WorldWideScience

Sample records for children training teachers

  1. [Teacher Training.

    Science.gov (United States)

    Palmatier, Robert A., Ed.

    1977-01-01

    This issue collects three articles concerning reading-teacher training. "Language, Failure, and Panda Bears" by Patricia M. Cunningham calls attention to dialect difficulties in the classroom and provides ideas for teacher training programs and for public schools to solve this problem. William H. Rupley, in "Improving Teacher Effectiveness in…

  2. Training Teachers of Visually Impaired Children in Rural Tennessee.

    Science.gov (United States)

    Trent, S. D.

    1992-01-01

    A Tennessee program awards stipends to teachers to attend summer classes and a practicum and earn 18 hours of credit in education of children with visual impairments. The program requires that teachers have assurance from their superintendents that they will teach visually impaired students in their school systems after endorsement. (Author/JDD)

  3. A Preliminary Evaluation of Reach: Training Early Childhood Teachers to Support Children's Social and Emotional Development

    Science.gov (United States)

    Conners-Burrow, Nicola A.; Patrick, Terese; Kyzer, Angela; McKelvey, Lorraine

    2017-01-01

    This paper describes the development, implementation and preliminary evaluation of the Reaching Educators and Children (REACH) program, a training and coaching intervention designed to increase the capacity of early childhood teachers to support children's social and emotional development. We evaluated REACH with 139 teachers of toddler and…

  4. Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers.

    Science.gov (United States)

    Perels, Franziska; Merget-Kullmann, Miriam; Wende, Milena; Schmitz, Bernhard; Buchbinder, Carla

    2009-06-01

    In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models. This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching. In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers. The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied. The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.

  5. Initial teacher training. His musical impact on children in terms of refuge

    Directory of Open Access Journals (Sweden)

    Ana Rita Castañeda-de Liendo

    2017-04-01

    Full Text Available The initial teacher training was the cultivation of teacher preparation in order to be the executors of government projects drive enacted by social groups of power in the historical development of Venezuela This article analyzes the initial teacher training in Venezuela, with the help of the logical place to unveil what characterizes the initial training of teachers historical method, specifically the working conditions of temporary shelter, and develops the axiological dynamics through musical training, which determine the current and future behavior regarding the formation of these. There is insufficient number of documents that allow raising the methodological work in the preparation of teachers of children of preschool age who are in temporary shelter provided, this work contributes to the improvement of such problems.

  6. The system of training teachers to work with gifted children based on up-to-date information technologies

    Directory of Open Access Journals (Sweden)

    Станислав Александрович Филиппов

    2013-12-01

    Full Text Available The article contain developed by NRNU «MEPhI» jointly ANI «ITE» and SBFO MER MCPE multilevel model of teachers training (tutors, specialist teachers to organize work with gifted children.

  7. Evaluation of a teacher training program to enhance executive functions in preschool children.

    Science.gov (United States)

    Walk, Laura M; Evers, Wiebke F; Quante, Sonja; Hille, Katrin

    2018-01-01

    Executive functions (EFs) play a critical role in cognitive and social development. During preschool years, children show not only rapid improvement in their EFs, but also appear sensitive to developmentally appropriate interventions. EMIL is a training program for German preschool teachers that was developed and implemented to improve the EFs of preschoolers. The aim of the present study was to evaluate its effects on the EFs of children between three and six years old. The teacher training (eight sessions, 28.5 hours) was implemented in four preschools. The EFs of children of the intervention group (n = 72, 32 girls, Mage = 48 months) and the control group of four other matched preschools (n = 61, 27 girls, Mage = 48 months) were tested before, during, and after the intervention using different measures assessing working memory, inhibitory control, and cognitive flexibility. The intervention group showed significant gains on three out of seven EF tests (behavioral inhibition, visual-spatial working memory, and combined EFs) compared to the control group. Post hoc analyses for children with low initial EFs scores revealed that participation in the intervention led to significant gains in inhibitory control, visual-spatial working memory, and phonological working memory as well as a marginally significant difference for combined EFs. However, effect sizes were rather small. The results suggest that teacher training can lead to significant improvements in preschooler's EFs. Although preliminary, the results could contribute to the discussion on how teacher training can facilitate the improvement of EFs in preschool children.

  8. Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools

    Directory of Open Access Journals (Sweden)

    Jablan Branka

    2011-01-01

    Full Text Available As a contemporary educational tendency, inclusion captures a great deal of attention from researchers, and hence there are numerous studies dealing with various aspects of this process. This paper is aimed at studying whether experience in work with children with impaired vision and training for work with children with disabilities lead to differences in teacher evaluations of: (a the problems the children with impaired vision are facing in regular school; (b readiness of regular school for inclusive education of this group of children. The sample comprised 63 teachers in regular secondary schools: 54% have had previous experience in working with children with impaired vision, while 42.9% attended training for work with children with disabilities. The results of two-factor analysis (ANOVA suggest that teacher experience and training have an independent effect on their evaluations. Compared to the teachers without experience in work with visually impaired children, the teachers who have had this experience evaluate considerably lower the problems of adaptation and students’ fitting in school environment, complying with the demands of compulsory curriculum and the level of teacher education, while they evaluate much higher school readiness when it comes to the level of training of teaching staff. The teachers trained for work with children with disabilities evaluate lower than teachers without previous training the student problems in the accomplishment of the compulsory curriculum and much higher teacher training, adjustment of textbooks and teaching aids. The obtained findings indicate that teacher experience and training play a significant role in teacher readiness for inclusive education.

  9. Effects of teacher training

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Larsen, Lea Lund

    2010-01-01

    The article gives a short overview over existing knowledge concerning the effect of teacher training in relation to adult learning. It presents a research design for measuring the effect of teacher traning.......The article gives a short overview over existing knowledge concerning the effect of teacher training in relation to adult learning. It presents a research design for measuring the effect of teacher traning....

  10. ADHD in Preschool: Approaches and Teacher Training

    Science.gov (United States)

    Singh, Ajay; Squires, Jane

    2014-01-01

    Due to the prevalence of ADHD, there is a need for early intervention at the preschool level to improve children's chance of academic success in later years. Yet few preschool teachers are trained to meet the challenges children with ADHD present. This paper gives a rationale and curriculum for teacher training in ADHD, with an emphasis on Social…

  11. Teacher Training and the Education of Black Children: Bringing Color into Difference. Routledge Research in Education

    Science.gov (United States)

    Maylor, Uvanney

    2014-01-01

    This book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children's education and achievement. Based in empirical case study work and theoretical insights drawn from Bourdieu, hooks, Freire, and Giroux, Maylor calls…

  12. Teacher Training in Curative Education.

    Science.gov (United States)

    Juul, Kristen D.; Maier, Manfred

    1992-01-01

    This article considers the application of the philosophical and educational principles of Rudolf Steiner, called "anthroposophy," to the training of teachers and curative educators in the Waldorf schools. Special emphasis is on the Camphill movement which focuses on therapeutic schools and communities for children with special needs. (DB)

  13. The Effects of In-Service Training on Teachers' Beliefs and Practices in Children's Play

    Science.gov (United States)

    Vu, Jennifer A.; Han, Myae; Buell, Martha J.

    2015-01-01

    Early childhood educators are often aware of the general importance of play in children's development; however, they are often less aware of how play can support both academic and social learning and what their own roles can be in children's play. In this study, we examined the effect that professional development training about play would have on…

  14. Teaching basic life support to school children using medical students and teachers in a 'peer-training' model--results of the 'ABC for life' programme.

    Science.gov (United States)

    Toner, P; Connolly, M; Laverty, L; McGrath, P; Connolly, D; McCluskey, D R

    2007-10-01

    The 'ABC for life' programme was designed to facilitate the wider dissemination of basic life support (BLS) skills and knowledge in the population. A previous study demonstrated that using this programme 10-12-year olds are capable of performing and retaining these vital skills when taught by medical students. There are approximately 25,000 year 7 school children in 900 primary schools in Northern Ireland. By using a pyramidal teaching approach involving medical students and teachers, there is the potential to train BLS to all of these children each year. To assess the effectiveness of a programme of CPR instruction using a three-tier training model in which medical students instruct primary school teachers who then teach school children. School children and teachers in the Western Education and Library Board in Northern Ireland. A course of instruction in cardiopulmonary resuscitation (CPR)--the 'ABC for life' programme--specifically designed to teach 10-12-year-old children basic life support skills. Medical students taught teachers from the Western Education and Library Board area of Northern Ireland how to teach basic life support skills to year 7 pupils in their schools. Pupils were given a 22-point questionnaire to assess knowledge of basic life support immediately before and after a teacher led training session. Children instructed in cardiopulmonary resuscitation using this three-tier training had a significantly improved score following training (57.2% and 77.7%, respectively, p<0.001). This study demonstrates that primary school teachers, previously trained by medical students, can teach BLS effectively to 10-12-year-old children using the 'ABC for life' programme.

  15. Practicum Training for Teachers of Struggling Readers

    Science.gov (United States)

    Morris, Darrell

    2011-01-01

    Teachers who work with struggling beginning readers need a supervised training experience that leads them to understand both how reading ability develops and how to adapt instruction to meet the needs of individual children. The practicum, in which a teacher works with one struggling reader under the supervision of an experienced and expert…

  16. A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: generalization of skills by training parents and teachers?

    Science.gov (United States)

    2014-01-01

    Background Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children with ASD is inconclusive. Moreover, long term outcome and generalization of learned skills are little evaluated. Additionally, there is no research on the influence of involvement of parents and teachers on effectiveness of SST and on the generalization of learned social skills to daily life. We expect parent and teacher involvement in SST to enhance treatment efficacy and to facilitate generalization of learned skills to daily life. Method/Design In a randomized controlled trial (RCT) with three conditions, 120 participants with ASD at the end of primary school (10–12 years of calendar age) have been randomized to SST, SST-PTI (SST with Parent & Teacher Involvement), or care-as-usual. The SST consists of 18 group sessions of 1.5 hours for the children. In the SST-PTI condition, parents additionally participate in 8 parent sessions and parents and teachers are actively involved in homework assignments. Assessment takes place at three moments: before and immediately after the intervention period and at 6 months follow-up. Primary outcome is socialization, as an aspect of adaptive functioning. Secondary outcomes focus on specific social skills children learn during SST and on more general social skills pertaining to home and community settings from a multi-informant perspective. Additionally, possible predictors of treatment outcome will be assessed. Discussion The current study is an RCT study evaluating SST in a large sample of Dutch children with ASD in a specific age range (10–12 years). Strengths of the study are the use of one manualized protocol, application of standardized and internationally used rating instruments, use of multiple raters, investigation of

  17. Music teacher training in Denmark

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik

    2008-01-01

    The present study analyses views of early childhood music teachers and conservatory teachers on relations between theory and practice and between teacher training and teaching practice. Tentative conclusions were a.o. that teachers and even more educators tend to value practical over theoretical...... knowledge; educators tend to understand teacher training in terms of apprenticeship rather than acquisition of theoretical as well as practical based professional competence in teaching; teacher training is in effect vocational rather than professional, though it is claimed to be so....

  18. ``I Have Been Given the Power to Teach. The Children Understand Me Very Well.'' The Social and Academic Impact of Deaf Teacher Training in Kenya

    Science.gov (United States)

    Johnstone, Christopher; Corce, Heidi

    2010-02-01

    Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available.

  19. The Effectiveness of Picture Exchange Communication System (PECS) Training for Teachers of Children with Autism: A Pragmatic, Group Randomised Controlled Trial

    Science.gov (United States)

    Howlin, Patricia; Gordon, R. Kate; Pasco, Greg; Wade, Angie; Charman, Tony

    2007-01-01

    Objective: To assess the effectiveness of expert training and consultancy for teachers of children with autism spectrum disorder in the use of the Picture Exchange Communication System (PECS). Method: Design: Group randomised, controlled trial (3 groups: immediate treatment, delayed treatment, no treatment). Participants: 84 elementary school…

  20. What Millennial Preservice Teachers Want to Learn in Their Training

    Science.gov (United States)

    Clark, Sarah K.; Byrnes, Deborah

    2015-01-01

    As teacher educators, we implore teacher candidates to understand the cultures and experiences of their students to engage them in learning. Yet, preservice teachers are seldom asked what they hope to learn in their training to become teachers of young children. In this study, we examined the interests, resources, and expectations of millennial…

  1. Using Visual Support for Language and Learning in Children with SLCN: A Training Programme for Teachers and Teaching Assistants

    Science.gov (United States)

    Wellington, Wendy; Stackhouse, Joy

    2011-01-01

    The majority of children with speech, language and communication needs (SLCN) are educated in mainstream classrooms where they can have difficulties with the language needed for learning. Although visual support in the classroom can help to scaffold children's learning and socialization, many teachers feel ill equipped to use this. They do not…

  2. THE PROBLEM OF CONTINUITY OF TRAINING OF FUTURE EDUCATORS AND TEACHERS OF ELEMENTARY SCHOOL ON ORGANIZATION OF ARTISTIC AND AESTHETIC ACTIVITY OF CHILDREN

    OpenAIRE

    Наталія Колесник

    2014-01-01

    The article reveals peculiarities in realization of the continuity principle in training future educators and teachers of elementary school on organization of children‘s artistic and aesthetic activity. The indexes of child’s readiness for school in different spheres of its activity, and in particular, in artistic and aesthetic one have been determined in this research. Description of depicting activity of children of preschool age has been made, and the types of unconventional technologies o...

  3. Student teacher training: participant motivation.

    Science.gov (United States)

    Burgess, Annette; van Diggele, Christie; Mellis, Craig

    2016-08-01

    Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd.

  4. Training and informing teachers

    International Nuclear Information System (INIS)

    Gunnell, B.J.

    1994-01-01

    Nuclear Electric operates 12 nuclear plants in England and Wales. Through the Visitors Centres attached to these power stations and complementary national initiatives, the company is able to provide a broad ranging educational programme for teachers and pupils. The company's policy and its education programme (books, visits, conference, events,...) are detailed from the perspective of both teachers and pupils. An evaluation of the education programme at Visitor Centres is under way and is already identifying new initiatives for the company to explore

  5. Training of Adult Education Teachers

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2012-01-01

    , and ongoing and extensive coaching related to the teachers' experiences of implementing CL. It was assumed that the competence development process would result in a higher usage of CL as well as an increasingly professional and more reflected application of the teaching method over the year. The results from...... into the course, teachers already perceived themselves as being able to apply the method. They also reported that their skills were developed further during the course. They found that they became better at solving educational challenges, that they became more satisfied with their own teaching, and that they were......The background of the study was that a group of teachers should develop competences in order to apply a new pedagogical approach, cooperative learning (CL), in a skilled manner. The total competence development process included theoretical knowledge about the method, practical training in its use...

  6. Training of adult education teachers

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2011-01-01

    , and ongoing and extensive coaching related to the teachers' experiences of implementing CL. It was assumed that the competence development process would result in a higher usage of CL as well as an increasingly professional and more reflected application of the teaching method over the year. The results from...... into the course, teachers already perceived themselves as being able to apply the method. They also reported that their skills were developed further during the course. They found that they became better at solving educational challenges, that they became more satisfied with their own teaching, and that they were......The background of the study was that a group of teachers should develop competences in order to apply a new pedagogical approach, cooperative learning (CL), in a skilled manner. The total competence development process included theoretical knowledge about the method, practical training in its use...

  7. Reading strategy instruction and teacher change: implications for teacher training

    Directory of Open Access Journals (Sweden)

    Nanda M Klapwijk

    2012-01-01

    Full Text Available I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.

  8. Social Web in Teacher Education and Teacher Training

    NARCIS (Netherlands)

    Gruber, Marion

    2011-01-01

    Gruber, M. R. (2011). Social Web in Teacher Education and Teacher Training. Presentation at the Workshop "Het gebruik van digitale collecties leermaterialen". April, 21, 2011, Eindhoven, The Netherlands: Open Universiteit, Studiecentrum Eindhoven.

  9. BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS

    Directory of Open Access Journals (Sweden)

    Marian F. Byrka

    2017-12-01

    Full Text Available The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

  10. CHALLENGES OF PERMANENT TEACHER TRAINING

    Directory of Open Access Journals (Sweden)

    María Manuela Valles-Ornelas

    2015-07-01

    Full Text Available The new challenges for teachers and managers require to assume permanent formation as a tool for responding effectively and efficiently to them, different perspective to strengthen from the initial teacher education programs. The research was done in a primary school in the state of Chihuahua. The method used was research action, the question was: How can we encourage the lifelong learning and training of the staff of this school, with the purpose to assist them in these processes to improve the service that the school provides to students. The school group is the center of the process, the cooperative and collaborative work accompanied by educational leadership and persuasive provide better results, and all accompanied by the professional selfinvitation.

  11. Becoming a teacher at teacher training colleges in Kenya

    DEFF Research Database (Denmark)

    Dahl, Kari

    Paper presented at International Conference "Health Education and Teacher Training in Kenya" at Sarova Stanley Hotel 8. December 2010, Nairobi, Kenya.......Paper presented at International Conference "Health Education and Teacher Training in Kenya" at Sarova Stanley Hotel 8. December 2010, Nairobi, Kenya....

  12. Training Teachers in Special Needs Education in Tanzania: A Long ...

    African Journals Online (AJOL)

    This study examined the training of special education teachers in Tanzania. ... learning materials, few trained teachers, teacher attrition, negative attitudes, barrier to ... Keywords: Special needs education, disability, inclusive education, teacher ...

  13. Initial Teacher Training: The French View.

    Science.gov (United States)

    Holyoake, John

    1993-01-01

    Discusses recent, radical reforms in France's preservice teacher education introduced by a socialist government within a changing political, economic, and educational climate. The paper examines the European context, history of France's teacher education, teacher training before recent reforms, current reforms, subject versus professional…

  14. Training of adult education teachers in Denmark

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    The article presents the Danish adult educational system, the extend of adult learning and the objectives of the adult education program. It presents the teacher training institutions and programs and the programs for continuing education in practice. Further on the article presents and discus...... the pedagogical principles and theories behind the training of teachers in adult education....

