschool education professional "dual system" technical skills training mode solve the kindergarten teachers to accept higher education and learning, get through and widening the channels of kindergarten teacher training and development effectively, improve the preschool education teachers' quality greatly. It has demonstrated and promoted the reform of vocational education personn

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Zhu, Yongchuang, and Shengzhao Gong. "Demonstration of the Distinguished Teacher Studio Leads the Exploration and Practice of Teachers’ Teaching Innovation Team." Journal of Contemporary Educational Research 6, no. 9 (September 5, 2022): 10–15. http://dx.doi.org/10.26689/jcer.v6i9.4300.

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The work of the distinguished teacher studio is based on activities and has the characteristics of learning, demonstration, and academic. The “double-qualified” distinguished teacher studio is an important way to help the development of vocational education teachers and cultivate outstanding “double-qualified” teachers. It is also an important carrier to improve teachers’ teaching, practice, and scientific research ability, to promote the “three education reform” of vocational education, and to train high-quality technical personnel.

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Administrator, Administrator, Chusnul Chotimah, Indra Prasetyo, and Ruddy Winarko. "PENGARUH DIKLAT DAN MOTIVASI TERHADAP KEMAMPUAN GURU MENYUSUN RPP INOVATIF DI GUGUS 06 KECAMATAN BOJONEGORO." Jurnal Manajerial Bisnis 2, no. 01 (March 19, 2019): 1–13. http://dx.doi.org/10.37504/jmb.v2i01.114.

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This study aims to describe the ability of teachers in Cluster 06 of Bojonegoro Subdistrict in trainingand motivational teachers. The addition was to find out the training and teacher motivation thatinfluenced the teacher's ability in Cluster 06 of Bojonegoro District. The population in this study wereall teachers of Clusters 06 of Bojonegoro District as many as 35 people. This study uses a quantitativeapproach with an explanatory research type. The number of samples in this study proved to be 35teachers. In this study, researchers used hypothesis testing. Hypothesis testing is done to determi

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Adilovna, Ganieva Sharifa. "OF TEACHERS OF TECHNOLOGICAL EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS DESIGN AND ORGANIZATION BASED ON ZION TECHNOLOGIES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 03 (March 1, 2022): 93–100. http://dx.doi.org/10.55640/eijmrms-02-03-14.

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The purpose of conducting research on the problems of technological education, career guidance is to address issues related to the characteristics of education and training, the development and practical application of effective methods, the use of technical means.

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Kuimova, Marina Valeryevna, Galina Ya Dzoz, and Ekaterina V. Gerasimchuk. "Emotional burnout in professional activity of a technical university teacher." Contemporary Educational Researches Journal 5, no. 2 (January 15, 2016): 70. http://dx.doi.org/10.18844/cerj.v5i2.237.

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Higher education makes high demands on a teacher, his knowledge, pedagogical skills and personal features to ensure that he meets the demands of students and the requirements of employers. Teachers are constantly asked to innovate and update their competences and improve students learning outcomes. High requirements for professionalism, permanent workload, necessity for regular update of knowledge and inefficacious management style may lead to emotional burnout. The authors study the causes of emotional burnout, research the burnout syndrome among university teachers whose length of teaching e

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IBRAHIM, Samaher Khalil, and Mohammad Saadi LAFTA. "TECHNICAL INTEGRATION AND ITS APPLICATION FOR ART EDUCATION TEACHERS FROM THE POINT OF VIEW OF SUPERVISORS." RIMAK International Journal of Humanities and Social Sciences 03, no. 07 (September 1, 2021): 48–60. http://dx.doi.org/10.47832/2717-8293.7-3.5.

