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Letteratura scientifica selezionata sul tema "Training for teachers"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 2 febbraio 2022

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Articoli di riviste sul tema "Training for teachers"

1

Maqbool Mir, Muyeen. "ICT Literacy of Student Teachers of Teacher Training Institutes". Indian Journal of Applied Research 3, n. 4 (1 ottobre 2011): 115–16. http://dx.doi.org/10.15373/2249555x/apr2013/36.

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2

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English". International Journal on Integrated Education 3, n. 8 (13 agosto 2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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3

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English". International Journal on Integrated Education 3, n. 8 (14 agosto 2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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4

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English". International Journal on Integrated Education 3, n. 9 (6 settembre 2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.

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Abstract (sommario):

The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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5

Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers". International Journal Pedagogy of Social Studies 4, n. 1 (30 giugno 2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.

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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.

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OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms". Eurasian Journal of Educational Research 20, n. 87 (30 maggio 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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Sudana, I. Made. "Analisis meta pada manajemen pasca pelatihan untuk meningkatkan produktivitas guru di SMK". Jurnal Pendidikan Vokasi 1, n. 1 (28 febbraio 2011): 133. http://dx.doi.org/10.21831/jpv.v1i1.5808.

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META ANALYSIS IN POST TRAINING MANAGEMENT TO IMPROVE TEACHER PRODUCTIVITY IN VOCATIONAL SCHOOLPost in-service training programs of teachers have never been evaluated to investigate their effectiveness and productivity. Some factors are indicated to affect unmeasured productivity of the program: (1) there is no a clear procedure in evaluating productity of in-service training program, (2) there is no standardized procedures to evaluate teacher performance, (3) a complex teachers' background make evaluation instrument is difficult to be developed, (4) trainings have not been based on teachers needs, (5) training content could not be implemented, and (6) monotonous methode were usually employed. However, this research investigated seven advantages: (1) School productivity is improved, (2) relationship between management and staff is in harmony, (3) a faster decision making is achieved, (4) a high commitment and motivation for school community, (5) to push more open management through implementation of participative managerial, (6) more effective communication, and (7) a functional conflict resolution. The advantages for teacher: (1) help teacher to make a better decision making, (2) to help teacher to solve problems, (3) motivational factors are internalized and operationalized, (4) to develop teacher to improve performance, (5) to help teacher to be a self confidence teacher, (6) to help teacher to acquire intellectual and technical ability, (7) to improve teacher's work satisfaction, (8) more recognition on individual performance, (9) more independent teachers, and (10) lessen teacher's anxious toface future.

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Sribayak, Virasuda, e Kittitouch Soontornwipast. "EFL Teachers’ Beliefs about Teacher Training". International Journal of Interdisciplinary Organizational Studies 9, n. 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/23-34.

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Sribayak, Virasuda, e Kittitouch Soontornwipast. "EFL Teachers’ Beliefs about Teacher Training". International Journal of Interdisciplinary Organizational Studies 9, n. 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/53431.

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Huxley, Linda, Elizabeth Freeman e Erica Frydenberg. "Coping skills training: Implications for educational practice". Australian Educational and Developmental Psychologist 24, n. 2 (2007): 44–68. http://dx.doi.org/10.1017/s0816512200029205.

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AbstractDuring the last decade there has been a call for schools to become more active in the promotion of students’ social and emotional learning (SEL). Given that teachers are significant adults in young people’s lives, they are often in the best position to deliver SEL programs. This small in-depth study investigated the impact of implementing a specific SEL program, “The Best of Coping”, on both the teacher and a class of 26 Year 9 (15-16 years) students. The study used a mixed methodology to evaluate the impact of the program. Both quantitative and qualitative data, including two case studies and entries from the teacher’s reflective journal, are reported. Changes in coping for both teacher and students as well as a positive impact on relationships between teachers and students were demonstrated. The study highlights the importance of the teacher’s role in implementing SEL programs and the challenges for teachers of delivering these programs. Issues associated with the implementation of school-based coping skills programs and the role of educational psychologists in supporting teachers in this work are discussed.

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Tesi sul tema "Training for teachers"

1

Badali, Salvador John. "Seconded teachers as teacher educators". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/NQ34509.pdf.

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2

Helsby, Gill. "Educational reform, teachers' work and teacher professionalism". Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.

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3

Lindberg, J. Ola, e Anders D. Olofsson. "Training teachers through technology : A case study of a distance-based teacher training programme". Doctoral thesis, Umeå universitet, Pedagogik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.

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Lindberg, J. Ola Olofsson Anders D. "Training teachers through technology : a case study of a distance-based teacher training programme /". Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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5

Barron, Elaine Bernadette. "Primary headteachers' perceptions of training teachers fit to practise within changing landscapes of teacher training". Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/621834.