  15. Effects of Teacher Training in Adult Learning

    DEFF Research Database (Denmark)

    Larsen, Lea Lund; Wahlgren, Bjarne

    This paper tries to shed light over two questions raised in the workshop: ‘Effects of Teacher Training' at the ASEM conference June 2009 on Teachers and Trainers in Adult Education and Lifelong Learning Professional Development in Asia and Europe. At first it is asked what do we already know abou...... training? This will be illustrated by describing a research design in progress at the National Centre of  Competence Development, Denmark, regarding a program where teachers are taught teaching Cooperative Learning as a pedagogical and didactical method.......This paper tries to shed light over two questions raised in the workshop: ‘Effects of Teacher Training' at the ASEM conference June 2009 on Teachers and Trainers in Adult Education and Lifelong Learning Professional Development in Asia and Europe. At first it is asked what do we already know about...

  16. Education system and teacher training in India

    African Journals Online (AJOL)

    RPO

    personal life making him a good social being. Therefore ... which offer training to those who later become primary and upper primary school teachers is a pass .... be this develops the necessary patience and service oriented attitude which are.

  17. Integrating sustainability into Business Education teacher training

    African Journals Online (AJOL)

    aimed at integrating sustainability in their teacher training curriculum. ... by debate about ideology, resource allocation efficiency and economic policy for the greater good of the ... vative ways to provide long-term service rather than sale of.

  18. Capturing the Impact of Training Teacher Coaches

    NARCIS (Netherlands)

    Dr. C.N. Brouwer; Dr. F.J.A.J. Crasborn; Drs. P.P.M. Hennissen

    2005-01-01

    The purpose of this study was to explore which indicators can be used to evaluate the effects of a training program for teacher coaches. This program aimed at broadening coaches' intervention repertoires in stimulating reflection in prospective teachers. Several instruments were used in a

  19. Information training for secondary school level teachers

    International Nuclear Information System (INIS)

    Chateau Thierry, A. de

    1994-01-01

    The INSTN (National Institute for Nuclear Sciences and Techniques) in France, organizes each year an information training concerning the nuclear field for secondary school level teachers; created in 1957, the two-weeks session is concerned with radioactivity and nuclear reactor principles and a four-day practical teaching. Since 1968, 1150 teachers assisted to the session

  20. The Metaphorical Perceptions of Students on a Teacher-Training Course towards the Concepts of "Teacher" and "Teacher Training"

    Science.gov (United States)

    Sener, Zehra Taspinar; Bulut, Ahsen Seda; Ünal, Hasan

    2017-01-01

    Problem Statement: Two different teacher training programs have been implemented in Turkey over recent years. In addition to attending faculties of teacher training (on traditional educational degree programs), graduates from different faculties have the right to become teachers by way of the "pedagogical formation certification…

  1. A Music Program for Training Head Start Teachers Using a Sequential, Cognitive, Developmental Process with Pre-school Children.

    Science.gov (United States)

    Brodhecker, Shirley G.

    This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these…

  2. The Effect of Teachers Trained in a Fundamental Movement Skills Programme on Children's Self-Perceptions and Motor Competence

    Science.gov (United States)

    Breslin, Gavin; Murphy, Marie; McKee, David; Delaney, Brian; Dempster, Martin

    2012-01-01

    Perceived and actual motor competence are hypothesized to have potential links to children and young people's physical activity (PA) levels with a potential consequential link to long-term health. In this cross-sectional study, Harter's (1985, "Manual for the Self-perception Profile for Children." Denver, CO: University of Denver)…

  3. Clinical Practice in Teacher Training

    Directory of Open Access Journals (Sweden)

    Hidayet Tok

    2011-12-01

    Full Text Available Recently, it seems that there has been a concept change in the aspect of teaching practice course which is regarded as one of the most significant course in teacher education program. This new concept requires the increase period of teaching practice in teacher education program and parallel to this, it also requires the change in the function of practice schools and highlighted “clinical practice in teacher education” concept. In this study, “clinical practice in teacher education” concept and its implementation processes were explained. Furthermore, clinical practice and traditional school practices were presented and the parallels between teaching and clinical practices were explained as well

  4. A pilot study of the efficacy of a computerized executive functioning remediation training with game elements for children with ADHD in an outpatient setting: outcome on parent- and teacher-rated executive functioning and ADHD behavior.

    Science.gov (United States)

    van der Oord, S; Ponsioen, A J G B; Geurts, H M; Ten Brink, E L; Prins, P J M

    2014-11-01

    This pilot study tested the short- and long-term efficacy (9 weeks follow-up) of an executive functioning (EF) remediation training with game elements for children with ADHD in an outpatient clinical setting, using a randomized controlled wait-list design. Furthermore, in a subsample, that is, those treated with methylphenidate, additive effects of the EF training were assessed. A total of 40 children (aged 8-12 years) were randomized to the EF training or wait-list. The training consisted of a 25-session training of inhibition, cognitive flexibility, and working memory. Treatment outcome was assessed by parent- and teacher-rated EF, ADHD, oppositional deviant disorder, and conduct disorder symptoms. Children in the EF training showed significantly more improvement than those in the wait-list condition on parent-rated EF and ADHD behavior in the total sample and in the subsample treated with methylphenidate. Effects were maintained at follow-up. This pilot study shows promising evidence for the efficacy of an EF training with game elements. © 2012 SAGE Publications.

  5. Strength training for children and adolescents.

    Science.gov (United States)

    Faigenbaum, A D

    2000-10-01

    The potential benefits of youth strength training extend beyond an increase in muscular strength and may include favorable changes in selected health- and fitness-related measures. If appropriate training guidelines are followed, regular participation in a youth strength-training program has the potential to increase bone mineral density, improve motor performance skills, enhance sports performance, and better prepare our young athletes for the demands of practice and competition. Despite earlier concerns regarding the safety and efficacy of youth strength training, current public health objectives now aim to increase the number of boys and girls age 6 and older who regularly participate in physical activities that enhance and maintain muscular fitness. Parents, teachers, coaches, and healthcare providers should realize that youth strength training is a specialized method of conditioning that can offer enormous benefit but at the same time can result in serious injury if established guidelines are not followed. With qualified instruction, competent supervision, and an appropriate progression of the volume and intensity of training, children and adolescents cannot only learn advanced strength training exercises but can feel good about their performances, and have fun. Additional clinical trails involving children and adolescents are needed to further explore the acute and chronic effects of strength training on a variety of anatomical, physiological, and psychological parameters.

  6. Inclusive practices in teacher training in Mexico

    Directory of Open Access Journals (Sweden)

    Vasthi Jocabed Flores Barrera

    2017-06-01

    Full Text Available Inclusive practices include diversity as a resource that favors teaching-learning processes in the classroom, although they focus on the most vulnerable people by offering them higher-quality education. This descriptive study sought to identify the inclusive practices of teachers who train teachers in an Escuela Normal (teachers’ college in Mexico. Eight teachers and 247 students participated in the study; the Guidelines for the Evaluation of Inclusive Practices in the Classroom (observation formats and students, the Learning Strategies Questionnaire, and semi-structured interviews were used. The results suggest that, although the general perception is that participating teachers have high inclusive practices, they need greater support in the physical conditions of the classroom, methodology and teacher-student relationship. It was also identified the need for a refresher program for teachers to conceptually enrich the teaching staff and encourage the implementation of inclusive education within the Escuela Normal.

  7. CSCL in teacher training: what learning tasks lead to collaboration?

    NARCIS (Netherlands)

    Lockhorst, D.; Admiraal, W.F.; Pilot, A.

    2010-01-01

    Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for

  8. Engineering teacher training models and experiences

    Science.gov (United States)

    González-Tirados, R. M.

    2009-04-01

    Institutions and Organisations that take training seriously and devote time, effort and resources, etc, to their own teams are more likely to succeed, since both initial teacher training and continuous improvement, studies, hours of group discussion, works on innovation and educational research, talks and permanent meetings, etc, will all serve to enhance teaching and its quality. Teachers will be able to introduce new components from previously taught classes into their university teaching which will contribute to improving their work and developing a suitable academic environment to include shared objectives, teachers and students. Moreover, this training will serve to enhance pedagogic innovation, new teaching-learning methodologies and contribute to getting teaching staff involved in respect of the guidelines set out by the EHEA. Bearing in mind that training and motivation can be key factors in any teacher's "performance", their productivity and the quality of their teaching, Teacher Training for a specific post inside the University Organisation is standard practice of so-called Human Resources management and an integral part of a teacher's work; it is a way of professionalising the teaching of the different branches of Engineering. At Madrid Polytechnic University, in the Institute of Educational Sciences (ICE), since it was founded in 1972, we have been working hard with university teaching staff. But it was not until 1992 after carrying out various studies on training needs that we planned and programmed different training actions, offering a wide range of possibilities. Thus, we designed and taught an "Initial Teacher Training Course", as it was first called in 1992, a programme basically aimed to train young Engineering teachers just setting out on their teaching career. In 2006, the name was changed to "Advanced University Teacher Training Course". Subsequently, with the appearance of the Bologna Declaration and the creation of the European Higher

  9. TEACHERS TRAINING FOR WORKING WITH GIFTED CHIL-DREN AND TEENAGERS IN THE FRAMEWORK OF THE MODERN UNIVERSITY COMPLEX

    Directory of Open Access Journals (Sweden)

    G. F. Shafranov-Kutsev

    2013-01-01

    Full Text Available The paper looks at the intellectual elite reproduction as one of the key elements of innovative society development. In 2012, Russian President approved the National Concept for Identifying and Fostering the Young Talents. In many regions, there are local projects targeting gifted children and teenagers. Though, the main concern is the teaching staff development for working with extraordinary students. In author’s opinion, the university complexes appear to be the most capable of fulfilling the given task by providing the fundamental classical education expanding the horizons of professional perfection both at theoretical and practical levels; in this regard, the positive experience of Tumen State University, incorporating the Higher Pedagogical School and the Institute of Pedagogy and Psychology, is revealed. The main emphasis is on the high schools within the university complexes; the advantages of summer schools in selecting gifted children and developing creativity and intellectual abilities are  demonstrated. The author maintains that the teaching staff readiness for working with gifted children has long term prospects for developing the nation’s intellectual potential, and therefore can be regarded as the key criterion estimating the effectiveness of educational establishments. However, the managerial staff should be pro-vided with the relevant indicators for monitoring the above activity. 

  10. Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study.

    Science.gov (United States)

    Kirkhaug, Bente; Drugli, May Britt; Handegård, Bjørn Helge; Lydersen, Stian; Åsheim, Merethe; Fossum, Sturla

    2016-10-26

    Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone school intervention programme, reduced severe child externalizing problems as reported by the teacher, and evaluated if these children improved their social competence, internalizing problems, academic performances and student- teacher relationship as a result of the IY TCM training. A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1 st - 3 rd grade (age 6-8 years) assessed by their teacher as having severe externalizing problems on the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) total Intensity score, were included in the study, N = 83 (65 boys and 18 girls). Treatment effects were evaluated using 3- level linear mixed models analysis. In our study we found no differences in change between the two conditions from baseline to follow-up in externalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition did however show advantageous development in terms of student-teacher conflicts and increased academic performances. The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions.

  11. Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

    Directory of Open Access Journals (Sweden)

    Bente Kirkhaug

    2016-10-01

    Full Text Available Abstract Background Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone school intervention programme, reduced severe child externalizing problems as reported by the teacher, and evaluated if these children improved their social competence, internalizing problems, academic performances and student- teacher relationship as a result of the IY TCM training. Methods A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1st – 3rd grade (age 6–8 years assessed by their teacher as having severe externalizing problems on the Sutter–Eyberg Student Behavior Inventory-Revised (SESBI-R total Intensity score, were included in the study, N = 83 (65 boys and 18 girls. Treatment effects were evaluated using 3- level linear mixed models analysis. Results In our study we found no differences in change between the two conditions from baseline to follow-up in externalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition did however show advantageous development in terms of student-teacher conflicts and increased academic performances. Conclusion The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions.

  12. PRIMARY TEACHERS KNOWLEDGE ABOUT PSYCHOMOTOR DISTURBANCES OCCURING IN CHILDREN

    Directory of Open Access Journals (Sweden)

    Agata Nowak

    2016-02-01

    Full Text Available Objective: An attempt to determine the level of knowledge of teachers in the symptoms, diagnosis and treatment of psychomotor disorders of schoolchildren. Materials and methods: 174 teachers of physical education and integrated education in primary schools were tested. The study used questionnaire technique. Results: As the most common disorders in the population of school-age children surveyed teachers list ADHD (30% and dyslexia (30%. Only 34% of respondents correctly determined epidemiology of psychomotor disorders and listed their symptoms. Over 80% of respondents claimed that they had never worked with children exhibiting psychomotor disorders. The majority of respondents (98% did not participate in training on working with children with developmental disabilities. Results: The state of knowledge of psychomotor disorders of the surveyed teachers is low. Teachers have difficulty not only in defining the epidemiology of various disorders but also in correct definition of symptoms full spectrum.

  13. Teacher Acquisition of Functional Analysis Methods Using Pyramidal Training

    Science.gov (United States)

    Pence, Sacha T.; St. Peter, Claire C.; Giles, Aimee F.

    2014-01-01

    Pyramidal training involves an experienced professional training a subset of individuals who, in turn, train additional individuals. Pyramidal training is effective for training a variety of behavior-analytic skills with direct-care staff, parents, and teachers. As teachers' roles in behavioral assessment increase, pyramidal training may be…

  14. Teacher training: the quick fix that stuck.

    Science.gov (United States)

    Coldevin, G

    1988-01-01

    Of all the strategies for coping with teacher shortages that have been attempted, the effort that has gained the most ground in the past 20 years involves recruiting untrained or unqualified teachers pressing them into service, and then bringing them up to pedagogical or academic certification through distance education. The benefits of this approach include: for teachers, home-based study means attaining professional certification or academic upgrading without interrupting earnings; in-service training obviates the problem of finding substitute teachers who may have poorer qualifications than the teachers they are replacing; in-situ training reduces the possibility of urban migration that may result when college-based trainees do not want to return to their rural posts; and larger numbers of teachers can be served at 1 time and at lower costs than with campus-based instruction. According to the available studies, training costs for distance education students are typically 1/4 to 1/2 as expensive as conventional instruction. At least 50 3rd world countries are estimated to be involved in some form of distance teacher training. Mostly, countries combine correspondence with broadcasting and other support media, correspondence with occasional face-to-face sessions, and the 3-way combination of print/broadcasting/occasional residential teaching approaches. The broadcast medium typically is radio, but some programs, particularly programs offered by distance education universities, use television also. Tutorial counseling and local resource center support vary considerably and represent the most pressing challenges to the bulk of operations. 4 systems initiated during the 1980s in Pakistan, Burma, Zimbabwe, and Kenya are presented to illustrate the need for distance education training and the diversity of distance education methods.

  15. Teaching Plyometric Training to Children

    Science.gov (United States)

    Konukman, Ferman; Jenkins, Andrew; Yilmaz, Ilker; Zorba, Erdal

    2008-01-01

    This article considers the recent arguments by practitioners, researchers, and families on the risks and effectiveness of plyometric training for children. The authors provide practical guidelines and examples of plyometric exercises for children to promote active and healthy lifestyles as well as the development of athletic achievement. By using…

  16. Opportunity to learn first year mathematics in teacher training ...

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences ... topics in the first year teacher training mathematics syllabus were not taught by the end ... that the teacher training college tutors make efforts to complete the PS1 syllabus.

  17. Teacher training by means of a school-based model

    African Journals Online (AJOL)

    21172714

    teacher shortage; teacher training; university-school partnerships; workplace learning ... (Department of Higher Education & Training, Republic of South Africa, 2011:8), which is an ..... http://www.researchgate.net/profile/Lynda_Wiest/p.

  18. Quality in mathematics teachers training syllabuses

    OpenAIRE

    Rico, Luis; Gil, Francisco; Moreno, María Francisca; Romero, Isabel; González, María José; Gómez, Pedro; Lupiáñez, José Luis

    2004-01-01

    The purpose of this study is to design instruments to measure the quality of prospective mathematics teachers training plans, within the Spanish context. We conceive the quality of a syllabus as a multidimensional concept that can be articulated by means of dimensions and competences.

  19. European Perspectives of Teacher Education and Training

    Science.gov (United States)

    Sayer, John

    2006-01-01

    Despite broad agreements on professional mobility, there has been little movement towards consensus across the European Union on what constitutes the good teacher and therefore on common features in training and qualification. Political declarations have not led to significant action by national politicians. Impetus towards a European dimension in…

  20. Workplace Literacy Teacher Training: The Context.

    Science.gov (United States)

    Harrington, Lois G.; And Others

    These three learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package look at the unique environment and culture involved in providing education…

  1. Workplace Literacy Teacher Training: Strategies for Instruction.

    Science.gov (United States)

    Harrington, Lois G.; And Others

    These four learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package focus on the skills at the heart of such programs--communication, reading,…

  2. E-Learning Approach in Teacher Training

    Science.gov (United States)

    Yucel, Seda A.