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The current research problem was established through the following question: What are the characteristics of technical integration (cognitive, skill, and behavioral)? What are the mechanisms for applying it to art education teachers? As the current research aims to identify the characteristics of technical integration (cognitive, skill, and behavioral) of art education teachers from the point of view of the supervisors specialization. The research community consisted of the art education supervisors in the Karkh side, who were (35) supervisors. A sample of (20) supervisors with a specializatio

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Duckor, Brent, and Daniel Perlstein. "Assessing Habits of Mind: Teaching to the Test at Central Park East Secondary School." Teachers College Record: The Voice of Scholarship in Education 116, no. 2 (February 2014): 1–33. http://dx.doi.org/10.1177/016146811411600201.

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Background/Context Educational researchers and policymakers have often lamented the failure of teachers to implement what they consider to be technically sound assessment procedures. In recent years, the belief that teachers are unwilling or unable to implement appropriate assessment procedures has contributed to the rapid expansion of high stakes, standardized testing in schools. Supporters of No Child Left Behind (NCLB) have contrasted teachers’ assessment practices with standardized testing, arguing that teacher-created classroom assessments lack the technical characteristics required to pr

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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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Macdonald, Doune, and Richard Tinning. "Physical Education Teacher Education and the Trend to Proletarianization: A Case Study." Journal of Teaching in Physical Education 15, no. 1 (October 1995): 98–118. http://dx.doi.org/10.1123/jtpe.15.1.98.

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Drawing on evidence from an Australian physical education teacher education (PETE) program, this paper argues that the preparation of physical education teachers implicates PETE in the trend to proletarianize teachers’ work at the same time that national claims for increased professionalization are being made. The core physical education program and its PETE component was characterized by narrow utilitarian, sexist, scientistic, and technicist approaches to the field of physical education. More specifically, the PETE program represented teaching as technical and unproblematic rather than as a

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Ferreira, Celeste, Mónica Baptista, and Agnaldo Arroio. "INTEGRATING VISUALIZATIONS IN SCIENCE TEACHING: TEACHERS’ DIFFICULTIES AND PEDAGOGICAL APPROACHES." Problems of Education in the 21st Century 57, no. 1 (December 25, 2013): 48–60. http://dx.doi.org/10.33225/pec/13.57.48.

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This study is a qualitative research where it tries to finding out and analyze the teacher’s pedagogical approaches and difficulties to introduce visualizations in science classroom. The use of visualizations in classroom has increased substantially, especially since the development of Information and Communication Technology (ICT). Fourteen in-service teachers were investigated across a teachers’ training course to seek their difficulties and pedagogical approaches for integrating these tools in teaching and learning sequences (TLS). During the training teachers were invited to build in group

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Rao, Madasu Bhaskara. "Motivation of teachers in higher education." Journal of Applied Research in Higher Education 8, no. 4 (October 10, 2016): 469–88. http://dx.doi.org/10.1108/jarhe-08-2015-0066.

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Purpose Motivation is the process that accounts for an individual’s intensity, direction and persistence of effort toward attaining a goal (Robbins and Judge, 2008). Teacher motivation is vital to the growing and evolving field of higher education, yet it is not investigated enough. Need for rapid growth of higher education, issues in compensation, developments in information technology and dearth for teaching and technical skills brought teacher motivation to the center stage. The purpose of this paper is to apply McGregor’s Theory X and Theory Y to study teacher motivation in higher educatio

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Sumantri, Hadi. "IMPLEMENTASI KURIKULUM 2013 SMK NEGERI KOMPETENSI KEAHLIAN TEKNIK GAMBAR BANGUNAN DI DKI JAKARTA." Jurnal PenSil 5, no. 1 (February 1, 2016): 45–52. http://dx.doi.org/10.21009/jpensil.v5i1.9841.