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Recent changes to the provision for teacher training have seen a move to place greater responsibility for the training of teachers with schools rather than with Higher Education Institutes. The rationale appears to be the view that this will produce the kind of teachers schools are looking to employ. However, there appears to be little research focused on the opinions of the senior management of primary schools about whether they believe this to be the case, whether they feel schools are in a good position to undertake this training, and what impact they perceive such a move will have on primary schools. This study took a constructivist grounded theory approach to explore primary school headteachers’ perceptions of how best to train primary school teachers seen by them as fit to practise and what they perceived schools could and could not provide to support this outcome. Data were initially collected in a feasibility study exploring the views of the headteacher, the school-based mentor and the former trainee teacher in identifying their perceptions of factors which contributed to the outstanding outcome for a trainee on the Graduate Trainee Programme on the completion of his training year. Reflections on one of these factors in particular, that of the crucial role of the headteacher in enabling the successful outcome, at a time when a number of significant reforms to teacher training were being implemented, prompted a reconsideration of the focus of the main study to an exploration of headteachers’ perceptions of training teachers seen by them as fit to practise in primary schools in a changing landscape of teacher training. Twelve primary school headteachers participated in semi-structured interviews. Data were analysed utilising a constant comparison method (Strauss and Corbin, 1990; Charmaz, 2006). Conclusions from a small scale study cannot easily be generalised. However the findings from the main study suggested the headteachers believed teachers who were fit to practise demonstrated the ability to think critically about their practice and that this attribute was under-represented in standards for teachers. In terms of training to become teachers fit to practise the headteachers supported the viewpoint of the primacy of practice but believed that practice alone was not sufficient to develop the teachers they sought to employ in their schools. In order to become critical thinkers trainee teachers needed to study the theory underpinning the teaching in schools. This study should be guided by experts, who most of the headteachers identified as academic partners, in teacher training located outside of the school. There was a measure of hostility from some of the headteachers to the idea that a teaching school could fulfil this expert role. The headteachers used a number of synonyms to describe the teachers they were seeking but all appeared to mean teachers fit to practise in their schools. The headteachers believed they had the ability to recognise the potential to become a teacher fit to practise in applicants to teaching and they used this to identify trainee teachers who would fit their schools. With greater responsibility for teacher training moving to schools this highlighted issues of equality of opportunity and a potentially insular approach to the training and recruitment of teachers. According to the headteachers, schools which participated in teacher training required at least a good Ofsted grade, a climate and skilled staff to support novices and strategic leadership by the headteacher. As part of the remit of this strategic leadership the headteachers perceived it was their role to protect their schools from external pressures such as Ofsted inspections. This, they believed, gave them the autonomy to decide on their level of participation, if any, in teacher training on an annual basis. Recommendations for further research, policy and partnerships have been made.

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Miller, Israel B. "Behavioral skills training with teachers : maintenance and booster training". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.

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Segall, Avner. "Disturbing practice : reading and writing (social studies) teacher education as text". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.

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Lewis, Derek. "Teacher appraisal : secondary teachers' reactions to issues and schemes". Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.

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Suell, Jo Lynn. "Traditional and alternative teacher training programs a comparison of perceptions of training and retention of first-year teachers /". [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000051.

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Hur, Jung Won. "Understanding teacher participation in online communities why do teachers want to participate in online communities of teachers? /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278232.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3812. Adviser: Thomas A. Brush. Title from dissertation home page (viewed May 8, 2008).

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Libri sul tema "Training for teachers"

1

Council, British. Teacher training for overseas teachers. London: British Council, 1994.

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2

Technical, Working Group (1984 Quezon City Philippines). Training of science teachers and teacher educators. Bangkok: Unesco Regional Office for Education in Asia and the Pacific, 1985.

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Training teachers in practice. Clevedon, UK: Multilingual Matters, 1998.

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Teachers, Professional Association of. The training of teachers. Derby: Professional Association of Teachers, 1988.

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How teachers learn: An educational psychology of teacher preparation. New York: Peter Lang, 2010.

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Doff, Adrian. Teach English: A training course for teachers : teacher's workbook. Cambridge [Cambridgeshire]: Cambridge University Press, in association with the British Council, 1988.

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7

Cameron-Jones, Margot. Training teachers, a practical guide. [Edinburgh]: Scottish Council for Research in Education, 1991.

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Iqbal, M. Zafar. Teachers training: The Islamic perspective. Islamabad: Institute of Policy Studies and International Institute of Islamic Thought, 1996.

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Ropo, Eero. Subject Teacher Education in Transition: Educating Teachers for the Future. Tampere: Tampere University Press, 2020.

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10

Phi Delta Kappa. Educational Foundation., a cura di. Research that informs teachers and teacher educators. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1990.

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Capitoli di libri sul tema "Training for teachers"

1

Van den Branden, Kris. "Chapter 18. Training teachers". In Task-Based Language Teaching, 401–30. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.21tra.

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Stewart, W. A. C. "The Training of Teachers". In Higher Education in Postwar Britain, 24–28. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-07064-0_2.

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Shapiro, Shauna, Daniel Rechtschaffen e Sarah de Sousa. "Mindfulness Training for Teachers". In Mindfulness in Behavioral Health, 83–97. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_6.