    2006-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational…

  3. Microcomputers, Secondary Education and Teacher Training.

    Science.gov (United States)

    Atherton, Roy

    1979-01-01

    Reviews the use of computers in Great Britain's educational system, and discusses the development of computer science education, computer assisted instruction, standardization of software and hardware, computer awareness, computers in school administration and teacher training, and future trends for educational computing. (RAO)

  4. Tourette Syndrome: A Training Day for Teachers.

    Science.gov (United States)

    Chowdhury, Uttom; Christie, Deborah

    2002-01-01

    This article describes a Tourette syndrome training day for teachers facilitated by members of the Tic Disorders Clinic at Great Ormond Street Hospital in England. The day provided a mix of information giving and discussion of current practice. Outcomes of the day are related to professional knowledge and experience. (Contains references.) (CR)

  5. Teacher Training in France in the Early 2010s

    Science.gov (United States)

    Lapostolle, Guy; Chevaillier, Thierry

    2011-01-01

    The organisation of teacher training was thoroughly transformed in France in 2010. This transformation was the consequence of three interrelated reforms: the requirement of a Master's degree for all teachers, the new recruitment process for teachers and the integration of teacher training colleges (IUFM) into the universities. Universities are now…

  6. What teacher factors influence their attributions for children's difficulties in learning?

    Science.gov (United States)

    Brady, Katy; Woolfson, Lisa

    2008-12-01

    Identifying the factors that influence teacher beliefs about teaching children with learning difficulties is important for the success of inclusive education. This study explores the relationship between teachers' role, self-efficacy, attitudes towards disabled people, teaching experience and training, on teachers' attributions for children's difficulties in learning. One hundred and eighteen primary school teachers (44 general mainstream, 33 mainstream learning support, and 41 special education teachers) completed the short form of the Teachers' Sense of Efficacy Scale, the Interaction with Disabled Persons Scale (IDP), and a revised version of the Teacher Attribution Scale. Regression analysis found that teachers' role influenced stability and controllability attributions. However, for stability attributions the effect was not sustained when examined in the context of the other factors of teaching efficacy, experience, training, and attitudes towards disability. What emerged as important instead was strong feelings of sympathy towards disabled people which predicted stable attributions about learning difficulties. Experience of teaching children with additional support needs and teaching efficacy positively predicted external locus of causality attributions. Surprisingly, training was not found to have an impact on attributions. A mixed MANOVA found that mainstream teachers' controllability attributions were influenced by whether or not the child had identified learning support needs. Teacher efficacy, experience of teaching students with support needs, attitudes towards disabled people, and teachers' role all impact on teacher attributions, but no relationship with training was found. Implications for teacher training and development, and for student achievement and student self-perception are discussed.

  7. Developmental Dyslexia: Perspectives on Teacher Training and Learning Disabilities in Portugal

    Science.gov (United States)

    Carvalhais, Lenia; da Silva, Carlos Fernandes

    2010-01-01

    The focus of this study was to explore primary teachers' attitudes and perceptions toward their training experiences, instructional practices, and supports received in their schools toward working with students with dyslexia in Portugal. Primary school teachers from the centre of Portugal, working with children between the first and fourth grades,…

  8. Distance Learning for Teacher Training in Brazil

    Directory of Open Access Journals (Sweden)

    Alvana Maria Bof

    2004-04-01

    Full Text Available Proformação is a distance teacher certification course aimed at providing training to 27,000 uncertified teachers in 15 Brazilian states. This innovative program organizes human and technical resources for delivering distance education in a cost-effective manner. Different from other institutional systems – which typically employ their own dedicated content, design, and instructional resource personnel, and accompanied by a large pool of administrative staff – Proformação leverages pre-existing learning resources such as content experts, technology specialists, instruction, and student support systems from several institutions. Proformação goal is to create a viable teacher certification course to upgrade thousands of non-certified teachers working in the field. Proformação is coordinated by an administrative unit of the Brazilian Ministry of Education. To support the program, an information system was implemented to continuously and consistently monitor the program’s activities and results. Results of an external evaluation have been positive; Proformação is regarded by some as an innovative model for delivering decentralized training opportunities to large student numbers. Therefore, the findings in this article may prove interesting to those charged with implementing distance learning initiatives in developing countries, in that the lessons learned in Brazil may help others interested in implementing similar distance training programs.

  9. Evaluation in science teachers training

    Directory of Open Access Journals (Sweden)

    Melina Gabriela Furman

    2012-06-01

    Full Text Available This research analyzes the final evaluations of the major in Biology Teaching in an institution in northeastern Argentina. The evaluation circumstances were observed, and the professors were subsequently interviewed. The questions formulated by the professors in the test were analyzed according to the objective of their speech and the dimension of the evaluated sciences, by using the categories of science as a product (set of knowledge and as a process (ways to know. 78% of the questions correspond to the category of science as a product compared to 22% as a process. Most of the formulated questions aimed to lowcomplex cognitive processes such as the enunciation of definitions or descriptions, and simple scientific skills as classifying. These results contradict professors’ concern about their students’ low level of reading comprehension and their stated objective of ‘teaching them to think’. This paper brings evidences as for the imperative need of strengthening the work with teacher trainers in learning evaluation aspects.

  10. Prospective Teachers' Opinions Concerning Children's Rights

    Science.gov (United States)

    Faiz, Melike; Kamer, Selman Tunay

    2017-01-01

    Consideration of the child as a social being and his/her not having the power of self-protection have propounded the significance of children's rights. Teachers are important to educate the individual. Prospective teachers who will be teachers of the future will have a considerable amount of presidency. Thus, the main objective of this research is…

  11. Disability, movies, imaginary and teacher training

    Directory of Open Access Journals (Sweden)

    Maria Inês Naujorks

    2011-12-01

    Full Text Available In this article we intend to articulate the relationship between cinema, imaginary, Deficiency and teacher training reflecting on the possibilities of intervention / teacher training in the perspective of inclusive education. Understanding cinema as art, communication, entertainment and culture transmitting device, observe the power of this artifact as a mediator of media relations involving the various subjects of special education in multiple instances that overwhelm the relations of teaching / learning. We return to the idea of meaningful cinema as an educational resource enhancer communicative and expressive power of audiovisual language. To do so we must think of cinema as culture, the transmitting device in the educational field that requires mastery of a certain knowledge about the art that, in turn, drives the process of teacher training through the aesthetic mediation. The valuation of knowledge of cinema (REIS, 2005 teams up with this other configuration than we dare to call new grammar of special education in inclusive perspective that may broaden the training goes beyond the boundaries of classrooms and reframes the processes of reading construction of knowledge and teaching.

  12. Helping Elementary Teachers Understand Children and Divorce.

    Science.gov (United States)

    Hrymak, Marilyn J.; Smart, Laura S.

    1984-01-01

    Describes a workshop designed to help elementary teachers understand the recent literature on the effects of divorce on children and help the children through the crisis. Indicates that secondary home economics teachers may have to deal with students who have not adjusted to divorce. (JOW)

  13. E-Learning Approach in Teacher Training

    Directory of Open Access Journals (Sweden)

    A. Seda YUCEL

    2006-10-01

    Full Text Available There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of students and an instructor actualize an online conference meeting in a computer environment an asynchronized (where individuals actualize self-training in computer environments. Students have access to the course contents whenever they want and communicate with their peers or teachers via communication tools such as e-mail and forums. In order the distance learning system to succeed in e-learning, the program should be planned as both synchronized and asynchronized.

  14. Increase in Teachers' Knowledge about ADHD after a Week-Long Training Program: A Pilot Study

    Science.gov (United States)

    Syed, Ehsan Ullah; Hussein, Sajida Abdul

    2010-01-01

    Objectives: ADHD affects 3% to 5% of school-age children. Clinical and community based epidemiological studies in Pakistan have shown a high prevalence of ADHD among school going children. A thorough review of literature shows that no studies of teachers' training programs regarding ADHD have been published in Pakistani research literature. The…

  15. Online Training of Teachers Using OER: Promises and Potential Strategies

    Science.gov (United States)

    Misra, Pradeep Kumar

    2014-01-01

    Teacher education nowadays needs a change in vision and action to cater to the demands of changing societies. Reforms, improvements, and new approaches in teacher education are an immediate need. Online training of teachers using OER has emerged as a new approach in this direction. This approach is based on the assumption that online training will…

  16. Communication Skills Training in Trainee Primary School Teachers in Spain

    Science.gov (United States)

    Ortega, José Luis Gallego; Fuentes, Antonio Rodríguez

    2015-01-01

    Research on teacher training often focuses on learners' perceptions of that training. The focus of this paper, which uses a research-to-practice approach, is instead on the views of the trainers. It evaluates the perceptions of university lecturers teaching classes as part of primary teachers' training degrees and assesses their views of the…

  17. Teacher-Child Interaction Training: A Pilot Study With Random Assignment.

    Science.gov (United States)

    Fernandez, Melanie A; Adelstein, Jonathan S; Miller, Samantha P; Areizaga, Margaret J; Gold, Dylann C; Sanchez, Amanda L; Rothschild, Sara A; Hirsch, Emily; Gudiño, Omar G

    2015-07-01

    Teacher-Child Interaction Training (TCIT), adapted from Parent-Child Interaction Therapy (PCIT), is a classroom-based program designed to provide teachers with behavior management skills that foster positive teacher-student relationships and to improve student behavior by creating a more constructive classroom environment. The purpose of this pilot study was to evaluate TCIT in more classrooms than previously reported in the literature, with older children than previously reported, using random assignment of classrooms to TCIT or to a no-TCIT control condition and conducting all but two sessions within the classroom to enhance feasibility. Participants included 11 kindergarten and first grade classroom teachers and their 118 students from three urban, public schools in Manhattan, with five classrooms randomly assigned to receive TCIT and six to the no-TCIT control condition. Observations of teacher skill acquisition were conducted before, during, and after TCIT for all 11 teachers, and teacher reports of student behavior were obtained at these same time points. Teacher satisfaction with TCIT was assessed following training. Results suggested that after receiving TCIT, teachers increased rates of positive attention to students' appropriate behavior, decreased rates of negative attention to misbehavior, reported significantly less distress related to student disruptive behavior, and reported high satisfaction with the training program. Our study supports the growing evidence-base suggesting that TCIT is a promising approach for training teachers in positive behavior management strategies and for improving student disruptive behavior in the classroom. Copyright © 2015. Published by Elsevier Ltd.

  18. Training the non-specialist music teacher: insights from a ...

    African Journals Online (AJOL)

    Training the non-specialist music teacher: insights from a Zimbabwean case study. ... music education in primary schools is taught by general classroom teachers, who ... JOURNAL OF THE MUSICAL ARTS IN AFRICA VOLUME 7 2010, 1–15 ...

  19. The Praxis Teacher from Continuing Training

    Directory of Open Access Journals (Sweden)

    Yuraima Margelis Matos

    2017-05-01

    Full Text Available Related with the demands and policies that the Venezuelan system is setting, it´s necessary to make emphasis in the need for continuing formation of teachers in order to optimize their educational practice; even more when teachers now day have to be in constant process of formation and transformation. It´s necessary to mention that this study is part of a macro research that has been done in the U.E.B. The Paramito, Merida State, which presents one of its research purposes: to reveal through the voices of teachers conception of teaching practice from continuing training they receive. Methodologically it was addressed from the qualitative paradigm directed by the Participatory Action, which emerged from a diagnosis made and led to describe a phase research study. In this case they were made work tables, where dialogue prevailed between the actors involved, emerging categories such as were made: practice and experience for action, sharing knowledge, professional skills, which when put into practice can optimize the educational process in the as they strengthen the continuing education of teachers and thus a better quality education.

  20. Systems Approach to Japanese Language Teacher Training Curriculum

    OpenAIRE

    Nuibe, Yoshinori

    1988-01-01

    The purpose of the present article is to present a conceptual framework for systematizing the Japanese-language teacher training curriculum. Firstly, I discussed what an outstanding Japanese language teacher is like. Secondly, I focussed on teacher development. Thirdly, I proposed the principles of constructing a systematic curriculum. Lastly, I insisted that a new curriculum for human dynamics in Japanese be introduced and established in the Japanese language teacher training course.

  1. PROFESSIONAL DEONTOLOGY IN TEACHER TRAINING. REPORT ON A TRAINING EXPERIENCE

    Directory of Open Access Journals (Sweden)

    Fernando Sadio

    2011-05-01

    Full Text Available This article presents the report of a pedagogical experience of Pre-Service Teacher Training on the subject of Professional Deontology, a curricular unit which is part of the degrees on Primary and Pre-School Education taught at Escola Superior de Educação do Instituto Politécnico de Coimbra (Portugal. The foundation of the curricular unit and its characteristics are presented, as well as the analysis of the students’ evaluation on its teaching effects as perceived by them. The analysis of the data, based on some contents of a portfolio, shows a considerable positive perception of those effects.

  2. environmental education teacher training: a particpatory research ...

    African Journals Online (AJOL)

    organisations. Such co - ope r at i ve ventures hold the key t o the emergence of guidelines allowing for the e sta bl i sh r.1en t of a non - racial structure of environmental education teacher training. It is proposed, therefore, to visit selected en vir onmenta l. e d u c a t i on p r o g r a r.11:: e s r u n by u n i v e r s i t i e s , colleges ...

  3. E-Learning Approach in Teacher Training

    OpenAIRE

    YUCEL, A. Seda

    2015-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of stu...

  4. Multicultural, educational institutions and training of teachers

    Directory of Open Access Journals (Sweden)

    Andrés Escarbajal Frutos

    2010-10-01

    Full Text Available With this article we pretend to bet for an intercultural education that becomes a mode of education for the inclusion of all students from different cultures. Intercultural Education may to mean a good alternative in opposite to the perpetuation of the unique culture, because it accepts the complexity of each human being and his culture culture and recognize everybody are pluricultural and we can work together to achieve a democratic society. At the same time, this article looking for the training of teachers in a form they consider strategic to promote integration, inclusion and interculturalism: the collaborative work.

  5. Prescolar teacher's encouragement of the children's storytelling

    OpenAIRE

    Kokovnik, Veronika

    2011-01-01

    In my graduate thesis titled »Prescolar teacher's encouragement of the children's storytelling« I want to highlight the importance of the professional workers in kindergartens when it comes to the development of the children's way of thinking and their speech. With the adequate planning and practicing of the activities we have a great influence over children's language capacities; among them the children's capacities of the storytelling. In the theoretical part of the thesis I will focus o...

  6. Teachers' perceptions about children's movement and learning in early childhood education programmes.

    Science.gov (United States)

    Gehris, J S; Gooze, R A; Whitaker, R C

    2015-01-01

    Efforts to improve the academic skills of preschool-aged children have resulted in approaches that tend to limit children's movement. However, movement experiences have long been considered important to children's learning and have received increased attention because of the obesity epidemic. Early childhood educators are important sources of information about if and how to promote learning and school readiness through movement, but little effort has been made to understand teachers' views on this topic. We conducted six focus groups with 37 teachers from a Head Start programme with centres in three cities in eastern Pennsylvania. We inquired about: (1) how movement influences children's learning; (2) what types of movement experiences are most beneficial for children; (3) what settings best support children's movement; and (4) challenges related to children's movement. To identify key themes from the focus groups, transcripts were analysed using an inductive method of coding. Teachers' views were expressed in four major themes. First, young children have an innate need to move, and teachers respond to this need by using movement experiences to prepare children to learn and to teach academic concepts and spatial awareness. However, teachers wanted more training in these areas. Second, movement prepares children for school and for life by building children's confidence and social skills. Third, teachers and children benefit from moving together because it motivates children and promotes teacher-child relationships. Finally, moving outdoors promotes learning by engaging children's senses and promoting community interaction. More training may be required to help early childhood educators use movement experiences to teach academic concepts and improve children's spatial awareness. Future interventions could examine the impacts on children's movement and learning of having teachers move with children during outdoor free play and including more natural features in the

  7. Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

    OpenAIRE

    O'Neill, Donal

    2017-01-01

    Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teacher...

  8. Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study.

    Science.gov (United States)

    Breckwoldt, Jan; Svensson, Jörg; Lingemann, Christian; Gruber, Hans

    2014-01-08

    Teacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. As primary study outcome students' practical skills at the end of their course were chosen. The authors matched 18 clinical teachers according to clinical experience and teaching experience and then randomly assigned them to a two-day-teacher training, or no training. After 14 days, both groups taught within a 12-hour intensive course in emergency medicine for undergraduate students. The course followed a clearly defined curriculum. After the course students were assessed by structured clinical examination (SCE) and MCQ. The teaching quality was rated by students using a questionnaire. Data for 96 students with trained teachers, and 97 students with untrained teachers were included. Students taught by untrained teachers performed better in the SCE domains 'alarm call' (p teaching quality was rated significantly better by students of untrained teachers (p = 0.05). At the end of a structured intensive course in emergency medicine, students of trained clinical teachers performed worse in 2 of 4 practical SCE domains compared to students of untrained teachers. In addition, subjective evaluations of teaching quality were worse in the group of trained teachers. Difficulties in integrating new strategies in their teaching styles might be a possible explanation.

  9. education reform in Mozambique and Marrere Teachers' Training ...

    African Journals Online (AJOL)

    Erna Kinsey

    the research at Marrere Teachers' Training College because it had experi- .... social issues or “competence in dealing with commercial concerns”; to “work effectively ..... appropriate for a primary school class than for students training to be tea-.

  10. Opportunity to Learn First Year Mathematics in Teacher Training ...

    African Journals Online (AJOL)

    kofimereku

    first year teacher training mathematics syllabus were not taught by the end of the year and which ones .... training college in Kommenda, Central Region as a pilot study. The responses ..... calls for efforts to give more attention to these groups.

  11. Training course for eighteen teachers at CERN

    CERN Multimedia

    Laurianne Noemie Trimoulla

    2015-01-01

    From 8 to 10 December, 18 teachers from all over France attended a three-day training course on matter, organised by the LAMAP Foundation (Fondation La main à la pâte, see here) and hosted by CERN and S'Cool Lab. The LAMAP Foundation, set up by Georges Charpak in 1995, aims to help primary school teachers use the investigative process to instil the scientific spirit in their pupils.      Fired by curiosity and eager to learn, the teachers were introduced to the many and varied activities on offer at CERN, including the cloud chamber experiment, the Masterclass programme and the "Be a physicist" learning scheme. They particularly enjoyed their tours of Microcosm, the Synchrocyclotron and the ATLAS visitor centre, which stimulated many questions. They are eagerly looking forward to passing on their newly found knowledge to their pupils and perhaps even inspiring some to take up a career in physics! Last but not least, they were treat...

  12. The Impact of a Research-Based Teacher Training Program on Indonesian Teachers, Classrooms, and Students.

    Science.gov (United States)

    Djalil, Aria; Anderson, Lorin W.

    1989-01-01

    Results of a study of 30 Indonesian fifth-grade teachers support the value of intensive, research-based teacher training programs in changing teacher behavior and increasing teacher effectiveness. The effect of such programs appears limited to those behaviors and outcomes which reflect the primary focus or emphasis of the program. (IAH)

  13. Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools

    Directory of Open Access Journals (Sweden)

    Fahima Salman Jaka

    2015-12-01

    Full Text Available This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads and teachers perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.