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This research was aimed in order to know the implementation of 2013 Curriculum at Contruction Technical Drawing Competence on the aspects of: (1) Teachersâ€™s standard of assessment, (2) The standard of teacher and education staff in this case the competence of teacher and headmaster, (3) The standard of facilities. This research is comprise to desriptive and quantitative research. The populationo this research was the entire of State Vocational High Schools in DKI Jakarta which have implemented 2013 Curriculum. There were 3 schools as research sample which was gotten by simple random sa

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Akgunduz, Devrim, and Canan Mesutoglu. "STEM education for Industry 4.0 in technical and vocational high schools: Investigation of teacher professional development." Science Education International 32, no. 2 (May 31, 2021): 172–81. http://dx.doi.org/10.33828/sei.v32.i2.11.

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The goals of this study were to investigate technical and vocational education (TVET) teachers’ progress in their knowledge, perceptions, and competencies related to Industry 4.0 components and Science, Technology, Engineering, and Mathematics (STEM) within the context of a professional development program. A case study design was followed to reveal in-depth information on teacher improvement. Data sources included the Teacher Knowledge Survey, Teacher Perceptions Survey, and Industry 4.0 and STEM Competencies Survey. Results indicated significant improvement in teachers’ Industry 4.0 competen

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Vrazhnova, Marina Nikolaevna, Mark Socratovich Anastasov, and Galina Yurievna Nikiporets-Takigawa. "Impact of professional self-improvement on the effectiveness of teachers in distance education." Revista Tempos e Espaços em Educação 14, no. 33 (July 30, 2021): e16159. http://dx.doi.org/10.20952/revtee.v14i33.16159.

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Distance education requires the teacher to conduct systematic classes with the student, methodologically competent use the developed content for distance learning, means of communication, and educational resources of the Internet, as well as implement technical support for the educational process. The purpose of the study is to develop educational and methodological support for the process of professional self-improvement of teachers in higher education institutions when working remotely. The study analyzes the role of a teacher in the distance learning system, identifies the types of teacher’

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Chinonso Okolie, Ugochukwu, Elisha Nwonu Elom, Catherine Uchechukwu Osuji, and Paul Agu Igwe. "Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects." International Journal of Training Research 17, no. 1 (January 2, 2019): 21–34. http://dx.doi.org/10.1080/14480220.2019.1602207.

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Rosada, Admila. "The Effectivity Of Empathic Love Therapy To Increase Subjective Well-Being And Teacher Readiness In Inclusive School." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 2 (January 11, 2020): 248–63. http://dx.doi.org/10.14421/al-bidayah.v11i2.282.

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Inclusive education has been done in Indonesia since Law on the National Education System Number 20 the year 2003 is declared. Implementation evaluation of this inclusive education shows that teacher’s readiness in conducting inclusive classroom is still in a low level, whereas the teacher is one of the four pillars in education. The teacher feels hard to facilitate special educational needs children, so influence his/her subjective wellbeing. The education ministry has organized some technical training about inclusive education. Some research shows that the training is only focused on the the

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Haddon, Elizabeth. "Multiple teachers: multiple gains?" British Journal of Music Education 28, no. 01 (January 14, 2011): 69–85. http://dx.doi.org/10.1017/s0265051710000422.

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This paper explores the concept of instrumental/vocal learning when studying the same instrument or voice with more than one concurrent teacher. In this context, teachers may be working as a team, or one or both teachers may not know of the other's contribution to a student's learning. Qualitative data from music students and teachers at the University of York sheds some light on this often hidden learning context. This paper examines students’ reasons for studying with more than one teacher; their views on negotiating teacher demands; teacher–student–teacher dynamics; and assessment of the su

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Izmagambetova, Raissa, Nabuova Roza, Medeubayeva Kenzhekhan, Bainazarova Tursynay, and Karsybayeva Raissa. "The problem of evaluating primary school students in the online education process." Cypriot Journal of Educational Sciences 17, no. 1 (January 31, 2022): 265–78. http://dx.doi.org/10.18844/cjes.v17i1.6704.