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Midoro, Vittorio. "How teachers and teacher training are changing". In Information and Communication Technologies in Education, 83–94. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-0-387-35403-3_7.

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Pilz, Matthias, e Uma Gengaiah. "Teacher Training Education for VET Teachers in India". In Handbook of Vocational Education and Training, 1–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_38-1.

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Pilz, Matthias, e Uma Gengaiah. "Teacher Training Education for VET Teachers in India". In Handbook of Vocational Education and Training, 1733–46. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_38.

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Trittel, Monika, Mara Gerich e Bernhard Schmitz. "Training Prospective Teachers in Educational Diagnostics". In Teachers’ Professional Development, 63–78. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_5.

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Abboud-Blanchard, Maha, e Aline Robert. "Strategies for Training Mathematics Teachers". In Mathematics Classrooms, 229–45. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-281-5_13.

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Vollmer, Ursula, Sabina Jeschke, Barbara Burr, Lars Knipping, Jörg Scheurich e Marc Wilke. "Teachers need robotics-training, too". In Automation, Communication and Cybernetics in Science and Engineering 2009/2010, 359–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16208-4_32.

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Bauer-Ramazani, Christine. "11. Training CALL teachers online". In Teacher Education in CALL, 183–200. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.14.16bau.

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Atti di convegni sul tema "Training for teachers"

1

R., Juan Jose Espinosa, Victor Sanchez G., Alberto Carlos Hernandez e Jose Luis del Rio. "Physics teachers and teacher’s training". In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37562.

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Jegede, Philip. "Assessment of Nigerian Teacher Educators’ ICT Training". In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3337.

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The study examines the nature and impact of ICT trainings received by teacher educators in Southwestern Nigeria teacher training institutions. Four hundred and sixty nine teacher educators participated in the study by responding to three research instruments. The instruments enquired information on ICT training background, competence and use level of teacher educators. Data were analyzed using descriptive statistics, one-way ANOVA and Chi-square. Result showed that more than half of the educators had been exposed to one form of ICT training or the other. But trainings had hardly included the use of ICT in instruction. Most of those trained received their training directly from the institution. Educators preferred mostly the inclusion of software skills on teachers’ ICT training curriculum. It was also found that training delivery has no varying effect on basic ICT skills.

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Coelho, Luciana Guidon, e Jose Aquiles Baesso Grimoni. "Work-in-progress: Institutional policies on teacher training and engineering teachers' training". In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017935.

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Hosman, Laura, e Maja Cvetanoska. "Technology, teachers, and training". In the 4th ACM/IEEE International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/2369220.2369238.

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Magro de Santana Braga, Carolina, e Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program". In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.

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Areni, Galuh Kirana Dwi, e Alief Noor Farida. "Teachers’ Viability and Perception on Online Teacher Training Program". In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.108.

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Guo, Shouchao, Yujie Fang, Tongshan Liu e Qingguo Zhou. "Teachers' Training Based on MOOC". In 2014 7th International Conference on Ubi-Media Computing and Workshops (UMEDIA). IEEE, 2014. http://dx.doi.org/10.1109/u-media.2014.62.

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Mayoral, Asunción, Javier Morales, Fernando Borrás e Juan Aparicio. "ICT TRAINING FOR FUTURE TEACHERS". In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2131.

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Severino, Lori. "TRAINING TEACHERS IN STRUCTURED LITERACY". In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2722.

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Zheng, Xiaoying. "Preschool Teachers' Short-term Training Strategy based on Teacher Needs". In 2015 International Conference on Education Technology, Management and Humanities Science (ETMHS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/etmhs-15.2015.130.

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Rapporti di organizzazioni sul tema "Training for teachers"

1

Seger, Marilyn. A Study of Special Preparation and Training Needs of Middle School Teachers. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.1226.

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2

Choles, Jaiya. Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.7380.

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3

Micklos, David A. The Science and Issues of Human DNA Polymorphisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), ottobre 2006. http://dx.doi.org/10.2172/894160.

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4

David. A Micklos. The Science and Issues of Human DNA Polymoprhisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), ottobre 2006. http://dx.doi.org/10.2172/894163.

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5

Choles, Jaiya. Impacts of Mindfulness Training on Mechanisms Underlying Stress Reduction in Teachers: Results from a Randomized Controlled Trial. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.6352.

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6

Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Abstract (sommario):

Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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Lavadenz, Magaly, Elvira Armas e Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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Sergienko, I. V., E. N. Safina, E. B. Sergienko, R. R. Tangatarov, M. A. Kryimova e YU S. CHuchkalov. Electronic course of additional professional training program «Application of digital and Internet technologies to counter destructive trends in the professional activity of rural teachers». OFERNIO, giugno 2021. http://dx.doi.org/10.12731/ofernio.2021.24854.

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili e 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), novembre 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Abstract (sommario):

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 programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili e 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), novembre 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Abstract (sommario):

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 programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

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