  14. Challenges of Teacher Training in Sex Education

    Directory of Open Access Journals (Sweden)

    María Luisa Preinfalk-Fernández

    2015-01-01

    Full Text Available This article identifies the existing gaps in sex education in the student population of the Center for Research in Teaching and Education of the National University of Costa Rica, and its purpose is to contribute to the decision-making process to improve training for these students. A questionnaire was applied, using a structured sample stratified by unequal clusters, to 242 regular undergraduate students. The margin of error was 1.5 % and the confidence level was 95%. Data was tabulated using the CSPRO software and analyzed with the R software. A focus group was also held with teachers in sexuality courses in order to reflect on the results of the questionnaire application. Data was analyzed through the Integral Sexuality Approach and suggests that students lack the information necessary to exercise healthy, safe, and violence-free sexuality. This condition leads them to high risk situations because of the rare or lack of contraceptive use and the practice of coitus interruptus and makes them experience fears and guilt when being sexually active. Students have low sexual autonomy, which makes them vulnerable to violent situations and gives them stereotypes and prejudices that lead them to discriminate others for their sexual orientation or to become victims. In general, they are unaware of their reproductive and sexual rights and, therefore, are not capable of demanding them. These indicators should warn teacher training institutions to improve and strengthen their sexual education processes.

  15. NEW APPROACHES TO TEACHER PHILOLOGIST TRAINING

    Directory of Open Access Journals (Sweden)

    Margarita Igorevna Postnikova

    2015-03-01

    Full Text Available The article explores the theory of teacher training in the field of Humanities and Pedagogy and the problem of devising academic syllabus for the Bachelor’s Degree in Philology and its compliance to present day requirements.Goa. Devising theoretical grounding to the course content in the academic discipline applying the principle of cross-subject communications, pragmatism and integral approach.Methods. Study of literature, modelling general and specific hypothesis, forecasting the results and processes at various stages of research, study of international documents, genera-lization and synthesis, simulation method.Results. The study presents theoretical grounding to the courses content ‘Language and Literature as Factors in Developing Tolerance’ and ‘Psychology of Interpersonal Relations in the Language Environment’ of the academic module ‘Communication in Modern Multicultural Environment’ within the syllabus ‘Pedagogical Education (philologists’. The study presents new approach to practical training of a language teacher in the context of cross-subject communications and integrated and practical approaches.Scope of application: higher professional education

  16. The role of educational technology in humanities teacher training

    Directory of Open Access Journals (Sweden)

    Antonio De Prisco

    2003-01-01

    Full Text Available Teacher training, so much as that initial ongoing, and 'a very complex issue and is attributed to piu'argomenti distinct, but at the same time linked to each other: the basic training deifuturi teachers, updating subject content and to-date ', training in new teaching methods and continuous assessment dellaloro effectiveness, and the necessary openness to reality' social and typicality 'territorial where education and training facilities operate.

  17. Preparing Globally Competent Teachers: Indo-German Perspectives on Teacher Training

    Science.gov (United States)

    Darji, Brijesh B.; Lang-Wojtasik, Gregor

    2014-01-01

    Globalization has an immense effect on education. Education relies on the teacher and the process by which teachers are developed. In this context, the expectations of teacher role and options for teacher preparation today have key roles to play in educating children to become responsible citizens of increasingly multicultural societies and active…

  18. Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism.

    Science.gov (United States)

    Jennett, Heather K; Harris, Sandra L; Mesibov, Gary B

    2003-12-01

    Variables that may be related to burnout in teachers of students with autism, including commitment to an underlying philosophy of a treatment and professional self-efficacy, were explored. Teachers using one of two different treatment approaches to autism participated: those using Applied Behavior Analysis (n = 34), and those using TEACCH (Treatment and Education of Autistic and Related Communication-Related Handicapped Children) (n = 30). Participants completed the Autism Treatment Philosophy Questionnaire, developed by the authors to differentiate between the philosophy of the approaches; Teacher Efficacy Scale, and Maslach Burnout Inventory. Results indicate a significant difference in philosophical commitment between the groups, but no differences in teaching efficacy or burnout. The relationship between a commitment to one's teaching approach and certain dimensions of teaching efficacy and burnout was found to be significant. Implications include the need for adequate training of teachers of students with autism.

  19. Teacher training for mathematical literacy: A case study taking the ...

    African Journals Online (AJOL)

    With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy ...

  20. Building a Cyber Training Center for Teachers in Korea.

    Science.gov (United States)

    Baek, Young-Kyun; Westrom, Marv

    2001-01-01

    Describes the development of a system for the delivery of teacher retraining on the Internet in Korea. Explains cooperation between the government and Korea National University of Education; and discusses goals of the project, including minimizing teacher's retraining costs and making inservice training available to all teachers. (Author/LRW)

  1. Inservice Teacher Training: Experiencing German Culture Down Under

    Science.gov (United States)

    Jansen, Louise; Stracke, Elke

    2005-01-01

    In collaboration with the Australian Capital Territory (ACT) Department of Education and Training, the Australian National University has been offering a professional development program for language teachers (called LIFT, or Language Inservice for Teachers) for more than ten years. As the program is specially tailored to meet teachers' current…

  2. Quality or Quantity: A Statement for Teacher Training in Turkey

    Directory of Open Access Journals (Sweden)

    Ali AZAR

    2011-01-01

    Full Text Available Developed countries are initiating and implementing effective and appropriate technics in the field of teacher training. In Turkey, much research has been done in order to determine the qualification of teachers and, by this way, to train qualified teachers. Ministry of Education, Turkish Council of Higher Education, Faculties of Education and Faculties of Sciences have cooperated some certification systems, however, the research which is not supported by preliminary studies but exposured to political coercions lowered the quality of education. Besides, quantity is increased by pedagogical formation programs. In this study, Turkish teacher training system is analyzed with respect to quantity and quality.

  3. Southwest University's No-Fee Teacher-Training Model

    Science.gov (United States)

    Chen, Shijian; Yang, Shuhan; Li, Linyuan

    2013-01-01

    The training model for Southwest University's no-fee teacher education program has taken shape over several years. Based on a review of the documentation and interviews with administrators and no-fee preservice students from different specialties, this article analyzes Southwest University's no-fee teacher-training model in terms of three main…

  4. Spirituality in Teacher Training at an Islamic College in Israel

    Science.gov (United States)

    Erdreich, Lauren

    2016-01-01

    This article looks at an Islamic teacher training college in Israel in an attempt to understand how religious revival shapes women's understandings of being Muslim women professionals in Israel. The college grew out of Islamic revival in Israel; its teacher training program reflects the sensibilities that Islamic revival hopes to foster in women…

  5. Designing ICT Training Material for Chinese Language Arts Teachers.

    Science.gov (United States)

    Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Chen, Hsiu-Yen

    The purpose of this research is to tailor the design of information and communications technology (ICT) training material to the needs of Chinese language arts teachers such that the training they receive will be conducive to effective integration of ICT into instruction. Eighteen experienced teachers participated in a Delphi-like survey that…

  6. Opportunity to Learn First Year Mathematics in Teacher Training ...

    African Journals Online (AJOL)

    kofimereku

    first year teacher training mathematics syllabus were not taught by the end of the year and which ones were ... In the teacher training colleges in Ghana, Mathematics is studied as a compulsory subject in the first and .... as well as provide a 'search device', when an inquiry is beginning (Babbie,. 1990). The main focus in this ...

  7. Introduction of ICT and Multimedia into Cambodia's Teacher Training Centres

    Science.gov (United States)

    Dionys, David

    2012-01-01

    This article describes the integration of ICT in the teacher training centres of Cambodia. It focuses on the collaboration between the Teacher Training Department of the Ministry of Education, Youth and Sports (MoEYS) of Cambodia and VVOB (Flemish Association for Development Cooperation and Technical Assistance), which is aimed at improving ICT…

  8. Training the theatre arts teacher in Nigerian colleges of education ...

    African Journals Online (AJOL)

    This article seeks to identify and proffer solutions to the problems confronting the theatre arts teacher training in Nigerian colleges of education. It also advances the prospects of effective theatre arts teacher training in the educational sector and the society at large. In doing these, the researcher adopts the interview, focus ...

  9. One University's Experience with Foreign-trained Teachers

    Directory of Open Access Journals (Sweden)

    Belinda Bustos Flores

    2001-05-01

    Full Text Available Texas like many states is facing a teacher shortage. The author suggests that the teacher shortage should be considered in light of the diverse school population. Across states there is a need for well-prepared teachers to work with linguistically and culturally diverse school populations. Thus, areas such as bilingual education continue to be critical shortage areas. While different attempts are currently underway to increase the number of preservice bilingual educators, another way districts have addressed this issue is to employ foreign-trained teachers as paraprofessionals or as teachers. Recently, Texas passed a regulation that would allow legally residing foreign-trained teachers to become certified Texas teachers upon passing the appropriate teacher competency exams and demonstrating English proficiency. The passing of this "fast-track" regulation appears to demonstrate that the state board is thinking out of the box by tapping into a community's resources and acknowledging that immigrants can offer the community services beyond menial tasks. However, the researcher cautions that such actions may not increase the number of teachers and may not assure teacher quality. To support this notion, the researcher offers an analysis of a university's experience with the integration of legally residing foreign-trained Mexican teachers in their bilingual education teacher preparation program. The researcher posits that increasing the number of qualified teachers does require for entities to think out of the box, such as tapping into a community's natural resources; nevertheless, any plan of action should be critically examined and deliberated.

  10. New challenges to rethink the training of ecuadorian teachers

    Directory of Open Access Journals (Sweden)

    María Sol Villagómez

    2012-12-01

    Full Text Available Training ecuadorian teachers has traditionally been linked to public policy and national curricula that have defined the task of teaching, classroom work, and what basic teacher training institutions should prioritize on when it comes to training teachers. Recent years have seen major changes in the educational sector, as well as a revaluation of the teaching trade. New training challenges arise, not only from the teacher's perspective as executor of the curricula, but as a key player in the educational process. We need to rethink the training of teachers to and from a critical reflection and research point-of-view, in order to reflect on the curricula, their own experience, and their relevance in relation to the framework in wich they develop.

  11. Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach

    NARCIS (Netherlands)

    Roorda, D.L.; Koomen, H.M.Y.; Thijs, J.T.; Oort, F.J.

    2013-01-01

    In a short-term longitudinal intervention study, it was investigated whether a short teacher training in interpersonal theory and the complementarity principle could be used to break negative interaction cycles between teachers and socially inhibited kindergartners. Sixty-five children and their 35

  12. Teacher Training to Handle Bullying in the School in Indonesia

    Directory of Open Access Journals (Sweden)

    Hidayatus Sholihah

    2016-02-01

    Full Text Available There are several students in Indonesia who have suffered from injury or even died because of bullying. As a consequence, school teachers in Indonesia need to be trained to handle and prevent bullying. This essay examines the importance of pre-service and in service teacher training in order to reduce and prevent bullying in school in Indonesia by examining the problem of bullying, discussing the effects of it and providing areas of training to help teachers to tackle bullying. There are several reasons why bullying becomes serious problem in school. First of all, bullying is a complex task for teachers because it is difficult to identify and, teachers find it difficult to differentiate between bullying and fighting or horseplay. Moreover, teachers lack the knowledge and skills to handle bullying. Bullying has negative effects not only on victims but also on bullies. Victims feel lonely, depressed, and often have low self-esteem, while bullies often exhibit sign of bad temper or depression. Areas of teachers pre- service and in- service training are1 assisting teachers to differentiate between bullying and fighting or horse playing 2 developing skills to communicate with bullies and to manage classrooms where bullying occurs. In conclusion, teacher training is a good solution to tackle bullying at school in Indonesia because teachers are in the front line to solve this problem. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1786

  13. A metacognitive visuospatial working memory training for children

    Directory of Open Access Journals (Sweden)

    Sara Caviola

    2009-10-01

    Full Text Available The paper studies whether visuospatial working memory (VSWM and, specifically, recall of sequential-spatial information, can be improved by metacognitive training. Twenty-two fourth-grade children were involved in seven sessions of sequential-spatial memory training, while twenty-four children attended lessons given by their teacher. The posttraining evaluation demonstrated a specific improvement of performances in the Corsi blocks task, considered a sequential-spatial working memory task. However, no benefits of training were observed in either a verbal working memory task or a simultaneous-spatial working memory task. The results have important theoretical implications, in the study of VSWM components, and educational implications, in catering for children with specific VSWM impairments.

  14. Teachers Training Teachers: Four Perspectives on an Innovative Mentoring Program for Intern Science Teachers.

    Science.gov (United States)

    Diehl, Christine L.; Harris, Jerilyn; Barrios, David; O'Connor, Heather; Fong, Jennifer

    The Graduate School of Education (GSE) at the University of California at Berkeley (UCB), the San Francisco Unified School District (SFUSD), and the Lawrence Berkeley National Laboratory (LBNL) have collaborated to pilot an on-site training and mentoring program for intern science teachers. Exit interviews suggest that its innovative mentoring…

  15. Trait emotional intelligence in initial teacher training

    Directory of Open Access Journals (Sweden)

    David Molero

    2017-02-01

    Full Text Available This study analyzes the emotional intelligence (EI in teachers during their initial training following the trait EI model, namely the wellness model Bar-On (2002; 2006. 460 students participated (age in years M=22.57, SD=±3.39 of the University of Jaen (Spain who responded to the scale EQ-i Short Form Spanish version (López-Zafra, Pulido-Martos, & Berrios-Martos, 2014, that includes 4 factors (Interpersonal, Adaptability, Stress management and Intrapersonal. There are significant differences (p<.05 on various factors based on gender, age, degree of participants and the educational level of the same. The variables considered in the regression analysis that most predict global IE are Stress Management, Adaptability followed, Intrapersonal and Interpersonal. The results are consistent with those obtained in other studies in similar contexts.

  16. Training yourself while training students: the constant challenge of vocational training teachers.

    Science.gov (United States)

    Chatigny, Céline; Lévesque, Sophie; Riel, Jessica

    2012-01-01

    This study characterized teachers' work at a vocational training (VT) center and the conditions under which the activity is learned. We interviewed administrators and 12 teachers (4 males, 8 females) representing three study programs, selected as representative (age, seniority, and employment status). What emerged was a portrait of an evolving profession within an organization that was highly structured in terms of the assignment of tasks and schedules, but unstructured in terms of support for job adaptation and job retention. The major challenges for the teachers were to integrate their trade-specific knowledge with the new skills required to teach the trade, and to find time for class preparation. The lack of resources and support caused dissatisfaction, stress, problematic work-study-family balance, and health problems, particularly among new teachers. A passion for teaching seems to compensate partly for these difficulties but it is uncertain for how long. Further research is necessary in order to understand the coping strategies employed by vocational training teachers. The findings of this study offer guidance for the development of resources that can assist with learning and performing the work of a VT teacher, and for a better recognition of the work of VT teachers.

  17. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume II: Training Program for Teacher Trainers (Group A). Final Report.

    Science.gov (United States)

    PSI Associates, Inc., Washington, DC.

    The goal of the teacher/university education component of the Peace Corps Liberia Education Training Program is to provide trainees with experiential and theoretical learnings that would be useful to them as inservice teacher trainers or university educators for the Ministry of Education, Republic of Liberia. To achieve this goal, training focuses…

  18. Humanistic aspects of training of social teachers

    Directory of Open Access Journals (Sweden)

    E. L. Karaman

    2015-01-01

    Full Text Available The article analyzes the most important components of the social teacher training, taking into account the significant changes in the social sphere of Russian society. The authors draw attention to the fact, that ongoing deformation of the social and humanitarian sphere dictates the urgent need for the formation of stable spiritual foundation of human existence. At the same time the modern reinterpretation of classic ideas of national and world pedagogical thought allows E.L. Karaman and A.S. Kurbatova justify the need to strengthen the humanistic aspect of social and educational activities, opposing the formation of a purely pragmatic thinking and promoting the comprehensive development of creative thinking, social relation of the teacher to the child as the supreme value of life. Special attention is paid to the relevance of the study of pedagogical and psychological disciplines and practices in the formation of professional competence - an integrated quality, consisting in an organic combination of knowledge, skills, experience and individual psychological personality characteristics.

  19. Reading strategy instruction and teacher change: implications for teacher training

    OpenAIRE

    Klapwijk, Nanda M

    2012-01-01

    I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issue...

  20. Teacher training in Chile: perceptions of teachers in the school system and university teachers

    Directory of Open Access Journals (Sweden)

    Claudio H. Díaz Larenas

    2015-06-01

    Full Text Available This article presents the results of research on perceptions of teacher training. The study design is transactional and descriptive, for which an ad hoc survey of two groups was developed: the school sysrtem teachers and academics in the region of Bio Bio in Chile. Its aim is to analyze the perception of these groups on six themes: evaluation, learning, innovation, research, development and relationship university / school / community. The main results show a high evaluation of assessment practices, introducing innovations in the classroom and refinement. The reasearch is carried out by both teachers and university profressors in the school system, although at different frequencies. The university / school / community relations are considered relevant but are not consolidarted. Finally some thoughts arise that link the themes discussed in terms of improving teacher education.

  1. Training Teachers at a School for the Handicapped in Quezaltenango, Guatemala.

    Science.gov (United States)

    Lasky, Beth

    A 5 day course was developed to train teachers at the Instituto Neurologico (Guatemala), a day school for about 50 children (aged 3 to 16) considered to be learning handicapped and educationally or trainably retarded. The course addressed five topics (one each day): special education, class routines and schedules, classroom management, evaluating…

  2. The Galileo Teacher Training Program Global Efforts

    Science.gov (United States)

    Doran, R.; Pennypacker, C.; Ferlet, R.