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Distant education studies carried out during the COVID-19 pandemic period are handled at different education levels and from different perspectives. The purpose of this research is to evaluate the problem of evaluation of primary school students in online education with the opinions of teachers. This research was carried out by using qualitative research methods. The study group of the research consisted of 25 classroom teachers working in various primary schools in Almaty, Kazakhstan, in the 2021-2022 academic year. A semi-structured interview form was used as a data collection tool in the re

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Trifonoff, Karen M. "Creativity, Art and Cartography in Geographic Education." Cartographic Perspectives, no. 33 (June 1, 1999): 49–59. http://dx.doi.org/10.14714/cp33.1020.

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Elementary children can learn about maps, but what they do learn depends in large part on the background and training of the teacher. Teachers who engage in mapping activities often lack training in the technical aspects of map making, along with a lack of knowledge of the role of art, design, and creativity in the cartographic process. An activity designed to help elementary and middle school teachers integrate artistic perspectives and mapping is outlined. The workshop proved to be an effective vehicle for increasing teachers' knowledge of both map making and art and gave them an outline for

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Anglum, J. Cameron, Andrew R. Diemer, Walter G. Ecton, and Tuan D. Nguyen. "We need to know more about CTE teachers." Phi Delta Kappan 104, no. 6 (March 2023): 18–23. http://dx.doi.org/10.1177/00317217231161535.

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Over the past year, debates over the prevalence, distribution, and effects of teacher vacancy and underqualification have dominated many education narratives. Authors J. Cameron Anglum, Andrew R. Diemer, Walter G. Ecton, and Tuan D. Nguyen consider these debates in the context of growing interest in career and technical education (CTE) in high school settings. Research on secondary CTE teachers, including the quantification of teacher shortages in specific CTE content areas, remains insufficient to inform effective recruitment and retention policies. This dearth of scholarship on CTE teachers

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Piwowarska, Ewa. "Technical Education and Arts Education in the Opinions of Teachers of Early School Education – Selected Issues." Journal of Education, Technology and Computer Science 32, no. 2 (2021): 61–65. http://dx.doi.org/10.15584/jetacomps.2021.2.7.

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Technical education and arts education in younger years of elementary school often contribute to final effects of the activities undertaken by children. This process is connected with the human need to create objects, which apart from being more or less useful should be also beautiful. The study focuses on the difficulties some early school education teachers have to distinguish activities related to tasks carried out within the scope of technical education and those related to arts education. It should be underlined that children’s ability to create objects of practical use is mostly emphasiz

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ABU MUKH, Yasmeen Nzam, and Safia TARTEER. "THE SUDDEN SHIFT IN DISTANCE EDUCATION IN PALESTINIAN UNIVERSITIES: TECHNICAL SUPPORT AND PROFESSIONAL QUALIFICATION." International Journal of Humanities and Educational Research 03, no. 06 (December 1, 2021): 429–38. http://dx.doi.org/10.47832/2757-5403.6-3.31.

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This study aimed to identify the types of technical support provided by Palestinian universities to teachers in distance education in the light of the Covid-19 crisis. It examined the possibilities of developing technical support and qualifying teachers that can be provided by the information and communication technology center in there in order to improve the quality of distance education from the teachers' point of view. The researchers used the interview as a tool for the study, and the results obtained were analyzed using the grounded theory in qualitative research. The results showed that

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Azimbayeva, Zh A. "The PREPARATION OF TEACHERS OF HIGHER TECHNICAL EDUCATION TO ACTIVITIES IN CONDITIONS OF INNOVATIVE CHANGES." BULLETIN Series of Pedagogical Sciences 72, no. 4 (December 15, 2021): 152–60. http://dx.doi.org/10.51889/2021-4.1728-5496.18.

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The modern requirements of society, industry and government to technical university graduates define the direction of new studies at technical education. The task for modern university is seen at preparation of innovative specialists of technical education, that are able to work in conditions of unknown future, technical risks, and dangers; to construct technologies of high order with consideration of humanly accepted values and ethical norms. The success to achieve this task is provided by the preparation of teachers of technical education to organize innovational educational program, that fa

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