    2012-08-01

    The Galileo Teacher Training Program (GTTP) successfully named representatives in nearly 100 nations in 2009, the International Year of Astronomy (IYA2009). The challenge had just begun. The steps ahead are how to reach educators that might benefit from our program and how to help build a more fair and science literate society, a society in which good tools and resources for science education are not the privilege of a few. From 2010 on our efforts have been to strengthen the newly formed network and learn how to equally help educators and students around the globe. New partnerships with other strong programs and institutions are being formed, sponsorship schemes being outlined, new tools and resources being publicized, and on-site and video conference training conducted all over the world. Efforts to officially accredit a GTTP curriculum are on the march and a stronger certification process being outlined. New science topics are being integrated in our effort and we now seek to discuss the path ahead with experts in this field and the community of users, opening the network to all corners of our beautiful blue dot. The main aim of this article is to open the discussion regarding the urgent issue of how to reawaken student interest in science, how to solve the gender inequality in science careers, and how to reach the underprivileged students and open to them the same possibilities. Efforts are in strengthening the newly formed network and learning how to equally help educators and students around the globe.

  3. Behavioral Skills Training in Portuguese Children With School Failure Problems

    Directory of Open Access Journals (Sweden)

    Edgar Galindo

    2018-05-01

    Full Text Available This paper postulates that psychology can make an important contribution at an individual level to help children with school failure problems in a context where too little applied research has been conducted on the instructional needs of these children. Some data are analyzed, revealing that, despite some progress, school failure is still a main educational problem in many countries. In this study, Behavioral Skills Training (BST was applied in Portugal to train children with school failure difficulties. BST is a method based on Applied Behavior Analysis, a teaching package consisting of a combination of behavioral techniques: instructions, modeling, rehearsal, and feedback. Two empirical studies are presented. Their main purpose was to develop behavioral diagnostic and training techniques to teach lacking skills. School success was defined in terms of a set of skills proposed by teachers and school failure as a lack of one or more of these skills. The main instrument was a package of training programs to be applied in three areas: basic behavior (precurrents, academic behavior, or social behavior. The second instrument is a package of check-lists, aimed to determine the level of performance of the child in an area. This check-list was applied before (pre-test and after (post-test training. In the first study, 16, 7- to 8-year old children were trained. They were attending the second or third grades and having academic difficulties of different origins. The effects of the training programs are evaluated in terms of percentage of attained objectives, comparing a pre- and a post-test. The results showed an increase in correct responses after training in all cases. To provide a sounder demonstration of the efficacy of the training programs, a second study was carried out using a quasi-experimental design. A multiple baseline design was applied to three 10- to 11-year-old children, referred by teachers because of learning difficulties in the fourth

  4. Mindfulness programming for parents and teachers of children with ADHD.

    Science.gov (United States)

    Miller, Carlin J; Brooker, Brianne

    2017-08-01

    Parents and teachers of children with attention-deficit/hyperactivity disorder (ADHD) are at-risk for a range of suboptimal psychosocial outcomes, including mental health difficulties and heightened stress, problems perhaps ameliorated through mindfulness-based programming. To show pilot data from an investigation of the outcomes of a purpose-built mindfulness training for parents and teachers of children with ADHD (N = 26). The program represents a purpose-driven modification of the Mindfulness-Based Stress Reduction (MBSR) curriculum. Namely, we reduced participant time commitment and added psychoeducation about ADHD with brief parent training. The measurement protocol included measures of stress, anxiety, depression, and mindfulness. Following the 8-week program, parents and teachers reported reduced perceived stress, reduced self-reported anxiety, and improvements in some facets of mindfulness. The work highlights the promise of specialized mindfulness-based interventions in promoting positive psychosocial outcomes in specific at-risk groups, such as the carers of children with ADHD. Copyright © 2017 Elsevier Ltd. All rights reserved.

  5. Evaluating training and information to teachers on nuclear energy issues

    International Nuclear Information System (INIS)

    Gunnell, B.J.

    1994-01-01

    In England and Wales, school programs are defined by National Curricula; the method of teaching is left for the teacher to determine. This establishes the framework within which nuclear energy issues are taught. Teachers need a good understanding of what they teach and competence in the appropriate and effective learning strategies. A range of training opportunities is available to teachers (conferences from Local Education Authority, etc.), but the attention given to nuclear energy matters and controversial issues varies significantly between them. Many teaching resources are available but alone they cannot satisfy the training needs of all teachers (practical works, visits). 2 refs

  6. Teacher Training and Pre-Service Primary Teachers' Self-Efficacy for Science Teaching

    Science.gov (United States)

    Velthuis, Chantal; Fisser, Petra; Pieters, Jules

    2014-01-01

    This study focuses on the improvement of pre-service teachers' self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for…

  7. Teachers' Perceptions of Young Children with ADHD in Korea

    Science.gov (United States)

    Hong, Yonghee

    2008-01-01

    This study examined Korean early childhood teachers' understanding of behavioural characteristics of children with Attention Deficit/Hyperactivity Disorder (ADHD), difficulties about and concerns for children with ADHD, the kinds of support for which teachers looked, experiences teachers had with the parents of children with ADHD, and…

  8. Reading Strategy Instruction and Teacher Change: Implications for Teacher Training

    Science.gov (United States)

    Klapwijk, Nanda M.

    2012-01-01

    I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that…

  9. The place of experience, culture and multimedia learning in teacher training

    Directory of Open Access Journals (Sweden)

    Monica Fantin

    2012-05-01

    Full Text Available What are the challenges of training children, young people and teachers today? Speaking of knowledge and skills necessary for teachers to perform in current scenarios implies asking to what extent university degree courses and teacher training institutions are adapting to the new demands of education. By highlighting some current challenges of university education, this article emphasizes the importance of experience, cultural training and multimedia in teacher training, from a culturalistic perspective of media education. Considering that media education is a field under construction, the transversality and the contribution of multidisciplinary knowledge of science, education, communication and the arts are a “border-object”, an interface that can better interpret the current transformation of knowledge and the tools of digital culture which are not limited to school education. The text discusses the possibility of multimedia education and its skills, such as integration of knowledge and methodological contributions deriving from different areas of knowledge and from the perspective of multiple languages in school and culture. From this results the need to set up other spaces for thinking about educational and training praxis, discussing news forms of cultural mediation in contemporary settings of teachers training.

  10. Toilet training practices in Nigerian children

    Directory of Open Access Journals (Sweden)

    A U Solarin

    2017-10-01

    Full Text Available Background. This study reports on toilet training with a focus on the effect of age, methods used, and factors that can affect urinary incontinence in Nigerian children. Methods. This was a cross-sectional hospital-based study carried out in public and private hospitals in South-Western Nigeria. A questionnaire was used to obtain information about toilet training practices from 350 adults, who toilet trained 474 children. Results. The adults had previously toilet trained children 1 - 18 years old. In this study, toilet training commenced at ≤12 months, during the day and night in 40.6% and 33.4% of children, respectively. Of the 350 parents/guardians, 141 (47.7% commenced toilet training by waking children from their afternoon nap. The most common method was allowing the child to urinate at fixed time intervals, while the least common was a reward/punishment system. Furthermore, age was considered as the most common indicator to commence toilet training. For 36.9% of the children, training lasted 1 - 6 months. Daytime continence was achieved by 33.4% of children at ≤12 months old, and night-time continence was achieved in 29.7% of children between 12 and 18 months old. By 30 months, 91.1% and 86.9% had attained day- and night-time continence, respectively, and only 8.6% of the children were incontinent at night. Conclusion. Assisted infant toilet training is still practised among Nigerian parents despite the influence and the trends in the developed countries. The age at initiation and completion of toilet training was lower than those reported for developed countries.

  11. Children's and Teachers' Perspectives on Children's Self-Control: The Development of Two Rating Scales.

    Science.gov (United States)

    Humphrey, Laura Lynn

    1982-01-01

    Compared parallel scales of children's self-control developed for teachers and children. Self-control ratings by teachers and children related to naturalistic observations and to teacher ratings of frustration tolerance and acting-out/aggressive problems. Teachers' ratings of self-control related to IQ and achievement. Supported the validity of…

  12. An interdisciplinary study in initial teacher training

    Directory of Open Access Journals (Sweden)

    Virginia Larraz Rada

    2014-07-01

    Full Text Available This experiment of innovative university education shows the interdisciplinary work carried out in the studies of the Bachelor of Science in Education at the University of Andorra. The study was developed within two subjects: Communication Technology (TAC and Cultural Heritage Education in Andorra. The main objective of this experiment is to foster the use of technological resources and digital materials, with the aim of drawing cultural heritage closer to the classroom. Based on a previous study of documentation and an analysis of online educational materials, the students have to design an e-book, which is understood to be digital material in the curricular field of cultural heritage. This digital material is a didactic proposal that focuses on the construction of knowledge by primary school students. During the elaboration of the materials the instructors introduce follow-up activities. The results of the experiment show that, from an interdisciplinary approach, and a problem-solving, learning-centered methodology, specific and transferable abilities in initial teacher training can be studied and evaluated.

  13. Integration of ICT into Teacher Training and Professional ...

    African Journals Online (AJOL)

    Integration of ICT into Teacher Training and Professional Development in Kenya. ... Makerere Journal of Higher Education ... In Kenya, integration of ICT into the curriculum has been the subject of extensive research and various researches ...

  14. Curriculum Implementation and Re-Training of Teachers in English ...

    African Journals Online (AJOL)

    Nekky Umera

    educational system can be consolidated without the development of the teachers that ... These two policy statements underscore the necessity of regular training and ..... The problem of inadequate provision of human, material and financial.

  15. GIS In-Service Teacher Training Based on TPACK

    Science.gov (United States)

    Hong, Jung Eun; Stonier, Francis

    2015-01-01

    This article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies…

  16. Information literacy training for teachers in a developing South ...

    African Journals Online (AJOL)

    Information literacy and skills in Internet searching are important for teachers. There exists a large body of literature on information literacy in schools and universities and there are many guidelines and standards on information literacy. Little has, however, been published on information literacy training for teachers per se.

  17. An Assessment of Training Needs of Arabic School Teachers in ...

    African Journals Online (AJOL)

    The study identified the training needs of teachers in the Arabic schools in Lagos State. The study involved Head Teachers in 42 selected Arabic schools operating in. Akoka, Bariga and Somolu areas in the Lagos metropolis. The subjects were given a list of six possible teaching competencies and asked to appraise their ...

  18. Teacher training for mathematical literacy: A case study taking the ...

    African Journals Online (AJOL)

    Hennie

    offered via government-funded Advanced Certificate in Education (ACE) qualifications, ... In-service teachers in KZN were identified by the DoE to attend the two- ... that guides this study is: how can HEIs ensure quality teacher training for ML in.

  19. Teacher Training in Family Involvement: An Interpersonal Approach.

    Science.gov (United States)

    Coleman, Mick; Wallinga, Charlotte

    2000-01-01

    Discusses ways to develop family-school-community involvement, based on an early childhood teacher training course in family involvement. Discusses strategies for using Maslow's Hierarchy of Needs to facilitate family involvement interactions, and using student teachers' experiences for structuring reflective thought about family involvement…

  20. Content, Language and Method Integrated Teacher Training (CLMITT in Training Teachers of English as a Foreign Language (EFL and Beyond

    Directory of Open Access Journals (Sweden)

    Agnes Orosz

    2018-05-01

    Full Text Available Content, Language and Method Integrated Teacher Training (CLMITT is an educational model for teacher training developed by the author. It refers to an approach where trainees learn teaching methodologies through experiencing them while simultaneously integrating English language development into the training process. CLMITT can be used to train teachers in any context where the course content includes teaching strategies, skills, approaches or methods and where trainees also need to learn English (or another foreign language. Therefore, it is an ideal approach for training non-native English speaker teachers. Applying CLMITT involves the teacher trainer teaching a classroom method or technique by using that method itself during training sessions while using materials about that method. In this way, the content of the session and the method used to teach the session are the same, and trainees are not only learning about a teaching model or strategy but also experiencing it in action from a student perspective at the same time. In addition, they are also improving their English, since the whole exercise takes place in English. CLMITT can be applied in Initial Teacher Training (ITT Programs as well as Continuous Professional Development courses. Trainee feedback after a CLMITT session showed that students felt it provided them with a much deeper understanding of the methods, approaches and strategies covered, while at the same time improving their English during the process.

  1. The Irie Classroom Toolbox: developing a violence prevention, preschool teacher training program using evidence, theory, and practice.

    Science.gov (United States)

    Baker-Henningham, Helen

    2018-05-01

    In this paper, I describe the development of the Irie Classroom Toolbox, a school-based violence prevention, teacher training program for use with children aged 3-6 years. In-depth interviews were conducted with Jamaican preschool teachers, who had participated in a trial of a classroom behavior management program, at posttest (n = 35) and 5 years later (n = 20). An on-going process evaluation was also conducted. Teachers' preferred behavior management strategies and training methods were documented, and enablers and barriers to implementation were identified. Teachers were most likely to adopt strategies that they liked, found easy to use, and were effective. These included paying attention to positive behavior and explicitly teaching children the expected behavior. Teachers preferred active, hands-on training strategies based on social-cognitive theories. Enablers to intervention implementation included positive teacher-facilitator relationships, choice, collaborative problem solving, teachers recognizing benefits of the intervention, group support, and provision of materials. Barriers to intervention implementation were also identified. These data were integrated with behavior change theory (i.e., the behavior change wheel and theoretical domains framework) to develop an intervention grounded in common core elements of evidence-based programs while also utilizing teachers' perspectives. The resulting program is a low cost, adaptable intervention that should be suitable for training preschool teachers in other low-resource settings. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of The New York Academy of Sciences.

  2. When legislation precedes the state of the art in teacher training: problems and implications.

    Science.gov (United States)

    Tymitz, B L

    1980-01-01

    Passage of Public Law 94-142, the Education for all Handicapped Children Act requires the development of an Individualized Education Program (IEP) for each handicapped child served. While administration are inclined to view the IEP as a document intended to monitor the provision of special services, teachers focused on the potential instructional value of the IEP. Professionals agree that this has been one of the most difficult components of the law to implement. Policymakers designing the law posited that training technology was adequate to support the instructional requirements outlined in the legislation. The present study challenges that assumption. It is also argued that studies which attempt to integrate multiple operations to clarify findings can provide more accurate and consequently more useful data of critical value in the beginning stages of policy formation. The multiple data collection strategies employed in this study yielded increasingly specific information on the status of present training technology--particularly in relation to teacher skills related to the instructional aspects of the IEP planning process. Teacher perceptions of their training needs were compared with actual skill performances on selected IEP tasks. Data reveal the inadequacy of essential skills in formulating required goal and objective statements. Special education and regular classroom teachers show similar patterns in specific skills which are problematic. Statements from teacher interviews corroborated deficits in past training. Suggestions for future training are offered as are emphases for needed research. Implications for implementation of the IEP are also discussed.

  3. TEACHER TRAINING IN THE AREA OF LANGUAGE IN PRESCHOOL

    Directory of Open Access Journals (Sweden)

    Oralia Ortiz-Varela

    2015-07-01

    Full Text Available This research is conducted in a Kindergarden District in the Mexican educational system, because is important to improve daily practices or activities in kindergardens through an appropriate teacher training in the language area. The most important theoretical foundations are related to the definition of the approaches and models of teacher education, their processes, and the auto-trainig, hetero-training, and inter-training positions that explain them. The methodology used in this research adheres to a postpositivist paradigm, in a quantitative approach, and with a non- experimental cross design, wich has an explanatory scope that uses the survey and questionnaire as technical tool. It was found that there is a significative progress in the teacher's training throughout the practice; continuing education options do not meet the training needs of educators and their impact is not the one was expected in the fields of Language and Education. There is a significant relationship between the variables studied in this research.

  4. The Teacher's Voice: Vocal Training in Teacher Education

    Science.gov (United States)

    Bele, Irene Velsvik

    2008-01-01

    The voice is a basic tool in human communication and an important factor in a positive self-understanding and identity, both for the teacher's sense of profession and for the pupils' ability to express themselves orally; two perspectives of great importance in the Norwegian National Curriculum. Voice disorders are common among teachers world-wide…

  5. Blogs, Webinars and Significant Learning: A Case Report on a Teacher Training Program for College Teachers

    Science.gov (United States)

    Polanco-Bueno, Rodrigo

    2013-01-01

    This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students' learning outcomes. Second, they applied strategies of significant learning in the design…

  6. Linguistic Ethnography, Literacy Teaching and Teacher Training

    DEFF Research Database (Denmark)

    Dolmer, Grete; Nielsen, Henrik Balle

    in current attempts to research-base teacher education. Lefstein, A. & J. Snell. 2014. Better than best practice. Developing teaching and learning through dialogue. London: Routledge. Keywords: literacy teaching classroom dialogue teacher feedback linguistic ethnography research-based teacher education...... material consists of field notes and video observations from the literacy classroom combined with reflective interviews with the literacy teacher and analyses of pupils’ oral and written texts. Taking a linguistic ethnographic approach, the case study investigates the interplay between teacher, pupil...... eclecticism, openness and systematicity characteristic of a linguistic ethnographic analysis (Lefstein & Snell 2014, 185-86). In the poster, we will focus on emergent data analysis. Our main points of interest are 1) the classroom dialogue between teacher and pupils and 2) the literacy teacher’s assessment...

  7. Computer technologies of future teachers of fine art training as an object of scientific educational research

    Directory of Open Access Journals (Sweden)

    Bohdan Cherniavskyi

    2017-03-01

    Full Text Available The article deals with computer technology training, highlights the current state ofcomputerization of educational process in teacher training colleges, reveals the specifictechniques of professional training of teachers of fine arts to use computer technology inteaching careers.Key words: Methods of professional training, professional activities, computertechnology training future teachers of Fine Arts, the subject of research.

  8. Register of practices and teacher training: reflection, memory and authorship

    Directory of Open Access Journals (Sweden)

    Amanda Cristina Teagno Lopes Marques

    2011-07-01

    Full Text Available This article aims at analyzing the contribution of the register of practices in the process of inservice training and teacher development. It is organized in three parts: first, we elucidateconcepts of different authors about our object (FREIRE, 1996; GUARNIERI, 2001; SÁ-CHAVES, 2004, WARSCHAUER, 1993, 2001; ZABALZA, 1994, 2004, in the second part, we analyze some register of practices produced by a professor of early childhood education, seeking to highlight elements that indicate the relationship between register, reflection and training; inthe end, we indicate the need to move the register as individual attitude to the register as a collective process, as suggested by the perspective of pedagogical documentation describedin Italian literature (BALSAMO, 1998; BENZONI, 2001; BORGHI, APOSTOLI, 2001; GANDINI, GOLDHABER, 2002. The register of practices can contribute to the processes of professional and organizational development, in a reflective school (ALARCÃO, 2002, 2003 and trulypublic because it makes visible to society by documentation of the experiences that teachersand children build together (MALAGUZZI, 1999.

  9. The Impact of an Intervention Taught by Trained Teachers on Childhood Overweight

    Directory of Open Access Journals (Sweden)

    Bruno Oliveira

    2012-04-01

    Full Text Available The purpose of this study was to assess the effects of a six-months’ nutrition program, delivered and taught by classroom teachers with in-service nutrition training, on the prevention of overweight and obesity among children in grades 1 to 4. In this randomized trial, four hundred and sixty four children from seven elementary schools were allocated to a nutrition educational program delivered by their own teachers. Intervened teachers had 12 sessions of three hours each with the researchers throughout six months, according to the topics nutrition and healthy eating, the importance of drinking water and healthy cooking activities. After each session, teachers were encouraged to develop activities in class focused on the learned topics. Sociodemographic, anthropometric, dietary, and physical activity assessments were performed at baseline and at the end of the intervention. In the intervention group the increase in Body Mass Index (BMI z-score was significantly lower than in the control group (p = 0.009; fewer proportion of children became overweight in the intervened group compared with the control (5.6% vs. 18.4%; p = 0.037. Our study provides further support to decrease the overweight epidemic, involving classroom teachers in a training program and making them dedicated interventionists.

  10. The effect of training on teachers' knowledge of effective classroom ...

    African Journals Online (AJOL)

    The effect of training on teachers' knowledge of effective classroom management strategies in Jos metropolis. ... Global Journal of Educational Research ... A single group pre-post test design was used, with a one-day training on classroom management techniques as the independent variable and the number of strategies ...

  11. INTERCULTURAL COMMUNICATION IN THE COURSE OF ENGLISH TEACHERS TRAINING

    Directory of Open Access Journals (Sweden)

    Meshcheryakova, E.V.

    2016-06-01

    Full Text Available This article deals with English teachers training for intercultural interaction on the basis of competence approach using modular training technology, relying on interactive media communicative interaction. The research is based on the created and approved «Advanced English Guide» and «Advanced English» textbooks. It shows the principles of vocabulary selection, verbal tasks complex.

  12. A Rural Special Education Teacher Training Program: Successful Adaptations.

    Science.gov (United States)

    Prater, Greg; And Others

    The Rural Special Education Program (RSEP), a partnership between Northern Arizona University (NAU) and Kayenta Unified School District (KUSD), provides training for preservice special education teachers to work with Native American students and their families. To date, the program has provided training for 63 preservice special education…

  13. ACTT Now: A Collaboration Reshaping Teacher Technology Training.

    Science.gov (United States)

    Curry-Corcoran, Daniel E.; O'Shea, Patrick M.

    2003-01-01

    Describes the ACTT Now (Aligning Certification with Technology Training) project in Brunswick County Public Schools (Virginia) that, in partnership with Old Dominion University (Norfolk, VA), has created a Field-Based Master's Program to help overcome the disadvantages of a small, rural district in providing teacher training for technology…

  14. Transforming Teacher Constructs of Children and Families Who Are Homeless

    Science.gov (United States)

    Powers-Costello, Beth; Swick, Kevin J.

    2011-01-01

    The focus of this article is on articulating the importance of teacher development of constructs about homeless children and families and examining factors that influence teachers' perceptions of children and families who are homeless or at high-risk of becoming homeless. The article also explores some strategies to support teachers in…

  15. Influence of Children's Physical Attractiveness on Teacher Expectations.

    Science.gov (United States)

    Kenealy, Pamela; And Others

    1988-01-01

    Ratings of the physical attractiveness of 11-to-12-year-old children were obtained, and the association between physical attractiveness and teachers' judgements of these children were examined. Teachers revealed a systematic tendency to rate girls higher than boys, and significant sex differences were observed in teachers' ratings of…

  16. The Conceptual Model of Future Teachers Training to Dual Education in VET (Vocational Education & Training)

    Science.gov (United States)

    Zholdasbekova, Saule; Nurzhanbayeva, Zhanat; Karatayev, Galymzhan; Akhmet, Laura Smatullaevna; Anarmetov, Bahitzhan

    2016-01-01

    In the article the author presents the theoretical understanding of research problems of training of the future teachers-organizers of the dual training system in vocational education & training (VET) in the conditions of the credit technology of education. The author's vision of way to solve the problem is discussed in the description of the…

  17. Effectiveness of teachers' training in assessment techniques: participants' perception.

    Science.gov (United States)

    Baral, N; Gautam, A; Lamsal, M; Paudel, B H; Lal Das, B K; Aryal, M

    2011-01-01

    Medical education has experienced a rapidly changing scenario especially during the past three decades. Teachers training programs have emerged in recent years as a more in depth and comprehensive mechanisms for strengthening instructional skills and formulating assessment techniques among faculty members. The present study was carried out with the aim of assessing effectiveness of teacher training workshop on assessment techniques at B.P. Koirala Institute of Health sciences (BPKIHS), Dharan, Nepal. Methods: In this prospective questionnaire based study, the 26 entry level teachers were enrolled. They were requested to fill the questionnaire before and after the workshop on the assessment techniques at BPKIHS, Dharan. Twenty six teachers majority of whom were entry level teachers comprising of medical, dental, nursing and allied sciences participated in pre- and post test analysis on the various components of written and oral examinations. A two and half days long training was conducted having 9 hours of teaching interactive sessions, 6 hours of group exercises, daily evaluation and 3 hours of presentation by participants. There was high degree of agreement with most topics of the assessment training. There was a significant gain in knowledge (p training being informative and learned new things about assessment. More practice session with longer duration with invited resource persons were also suggested for an effective session. Thereis an immense opportunity for a better and comprehensive training in evaluation techniques in medical education..

  18. Marginalizing TESOL: Preservice Teacher Training in Arizona

    Science.gov (United States)

    Diniz de Figueiredo, Eduardo H.; Hammill, Matthew J.; Fredricks, Daisy E.

    2011-01-01

    This pilot study investigated the attitudes of preservice teachers at a major university in Arizona concerning the Structured English Immersion (SEI) program that is now being used with English language learners (ELLs). Using a survey, we examined how preservice teachers feel about potentially working with ELLs in this SEI context. We focused on…

  19. The Collaborative Development of Teacher Training Skills

    Science.gov (United States)

    Stillwell, Christopher

    2009-01-01

    This paper describes "mentor development", a means of collaborative professional development through peer observation that was initiated by the author with 18 peers, all native English speaker EFL teachers at Kanda University of International Studies in Chiba, Japan. It shows how such a programme allows teachers to learn from one another…

  20. Teacher training, capacity building and professional capital

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    well it is performed. High performing countries do not only praise the quality of the individual teacher, which is important, they also focus on support on the job, the importance of strong professional learning communities, and teachers possibility of taking part in successful school development...

  1. Improvement of Educational Equity & Teacher Training

    Directory of Open Access Journals (Sweden)

    María J. Rodríguez

    2013-10-01

    Full Text Available Educational improvement for equity and professional teacher development are crucial issues concerning the essential right all students have of a good education. Firstly the article proposes a contextual reflection on improvement, some considerations related to well known traditions in the field and particularly the social justice and its relationships and implication for educational politics, curriculum, teaching, teacher and community. Secondly, it claims for the coherence of teacher professional development to educational equity. Different analysis and proposals are outlined related to policies and tasks the public administration should undertake and some dimensions of teacher education are considered attending educational equity criteria. Professional learning communities are described and valued as a hypothetical framework in order to improve equity and teacher education relationships.

  2. Toilet training practices in Nigerian children

    African Journals Online (AJOL)

    physical and psychological consequences like a sense of failure through .... neurological problems, e.g. spinal dysraphism, hydrocephalus, and cerebral palsy, as well as those who had children with urogenital abnormalities. Variables ...... floor therapy and toilet training in young children with dysfunctional voiding.

  3. Issues and Challenges of Providing Online Inservice Teacher Training: Korea's experience

    Directory of Open Access Journals (Sweden)

    Insung Jung

    2001-07-01

    Full Text Available To meet the need for flexible and interactive teacher training, the Korean government created a Cyber Teacher Training Center (CTTC in the summer of 1997. The CTTC project developed a software platform for managing online inservice teacher training, 11 general training courses, with plans to add more courses each year. This article examines the needs met through the introduction of online inservice teacher training and the strategies that have been employed in the process. This paper also analyzes the major impacts of online teacher training and looks at the challenges facing online inservice teacher training in the coming years.

  4. Care and support of orphaned and vulnerable children at school: helping teachers to respond

    Directory of Open Access Journals (Sweden)

    Lesley Wood

    2011-01-01

    Full Text Available It is acknowledged that teacher training programmes around HIV in most of sub-Saharan Africa appear not to have been very effective in assisting teachers to respond to the demands placed on them by the pandemic. In response to the need identified by international development agencies, for research into teacher education and HIV in sub-Saharan Africa, this study investigated teacher perceptions of the effectiveness of training programmes offered in a specific school district in South Africa to equip them to deal with issues arising from having orphans and vulnerable children in their classrooms. A qualitative research design was followed to purposively select teachers who had attended the departmental training to participate in focus groups to explore the phenomenon of teaching orphaned and vulnerable children. The findings that emerged from the thematic data analysis provided supporting evidence that current teacher education approaches in this regard are not perceived to be effective. The results are used to suggest guidelines for an alternative approach to the current forms of HIV and AIDS training for teachers that is more likely to be sustainable, culturally appropriate and suited to the context.

  5. The Evaluation of Micro Teaching Method Used in the Training of Primary School Teachers in Turkey

    Science.gov (United States)

    Musa, Taskaya Serdarhan

    2014-01-01

    Micro teaching, one of the most frequently used methods in the pre-service education of teachers, is used in many lectures for the training of teachers in the faculties of education in Turkey. Micro teaching is a teaching method which is especially used in the pre-service training of teachers and it aims to train prospective teachers by making…

  6. Job Embedded Teacher Leadership Training: A Study of Teacher Empowerment in an Elementary Public School District

    Science.gov (United States)

    Banker, Lauren Langer

    2017-01-01

    This mixed-methodology case study explored one district's attempt to provide teacher leadership training in an effort to increase feelings of empowerment. Empowerment is defined as the degree to which an individual feels capable of influencing his or her work role and context (Spreitzer, 1995) and in the field of education, empowering teachers is…

  7. In-Service Teachers' Training: The Case of University Teachers in Yangon, Myanmar

    Science.gov (United States)

    Ulla, Mark B.

    2018-01-01

    Research studies show a number of significant contributions of professional development programs towards teachers' teaching skills. This paper explores the views of eight (8) university lecturers in a university in Yangon, Myanmar with regards to the teacher capacity building and language enhancement training program they attended from 2014-2016.…

  8. Enlist micros: Training science teachers to use microcomputers

    Science.gov (United States)

    Baird, William E.; Ellis, James D.; Kuerbis, Paul J.

    A National Science Foundation grant to the Biological Sciences Curriculum Study (BSCS) at The Colorado College supported the design and production of training materials to encourage literacy of science teachers in the use of microcomputers. ENLIST Micros is based on results of a national needs assessment that identified 22 compentencies needed by K-12 science teachers to use microcomputers for instruction. A writing team developed the 16-hour training program in the summer of 1985, and field-test coordinators tested it with 18 preservice or in-service groups during the 1985-86 academic year at 15 sites within the United States. The training materials consist of video programs, interactive computer disks for the Apple II series microcomputer, a training manual for participants, and a guide for the group leader. The experimental materials address major areas of educational computing: awareness, applications, implementation, evaluation, and resources. Each chapter contains activities developed for this program, such as viewing video segments of science teachers who are using computers effectively and running commercial science and training courseware. Role playing and small-group interaction help the teachers overcome their reluctance to use computers and plan for effective implementation of microcomputers in the school. This study examines the implementation of educational computing among 47 science teachers who completed the ENLIST Micros training at a southern university. We present results of formative evaluation for that site. Results indicate that both elementary and secondary teachers benefit from the training program and demonstrate gains in attitudes toward computer use. Participating teachers said that the program met its stated objectives and helped them obtain needed skills. Only 33 percent of these teachers, however, reported using computers one year after the training. In June 1986, the BSCS initiated a follow up to the ENLIST Micros curriculum to

  9. The Teachers' Views on Soroban Abacus Training

    Science.gov (United States)

    Altiparmak, Kemal

    2016-01-01

    Soroban abacus training is called as mental arithmetic training in our country. It is known for mental arithmetic to increase the ability of four mode operations. Besides this, how is the situation for the students which are having Soroban abacus training in the terms of problem solving abilities, creativity, development of concepts, attraction…

  10. Hello Children! A Teacher's Guide. Excerpts (Part 1).

    Science.gov (United States)

    Amonashvili, Shalva Aleksandrovich

    1988-01-01

    Provides excerpts from Shalva Amonashvili's 1983 teacher's guide, "Hello Children." Explains that "Hello Children" is based on Amonashvili's successful experience teaching six-year olds and increasing the elementary grades to four (now implemented throughout the USSR). Amonashvili stresses teachers' love for children and…

  11. Child Care Teachers' Response to Children's Emotional Expression

    Science.gov (United States)

    Ahn, Hey Jun; Stifter, Cynthia

    2006-01-01

    This observational study examined practices through which child care teachers socialize children's emotion. A specific aim was to describe strategies of teacher intervention in response to emotion displayed by children in child care centers, and to answer the question of differential interactions based on children's age and gender. The results of…

  12. [Psychological effects of preventive voice care training in student teachers].

    Science.gov (United States)

    Nusseck, M; Richter, B; Echternach, M; Spahn, C

    2017-07-01

    Studies on the effectiveness of preventive voice care programs have focused mainly on voice parameters. Psychological parameters, however, have not been investigated in detail so far. The effect of a voice training program for German student teachers on psychological health parameters was investigated in a longitudinal study. The sample of 204 student teachers was divided into the intervention group (n = 123), who participated in the voice training program, and the control group (n = 81), who received no voice training. Voice training contained ten 90-min group courses and an individual visit by the voice trainer in a teaching situation with feedback afterwards. Participants were asked to fill out questionnaires (self-efficacy, Short-Form Health Survey, self-consciousness, voice self-concept, work-related behaviour and experience patterns) at the beginning and the end of their student teacher training period. The training program showed significant positive influences on psychological health, voice self-concept (i.e. more positive perception and increased awareness of one's own voice) and work-related coping behaviour in the intervention group. On average, the mental health status of all participants reduced over time, whereas the status in the trained group diminished significantly less than in the control group. Furthermore, the trained student teachers gained abilities to cope with work-related stress better than those without training. The training program clearly showed a positive impact on mental health. The results maintain the importance of such a training program not only for voice health, but also for wide-ranging aspects of constitutional health.

  13. Effective Practices for Training and Inspiring High School Physics Teachers

    Science.gov (United States)

    Magee-Sauer, Karen

    It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

  14. TEACHER TRAINING: How to Produce Better Math and Science Teachers.

    Science.gov (United States)

    Mervis, J

    2000-09-01

    Two National Research Council panels have released new reports on improving science and math education in the United States. One panel says that the best way to improve teacher education is to make it a continuum, with school districts taking more responsibility for the initial preparation of new teachers and university faculty playing a bigger role in ongoing professional development. The other panel says that more recent science Ph.D.s would be willing to teach high school science and math if the government helped with the transition, if the certification process were compressed, and if they could retain ties to research.

  15. Group Music Training and Children's Prosocial Skills.

    Science.gov (United States)

    Schellenberg, E Glenn; Corrigall, Kathleen A; Dys, Sebastian P; Malti, Tina

    2015-01-01

    We investigated if group music training in childhood is associated with prosocial skills. Children in 3rd or 4th grade who attended 10 months of music lessons taught in groups were compared to a control group of children matched for socio-economic status. All children were administered tests of prosocial skills near the beginning and end of the 10-month period. Compared to the control group, children in the music group had larger increases in sympathy and prosocial behavior, but this effect was limited to children who had poor prosocial skills before the lessons began. The effect was evident even when the lessons were compulsory, which minimized the role of self-selection. The results suggest that group music training facilitates the development of prosocial skills.

  16. Group Music Training and Children's Prosocial Skills.

    Directory of Open Access Journals (Sweden)

    E Glenn Schellenberg

    Full Text Available We investigated if group music training in childhood is associated with prosocial skills. Children in 3rd or 4th grade who attended 10 months of music lessons taught in groups were compared to a control group of children matched for socio-economic status. All children were administered tests of prosocial skills near the beginning and end of the 10-month period. Compared to the control group, children in the music group had larger increases in sympathy and prosocial behavior, but this effect was limited to children who had poor prosocial skills before the lessons began. The effect was evident even when the lessons were compulsory, which minimized the role of self-selection. The results suggest that group music training facilitates the development of prosocial skills.

  17. Teachers as Public Speakers: Training Teachers to Lecture.

    Science.gov (United States)

    Cooper, Pamela J.

    Focusing on public speaking as a major instructional tool for teachers, this paper contains suggestions for more effective lecturing. In the introduction, classroom communication is analyzed according to four moves: structuring, soliciting, responding, and reacting. The paper then discusses four problems in studying learning from meaningful verbal…

  18. Effects of Koto Performance Seminar on Music Teacher Training

    OpenAIRE

    伊藤, 真; 平山, 裕基

    2017-01-01

    Music teachers need to have wide range of knowledge and teaching skills. This includes knowledge of world music such as Japanese traditional music, methods of instruction and performance skill. The department of Music Culture Education in Hiroshima University provides a variety of lectures and seminars on Japanese traditional music as a part of music teacher training, of which playing the koto (a long Japanese zither with 13 strings) is especially stressed as a continuous learning opportunity...

  19. Secrets for Survival: The Training Program for Teachers of the Severely/Profoundly Handicapped (S/PH). Description of Teacher Inservice Education Materials.

    Science.gov (United States)

    National Education Association, Washington, DC. Project on Utilization of Inservice Education R & D Outcomes.

    As a description of a "survival kit" for teachers confronted with the instruction of severely/profoundly handicapped children, complete information with regard to purposes of the kit, printed and audiovisual contents, scope and sequencing of topics for the six training modules, and activities and resources involved in the use of the kit is…

  20. Group Music Training and Children's Prosocial Skills

    OpenAIRE

    Schellenberg, E. Glenn; Corrigall, Kathleen A.; Dys, Sebastian P.; Malti, Tina

    2015-01-01

    We investigated if group music training in childhood is associated with prosocial skills. Children in 3rd or 4th grade who attended 10 months of music lessons taught in groups were compared to a control group of children matched for socio-economic status. All children were administered tests of prosocial skills near the beginning and end of the 10-month period. Compared to the control group, children in the music group had larger increases in sympathy and prosocial behavior, but this effect w...

  1. Training Second-Career Teachers: A Different Student Profile, A Different Training Approach?

    Directory of Open Access Journals (Sweden)

    Marlies Baeten

    2016-08-01

    Full Text Available Second-career teachers are career changers who leave their current jobs to become teachers. This study conducts a narrative literature review which explores the student profiles of these teachers, asking how they differ from school leavers entering teacher education. The literature review also explores the characteristics of training approaches that are most suitable for second-career teachers based on their general student profile. Results show that second-career teachers are older, have strong intrinsic motivation, possess a wide range of knowledge and skills, have a self-directed and application-oriented approach to learning and teaching, and appreciate peer support. They benefit from teacher education programs that are flexible and include a preparatory period, that transfer their expertise into the teaching profession, provide opportunities for self-directed learning and peer support, integrate coursework and field experience, offer a significant amount of field experience and provide intensive mentoring support.

  2. Translating child development research into practice: Can teachers foster children's theory of mind in primary school?

    Science.gov (United States)

    Bianco, Federica; Lecce, Serena

    2016-12-01

    Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. This study aims to transfer the results of recent experimental studies on ToM interventions into primary-school teachers' practices. It examines whether a ToM training programme, based on conversations about mental states, can be effective under real-world school conditions and if it can be translated in such a way that it becomes suitable for primary-school teachers. Seventy-two 8- to 9-year-old children took part in the study. A total of four classes were recruited and randomly assigned to the experimental (34 children, 18 boys) or to the control condition (38 children, 18 boys). The ToM group and the control group were matched at pre-test for age, ToM, socio-economic background, verbal ability, working memory, and planning. Teachers were trained in four teacher-training sessions; the classroom-training programme was delivered by teachers in four sessions (each 50 min long). Children were assessed before the intervention, after the end of the programme, and 2 months later. The ToM group improved ToM skills significantly more than the control group both in the short and in the long term. Teachers can successfully promote their pupils' ToM development during their regular teaching hours. Results are discussed in the light of the importance of ToM promotion for children's school adjustment. © 2016 The British Psychological Society.

  3. Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey

    Science.gov (United States)

    Phin, Chankea

    2014-01-01

    Competent teacher is an indispensable pillar for students' learning outcome and education quality improvement. This paper examines Cambodian teachers' perception regarding: (1) teacher competence and improving education quality and (2) ensuring teacher quality and in-service teacher training. This study used questionnaire that targeted a line of…

  4. Food allergies in school: design and evaluation of a teacher-oriented training action.

    Science.gov (United States)

    Ravarotto, Licia; Mascarello, Giulia; Pinto, Anna; Schiavo, Maria Rita; Bagni, Marina; Decastelli, Lucia

    2014-12-04

    Food allergies are perceived as a significant problem in school environments; as a result, a teacher's ability to recognise and deal with allergic reactions is of fundamental importance to protect children's health. This paper includes the results of a study conducted for the purposes of designing, implementing and monitoring a specific set of teacher-oriented communication actions. The study involved designing, implementing and assessing five workshops. These workshops were designed on the basis of the analysis of perceptions and information needs investigated by three focus groups (25 teachers). The level of the teachers' knowledge and appreciation of the workshops was evaluated by using two structured questionnaires (n = 158). The teachers feel that they are insufficiently informed about food allergies; this knowledge gap is confirmed by an analysis of their knowledge before participating in the workshops. According to the teachers, the information which would be most useful to them has to do with the practical management of allergies in school. They feel that there is a lack of a professional contact person for precise and reliable information on health issues. The workshops seem to be appreciated as an information method. In addition, there appears to be a need to involve all children in awareness raising activities and education projects on this subject. There is an urgent need for training actions on food allergies in Italian schools, in particular the communication of practical information regarding the management of allergies and emergencies. More communication between the medical and school staff is, in particular, advisable.

  5. Sight Word and Phonics Training in Children with Dyslexia

    Science.gov (United States)

    McArthur, Genevieve; Castles, Anne; Kohnen, Saskia; Larsen, Linda; Jones, Kristy; Anandakumar, Thushara; Banales, Erin

    2015-01-01

    The aims of this study were to (a) compare sight word training and phonics training in children with dyslexia, and (b) determine if different orders of sight word and phonics training have different effects on the reading skills of children with dyslexia. One group of children (n = 36) did 8 weeks of phonics training (reading via grapheme-phoneme…

  6. Effects of synchronous coaching in teacher training

    NARCIS (Netherlands)

    Hooreman, Ralph W.; Kommers, Petrus A.M.; Jochems, Wim M.G.

    2008-01-01

    Historically, the nature of coaching the teachers is asynchronously: a reflective discussion with the supervisory coach is the follow-up after a lesson has been taught. We expect that synchronous (immediate) coaching may complement and to a certain extent supplant the asynchronous feedback.

  7. Psychodrama Techniques for Inservice Teacher Training

    Science.gov (United States)

    Kohut, Sylvester, Jr.

    1976-01-01

    By using psychodrama techniques in inservice programming, improvement in communication among members of the school community occurs. With modification the psychodrama approach can be used with inservice teachers and administrators to improve self-realization and communication. A program using psychodrama techniques is described in the article.…

  8. The Formation of Professional Readiness of a Social Teacher to Organization of Children's Leisure Time Activities

    Science.gov (United States)

    Sadovaya, Victoriya V.; Khakhlova, Olga N.; Reznikov, Aleksandr A.

    2015-01-01

    Thematic justification of the study is conditioned by the fact that in contemporary system of higher professional pedagogical education we can see serious drawbacks in training the future teachers for the methods of organizing leisure time activities and interacting with children. Therefore, this article studies the problem of future social…

  9. Teacher Training in a Synchronous Cyber Face-to-Face Classroom: Characterizing and Supporting the Online Teachers' Learning Process

    Science.gov (United States)

    Wang, Yuping; Chen, Nian-Shing; Levy, Mike

    2010-01-01

    This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning environment characterized by multimedia-based, oral and visual interaction. The term "cyber…

  10. A Model for Multiple Competency Teacher Training

    Science.gov (United States)

    Gargiulo, Richard M.; Swartz, Stanley L.

    1977-01-01

    Project Merge is an undergraduate, preservice education program at Bowling Green University providing training and experience leading to dual or triple certification in elementary education plus educable mental retardation and/or learning disabilities behavior disorders. (MB)

  11. Experience in Teacher Training Through Mentoring

    Directory of Open Access Journals (Sweden)

    Purificación Sánchez Delgado

    2014-12-01

    Full Text Available This article presents the experience of the University of Valencia (UV in the training of new faculty members, beginning in the year 2000 with the course Introduction to University Teaching (CIDU—acronym in Spanish and continuing with the current certification program Diploma in Research, Management and University Teaching (DIGEU—acronym in Catalan. In particular, it posits mentoring, integrated into a broader training proposal, as a strategy for new faculty training; consequently, the mentor training program as well as the theoretical bases for its operation in the case of the University of Valencia, is presented. In addition, we include a report on the program’s evaluation plan, the aim of which is to provide quality information for the improvement of the program. Finally, we provide the results of two editions of said evaluation as evidence of the quality and dynamics of the reflection and the continuous improvement of the mentoring program.

  12. GOOD PRACTICES REGARDING PRESCHOOL AND PRIMARY SCHOOL TEACHERS` INITIAL TRAINING

    Directory of Open Access Journals (Sweden)

    Gabriela V. KELEMEN

    2013-11-01

    Full Text Available The training of future preschool and primary school teachers at a high quality level is a main goal of our institution and all our efforts are channelled towards fulfilling it. Being a teacher is a science, a science based on competences acquired while attending well-structured lectures that mingle theoretical knowledge with practical assignments. Students acquire knowledge, abilities and develop field related competences during initial training but three years of study are not enough. The Law of Education regulates the following amendment: in order for a teacher to be well trained to meet the requirements of the third millennium it is necessary for him/her to continue the training in level II i.e. master degree, which provides additional competences. In this article we discuss a master programme developed within an European project that offers educational training according to the requirements of a high quality training both practical and theoretical. The components of the Master programme entitled Psychopedagogy of early education and young schooling containa curriculum adjusted to the requirements of a competitive higher education, the courses and seminars are the result of a thorough analysis of different educational models that have been implemented in other European countries. Currently, we are at the end of the first year and we want to share the good practices obtained so far.

  13. Teaching the Teachers: Emotional Intelligence Training for Teachers

    Science.gov (United States)

    Hen, Meirav; Sharabi-Nov, Adi

    2014-01-01

    A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre-post, quasi-experimental design study conducted to evaluate the contributions of a 56-h "Emotional Intelligence" training model. The model has been developed and…

  14. Teacher Training Course: Conflict Resolution through Mediation

    OpenAIRE

    Csilla M. Szabó

    2015-01-01

    In Hungary, the society has changed a lot for the past 25 years, and these changes could be detected in educational situations as well. The number and the intensity of conflicts have been increased in most fields of life, as well as at schools. Teachers have difficulties to be able to handle school conflicts. What is more, the new net generation, generation Z has values and behavioural patterns different from those of the previous one, which might generate more serious co...

  15. Oral health activities of early head start teachers directed toward children and parents.

    Science.gov (United States)

    Kranz, Ashley M; Rozier, R Gary; Zeldin, Leslie P; Preisser, John S

    2011-01-01

    This cross-sectional study examined Early Head Start (EHS) teachers' oral health program activities and their association with teacher and program characteristics. Self-completed questionnaires were distributed to the staff in all EHS programs in North Carolina. Variables for dental health activities for parents (four items) and children (four items) were constructed as the sum of responses to a 0-4 Likert-type scale (never to very frequently). Ordinary least squares regression models examined the association between teachers' oral health program activities and modifiable teacher (oral health knowledge, values, self-efficacy, dental health training, perceived barriers to dental activities) and program (director and health coordinator knowledge and perceived barriers to dental activities) characteristics. Teachers in the parent (n=260) and child (n=231) analyses were a subset of the 485 staff respondents (98 percent response rate). Teachers engaged in child oral health activities (range = 0-16; mean = 9.0) more frequently than parent activities (range = 0-16; mean = 6.9). Teachers' oral health values, perceived oral health self-efficacy, dental training, and director and health coordinator knowledge were positively associated with oral health activities (P oral health activity in EHS programs is less than optimal. Several characteristics of EHS staff were identified that can be targeted with education interventions. Evidence for effectiveness of EHS interventions needs to be strengthened, but results of this survey provide encouraging findings about the potential effects of teacher training on their oral health practices.

  16. Teachers and Children Playing with Factorization

    DEFF Research Database (Denmark)

    Valente, Andrea; Marchetti, Emanuela

    2013-01-01

    adventure game and a logic puzzle game. The game design was informed by the results obtained in a 1 year field study exploring and assessing techniques for transposing dynamic and complex domain-specific knowledge into games. Empirical results suggest that children may prefer different forms of play, mainly...... two were individuated: a competitive form of play, which was mapped into the 2D adventure game, and a designerly-creative play, which was mapped into a puzzle game (Valente and Marchetti 2011). This paper presents empirical results of a qualitative test, conducted with Danish primary school students......Teachers and children playing with factorization: putting Prime Slaughter to the test. Last year the prime slaughter game was designed and implemented, to enable primary and early secondary school students to play with prime numbers and factorization, within two different game contexts: a 2D...

  17. Humanism and Autonomy in the Neoliberal Reform of Teacher Training

    Science.gov (United States)

    Kascak, Ondrej; Pupala, Branislav; Petrova, Zuzana

    2011-01-01

    This article analyses the discursive unities which make possible the current transformation of teacher training and our understanding of teaching as a profession, while focusing particularly on European educational policy and the situation in Slovakia. Using Foucault's archaeological method, we reconstruct the discursive link points between the…

  18. Computer Education in the Vocational Teacher Training Centre at Eindhoven.

    Science.gov (United States)

    Houben, J. W. M. A.; Verbunt, J. A.

    1985-01-01

    Teachers from The Netherland's 26 higher technical colleges in need of a teaching qualification (called an "informatica") were able to obtain it by in-service training, organized and offered by universities. Types of courses offered and policy describing information technology activities to be developed in the country by 1989 are…

  19. Teacher-training, ICT, creativity, MOOC, Moodle - What pedagogy?

    NARCIS (Netherlands)

    Stoyanov, Slavi; Sloep, Peter; De Bie, Marion; Hermans, Verenice

    2014-01-01

    The paper discusses learning theories and pedagogical approaches that inform the design of a teacher-training MOOC implementing creativity techniques and ICT tools. The article describes different versions of the course that applies Learning Design Studio as a course format and The First Principles

  20. No problem! Avoidance of cultural diversity in teacher training | Le ...

    African Journals Online (AJOL)

    Research all over the world indicates that initial teacher training, as far as multicultural education is concerned, is grossly inadequate or, in many instances, non-existent. In many cases it is still regarded as a luxury which cannot be afforded in a time of scarcity of resources, or as a contentious politically sensitive area best ...

  1. Professional Training of Future Teacher in Cross-Cultural Dialogue

    Science.gov (United States)

    Semenog, Olena

    2014-01-01

    On the example of propaedeutic educational course "Introduction to Slavic Philology" features of future teachers' professional training of cross-cultural dialogue are considered. Among the main objectives of the course, attention is focused on native language and other languages admirer's tolerance education, students' skills formation…

  2. Learning Styles and Teacher Training: Are We Perpetuating Neuromyths?

    Science.gov (United States)

    Lethaby, Carol; Harries, Patricia

    2016-01-01

    Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational…

  3. Enhancing Expectations of Cooperative Learning Use through Initial Teacher Training

    Science.gov (United States)

    Duran Gisbert, David; Corcelles Seuba, Mariona; Flores Coll, Marta

    2017-01-01

    Despite its relevance and evidence support, Cooperative Learning (CL) is a challenge for all educational systems due to the difficulties in its implementation. The objective of this study is to identify the effect of Primary Education initial teacher training in the prediction of future CL use. Two groups of 44 and 45 students were conceptually…

  4. CERN High School Teachers Training Programme meets DG

    CERN Multimedia

    Brice, Maximilien

    2014-01-01

    CERN's DG Rolf Heuer met with the participants of the High School Teachers Training Programme on 23 July 2014 for a Q&A Session. Following the interaction, he met with the HST Working Group collaborating on a lesson plan for teaching SESAME in high schools.

  5. Middle East Studies Teacher Training Program. Final Report.

    Science.gov (United States)

    Sefein, Naim A.

    This guide presents a teacher training program in Middle Eastern studies and procedures for program implementation. Details concerning program announcement, participant selection, and travel accommodations are included. Participants attended an orientation and registration workshop and an intensive academic workshop before flying to Egypt for the…

  6. Constraints in Teacher Training for Computer Assisted Language Testing Implementation

    Science.gov (United States)

    Garcia Laborda, Jesus; Litzler, Mary Frances

    2011-01-01

    Many ELT examinations have gone online in the last few years and a large number of educational institutions have also started considering the possibility of implementing their own tests. This paper deals with the training of a group of 24 ELT teachers in the Region of Valencia (Spain). In 2007, the Ministry of Education provided funds to determine…

  7. Burnout and Competency Development in Pre-Service Teacher Training

    Science.gov (United States)

    Rodríguez-Hidalgo, Antonio J.; Calmaestra, Juan; Dios, Irene

    2014-01-01

    Introduction: The burnout syndrome negatively affects the students' academic performance. The relation between academic burnout and the self-perception of skills in initial teacher training is subjected to analysis. Method: A sample of 274 students (average age = 20,61 years old) from the Bachelor Degree in Early Childhood Education and the…

  8. Videotutoring, Non-Verbal Communication and Initial Teacher Training.

    Science.gov (United States)

    Nichol, Jon; Watson, Kate

    2000-01-01

    Describes the use of video tutoring for distance education within the context of a post-graduate teacher training course at the University of Exeter. Analysis of the tapes used a protocol based on non-verbal communication research, and findings suggest that the interaction of participants was significantly different from face-to-face…

  9. Literacy and teacher training: some reflections on reading and writing

    Directory of Open Access Journals (Sweden)

    Helenise Sangoi Antunes

    2013-06-01

    Full Text Available This paper presents reflections on reading and writing, from the research project “Literacy Lab: rethinking teacher training” which aims to establish exchanges between socially vulnerable schools and the Federal University of Santa Maria (UFSM and contribute to the training of undergraduates in Pedagogy and Special Education, as well as the teachers of the schools involved. Adopting a qualitative methodology based on studies of Bogdan and Bicklen (1994, the project seeks to support the literacy process by proposing reflection on the current pedagogical practices in the early years of elementary school. The results show the existence of practices in elementary school which mostly ignore the creative ability of the students. It was concluded that this project has enhanced the relationship between initial and continuous training of teachers and practices of reading and writing.

  10. Physics teachers' nuclear in-service training in Hungary

    International Nuclear Information System (INIS)

    Ujvari, Sandor

    2005-01-01

    Teaching of science subjects, specifically physics among others, is important in Hungarian schools. The paper starts with some historical aspects on how the modern physics reached Hungarian schools, what kinds of methods the physics teachers use for their in-service training and what is their success. In 1985 Hungarian Government introduced the system of physics teacher's in-service training for a year. The courses end with a thesis and examination. Teachers have a possibility to join the nuclear physics intensive course of Nuclear Physics Department at Eottvos University. Curriculum and topics of laboratory practice are given together with some dissertations of the course. Moreover, several competition (Leo Szilard competition) is mentioned with starting that in each year the 5 best students get free entrance to the Hungarian universities. (S. Ohno)

  11. The Initial Training of Geography Teachers at the University of Porto: Model and Training, Practices and Representations

    Science.gov (United States)

    Martins, Felisbela

    2015-01-01

    Since 2008, the initial training of Geography teachers in Portugal was combined with the initial training of History teachers. This forced union has led to implications in the practices and teaching of geography. This paper intends to explore the thoughts and actions of the student teachers at the Faculty of Arts and Humanities, University of…

  12. Self-education activities features of primary school teachers in the period between training courses.

    Directory of Open Access Journals (Sweden)

    Nalyvaiko G.V.

    2011-08-01

    Full Text Available The article describes self-education activities features of primary school teachers in the period between training courses. The basic conditions and areas of self-education activities features of primary school teachers in the period between training courses is singled out. The interpretations of the self-education definition are considered. The primary school teachers' self-education activities components are carried out. The period between training courses in training primary school teachers is defined.

  13. [Survey among academic teachers about psychiatric training in France].

    Science.gov (United States)

    van Effenterre, A; Hanon, C; Llorca, P-M

    2014-06-01

    Given the results of resident psychiatrists' surveys conducted in France over the past 3 years, it has become essential to also examine the opinion of the academic psychiatrists in charge of psychiatry education. To study the teachers point of view on psychiatric training in France, the weaknesses and strengths of the training, recent improvements and problems, and to compare their opinion with that of the residents. A survey was conducted in April 2012 among 125 academic teachers professors hospital practitioners (PU-PH), in child & adolescent psychiatry and adult psychiatry. An anonymous online questionnaire including seven parts and three open questions was sent to the PU-PH. The questionnaire was answered by 79/125 psychiatric PU-PH (63%). Results show that a majority of PU-PH (78%) were willing to maintain a single training pathway including adult psychiatry and child psychiatry with a single diploma, with the addition of a DESC (specific and additional Diploma) in forensic psychiatry (72%) and old age psychiatry (62%). Almost all respondents suggested the implementation of an assessment of teaching and a formal mentorship program. Some aspects of training included more controversial issues: such as the length of the training, the opening of training to private practice physicians, or the European harmonization. The survey stressed some areas of improvement: such training in psychotherapy and research, access to supervision as well as barriers to improved training including an insufficient number of academic practitioners. Compared with other surveys, it emphasized that in addition to the need of diversifying the theoretical (thematic, interactive media and teaching, teachers, etc.) and the practical aspect (training sites), it is essential according to trainees and PU-PH, to implement an efficient supervision during residency. Copyright © 2013 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

  14. Co-Producing Children's Sociality in Parent-Teacher Conferences

    Science.gov (United States)

    Närvänen, Anna-Liisa; Markström, Ann-Marie

    2015-01-01

    The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent-teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are…

  15. Children Using "Facebook": Teachers' Discursive Constructions of Childhood

    Science.gov (United States)

    Chang-Kredl, Sandra; Kozak, Stephanie

    2018-01-01

    Conceptualizations of childhood are powerful determinants of adults' interactions with children, and technology and social networking systems are affecting the nature of teachers' knowledge of childhood. We analyzed questionnaire responses from 57 elementary-level teachers from Quebec regarding children's use of "Facebook". Through…

  16. Ways That Preservice Teachers Integrate Children's Literature into Mathematics Lessons

    Science.gov (United States)

    Rogers, Rachelle Meyer; Cooper, Sandi; Nesmith, Suzanne M.; Purdum-Cassidy, Barbara

    2015-01-01

    Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program.…

  17. Gender and teacher training in Early Childhood Education studies

    Directory of Open Access Journals (Sweden)

    Alfonso Romero Díaz

    2008-12-01

    Full Text Available This paper presents the findings of a research study funded by the European Union that aims to improve early childhood teacher training in gender-related topics. Spain has made considerable headway with the inclusion of gender mainstreaming in the political agenda. However, as we point out in this paper, this issue is still not a priority in vocational training for early childhood education. A series of qualitative interviews and a quantitative questionnaire revealed a lack of training, materials and sensitivity, all needed for the introduction of gender and sexual diversity issues.

  18. Physical training in children with osteogenesis imperfecta

    NARCIS (Netherlands)

    van Brussel, Marco; Takken, Tim; Uiterwaal, Cuno S. P. M.; Pruijs, Hans J.; van der Net, Janjaap; Helders, Paul J. M.; Engelbert, Raoul H. H.

    2008-01-01

    To study the effects of a physical training program on exercise capacity, muscle force, and subjective fatigue levels in patients with mild to moderate forms of osteogenesis imperfecta (OI). Thirty-four children with OI type I or IV were randomly assigned to either a 12-week graded exercise program

  19. Teacher Training and Special Education in the Eighties.

    Science.gov (United States)

    Diniz, Fernando, Ed.; Kropveld, Peter, Ed.

    This report presents a comprehensive overview of special education, or education of handicapped children and the preparation of special education teachers in Europe. Perspectives from eight countries are presented: United Kingdom; Netherlands; Federal Republic of Germany; Republic of Ireland; Northern Ireland; Italy; Norway; and Sweden. The first…

  20. CLASS Reliability Training as Professional Development for Preschool Teachers

    Science.gov (United States)

    Casbergue, Renée M.; Bedford, April Whatley; Burstein, Karen

    2014-01-01

    Use of the Classroom Assessment Scoring System (CLASS) is increasing across the United States as an important indicator of the quality of programs for young children. Professional development is required to facilitate teachers' understanding of the instructional behaviors upon which they will be judged. This study investigated the use of the…

  1. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume IV: Training Program for Secondary School Teachers (Group C). Final Report.

    Science.gov (United States)

    PSI Associates, Inc., Washington, DC.

    The Peace Corps stateside training program for secondary school teachers in Liberia trained 37 volunteers in several subject area groups--language arts, mathematics and science, and health. Because many of the teachers had never taught before, their 4-week training program concentrated on teaching and learning theories and specific teaching…

  2. The Place of Philosophy in the Training of Teachers: Peters Revisited

    Science.gov (United States)

    Clark, John A.

    2013-01-01

    In 1964, Richard Peters examined the place of philosophy in the training of teachers. He considered three things: Why should philosophy of education be included in the training of teachers; What portion of philosophy of education should be included; How should philosophy be taught to those training to be teachers. This article explores the context…

  3. The effects of teacher training on new instructional behaviour in reading comprehension

    NARCIS (Netherlands)

    de Jager, B.; Reezigt, G.J.; Creemers, B.P.M.

    2002-01-01

    This study concerns the effects of teacher training in instructional behaviour based on new insights in the field of learning and instruction. In an experiment, eight teachers were trained to apply a cognitive apprenticeship model and five teachers were trained to apply a direct instruction model in

  4. Relationship between Preschool Teachers' Reports of Children's Behavior and their Behavior toward those Children

    Science.gov (United States)

    Dobbs, Jennifer; Arnold, David H.

    2009-01-01

    The relationships between preschool children and their teachers are an important component of the quality of the preschool experience. This study used attribution theory as a framework to better understand these relationships, examining the connection between teachers' perceptions of children's behavior and teachers' behavior toward those…

  5. Sustained change in didactic skills - does teacher training last?

    Science.gov (United States)

    Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

    2013-01-01

    Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants’ teaching skills. Our aim was to study participants’ didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants’ personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants’ teaching activities. PMID:24062817

  6. Sustained change in didactic skills--does teacher training last?

    Science.gov (United States)

    Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

    2013-01-01

    Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants' teaching skills. Our aim was to study participants' didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants' personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants' teaching activities.

  7. Training graduate students to be teachers

    Directory of Open Access Journals (Sweden)

    de-Macedo D.V.

    1999-01-01

    Full Text Available Pedagogic education of graduate students, when and where it exists, is restricted to theoretical courses or to the participation of the students as teachers' assistants. This model is essentially reproductive and offers few opportunities for any significant curriculum innovation. To open an opportunity for novelty we have introduced a new approach in "Biochemistry Teaching", a course included in the Biochemistry Graduate Program of the Biochemistry Department (Universidade Estadual de Campinas and Universidade de São Paulo. The content of the course consists of a choosing the theme, b selecting and organizing the topics, c preparing written material, d establishing the methodological strategies, e planning the evaluation tools and, finally, f as teachers, conducting the course as an optional summer course for undergraduate students. During the first semester the graduate students establish general and specific educational objectives, select and organize contents, decide on the instructional strategies and plan evaluation tools. The contents are explored using a wide range of strategies, which include computer-aided instruction, laboratory classes, small group teaching, a few lectures and round table discussions. The graduate students also organize printed class notes to be used by the undergraduate students. Finally, as a group, they teach the summer course. In the three versions already developed, the themes chosen were Biochemistry of Exercise (UNICAMP, Biochemistry of Nutrition (UNICAMP and Molecular Biology of Plants (USP. In all cases the number of registrations greatly exceeded the number of places and a selection had to be made. The evaluation of the experience by both graduate and undergraduate students was very positive. Graduate students considered this experience to be unique and recommended it to their schoolmates; the undergraduate students benefited from a more flexible curriculum (more options and gave very high scores to both

  8. The curricular training and the didactics in training of teachers: challenges and possibilities

    Directory of Open Access Journals (Sweden)

    Cyntia Graziella Guizelim Simões Girotto

    2013-01-01

    Full Text Available In this paper we addressed aspects of the disciplines “Curricular Training” and “Didactics” in the Pedagogy Course in training of teachers. The main objective is to emphasize upon submission of the work that we do in our teaching practice in the mentioned disciplines, the importance of linking the theory and the practice in training of teachers so that the teaching in the university it is not decontextualized but enriched with the issues of everyday school life. In this sense, we address, initially, the aspects of the Curricular training as a mediator link of the learning, of the articulation of the curriculum and of the practices and, in this view, as a productive conduit between the university and the basic education, stressing the need for the reception of the contribution that each institutions within its specificity, must provide in the training courses. In sequence, we present aspects of the structure of the work we do with our students in Early Childhood Education Curricular Training. Finally, are detailed the aspects of a Didactics for the teachers of early childhood education and for the early years of Fundamental Education, focusing on narratives of in-service teachers on their experiences teaching in search of new systematization of pedagogical practice and on by own teachers.

  9. A pilot study of the efficacy of a computerized executive functioning remediation training with game elements for children with ADHD in an outpatient setting: outcome on parent and teacher-rated executive functioning and ADHD behavior

    NARCIS (Netherlands)

    van der Oord, S.; Ponsioen, A.J.G.B.; Geurts, H.M.; ten Brink, E.L.; Prins, P.J.M.

    2014-01-01

    Objective: This pilot study tested the short- and long-term efficacy (9 weeks follow-up) of an executive functioning (EF) remediation training with game elements for children with ADHD in an outpatient clinical setting, using a randomized controlled wait-list design. Furthermore, in a subsample,

  10. The Effect of Parent Management Training on children with attention ...

    African Journals Online (AJOL)

    The Effect of Parent Management Training on children with attention deficit hyperactivity disorder. ... Log in or Register to get access to full text downloads. ... Training (PMT) on behaviour of children diagnosed with attention deficit hyperactivity ...

  11. Looking after the Teachers: Exploring the Emotional Labour Experienced by Teachers of Looked After Children

    Science.gov (United States)

    Edwards, Lisa Nyree

    2016-01-01

    Whilst outcomes for looked after children (LAC) have been extensively discussed, less attention has been paid to the experiences of teachers of this group of children. It is accepted that Emotional Labour (EL) is commonplace in the teaching profession but no research has investigated how, and to what extent, teachers experience emotional labour…

  12. International Deaf Education Teacher-Training Projects.

    Science.gov (United States)

    Moulton, Robert; Chinn, Kathleen

    2002-01-01

    This article discusses the need and challenges of developing nations regarding audiological and educational services for children who are deaf or hard-of-hearing. Stellar international programs are described. Availability and use of current computer technology is discussed and suggestions are made for international projects in audiology and deaf…

  13. The Development of Teachers' Responses to Challenging Situations during Interaction Training

    Science.gov (United States)

    Talvio, Markus; Lonka, Kirsti; Komulainen, Erkki; Kuusela, Marjo; Lintunen, Taru

    2015-01-01

    The qualitative changes in teachers' responses in challenging situations were analysed during a four-day Teacher Effectiveness Training (TET) course, which aimed at improving teachers' interpersonal dynamics with pupils, parents and colleagues. The participants were 21 teachers from one elementary and 23 teachers from one secondary school…

  14. Enhancing Social Competence and the Child-Teacher Relationship Using a Child-Centred Play Training Model in Hong Kong Preschools

    Science.gov (United States)

    Leung, Chi-hung

    2015-01-01

    The purpose of this study was to examine whether a child-centred play training model, filial play therapy, enhances child-teacher relationship and thereby reduces children's internalising problems (such as anxiety/depression and withdrawal) and externalising problems (such as aggressive and destructive behaviour). Sixty teachers (n = 60) and 60…

  15. Efficacy of Aggression Replacement Training among Children from North-West Russia

    Science.gov (United States)

    Koposov, Roman; Gundersen, Knut K.; Svartdal, Frode

    2014-01-01

    The aim of the study was to assess whether the Aggression Replacement Training (ART) programme is effective in increasing social skills and decreasing problem behaviour. The sample consisted of 232 children (mean age 10.9 yrs, SD = 2.32), their parents and teachers. The study had a quasi-experimental design with intervention and control groups.…

  16. Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

    Directory of Open Access Journals (Sweden)

    Akhtarieva R.F.

    2015-11-01

    Full Text Available A teaching position involves professional activities in keeping with professional standards, as well as competences and knowledge necessary for it. Development of a basic professional educational program improves teacher training to make it more practice-oriented, so the ability of the future teacher to act according to the professional standard becomes basic educational result. The article describes the features of our basic professional educational program for teaching training, developed according to professional standards and peculiarities of professional activity. The basic professional program consists of modules developed in the light of idea of “eventness” when Incoming or Outcoming Event means the level of ability to professional performance.

  17. Teacher training for medical faculty and residents.

    OpenAIRE

    Craig, J L

    1988-01-01

    Since 1984 the University of British Columbia's School of Medicine has offered teaching improvement project systems (TIPS) workshops on effective teaching techniques; two workshops a year are given for medical faculty members and two a year for residents. The faculty members who conduct the workshops have received training on how to present them. The most powerful learning experience offered by TIPS is the opportunity for participants to present 10-minute teaching segments that are videotaped...

  18. THE INTERCULTURALITY CHALLENGE OF INDIGENOUS TEACHERS TRAINING

    Directory of Open Access Journals (Sweden)

    Antonio Hilario Aguilera Urquiza

    2010-06-01

    Full Text Available The school education with Native Brazilian People, have been represented an expedient to the construction of colonized identities. Although, the last decades of he 20th century, this reality has been changed, since 1988, with Federal Constitution of Brazil, which guarantees a specific education, differentiated, bilingual and community. The natives have come to re-signification this school as a borderline, a locus of negotiation between different cultures. In Mato Grosso do Sul, first experiences happened in the 1990’s with the creation of the “Ará Verá”, a Teachers Education course to Guarani and Kaiowá. Than, other ethnic groups came to make together the intermediate course "Povos do Pantanal" (Pantanal People, in 2007. The topics of this formation are: Territory /territoriality, sustainability, intercultural dialogue and bilingualism.

  19. FUTURE TEACHERS TRAINING TO INNOVATIVE PEDAGOGICAL ACTIVITY: CONTEXT APPROACH

    Directory of Open Access Journals (Sweden)

    Shevchenko L.

    2017-03-01

    Full Text Available The innovative processes in education arose in different historical periods and determined its development. The analysis of theoretical and experimental studies showed that now the teachers have difficulty in developing and implementing innovative technologies, choosing the most appropriate pedagogical methods and assets. The widespread innovations lead to changes in future teachers’ training to the professional activity. The leading objective of higher pedagogical education is to train teacher who has the developed personal and professional skills, able to perform innovative teaching activity. The achievement of this strategic objective requires the organization of targeted training of future teachers to innovative pedagogical activity in terms of higher education system, promoting their professional and personal growth, the formation of innovative capacity and innovative culture. In this regard, there is a need to find approaches to education that are focused on the future content of professional activity. In our opinion, these requirements fully meet the contextual approach that provides consistent, continuous and systematic formation of future teachers’ readiness to innovative pedagogical activity. The this article we analyzed the features of the training of future teachers to innovative pedagogical activity; identified the possibilities of contextual education application in pedagogical institutions; considered the survey results of the beginning teachers of secondary and vocational schools; defined a number of innovative forms, methods and technologies for implementing the contextual education system thet allow combining educational, quasi professional and educational-professional activity, such as: design and usage of electronic educational resources, electronic teaching methods; engaging students into self-educational activity by means of Web services; fulfillment of individual and group projects based on Web and Blog-quests in which

  20. Salutogenetic approach to professional training of future teachers

    Directory of Open Access Journals (Sweden)

    Ionova O.M.

    2015-02-01

    Full Text Available Purpose: disclosure of a nature and characteristics of the Movement for the renewal of adult education (New Adult Learning Movement - NALM as salutogenetic approach to the training of future teachers. Results: to analyze the nature and characteristics of salutogenetic approach to training of future teachers, which is based on anthroposophical methodological foundations and practically realized in the world as Movement for the renewal of adult education. Described the theoretical basis and direction of training (academic training, learning experiences, inner spiritual development, that allow to activate the internal intention of the person, arouse will of students to learn throughout life and contributes to the healthy development of the whole structure of the individual. Conclusions: were reported health saving forms and methods of education of future teachers: the organization of health-improving educational space, development of integrated programs (integration of educational elements - lectures, discussions, group work, project work, art classes, social exercises, etc., the rhythmic organization of educational process taking into account the human biorhythms, work with the biography of a man, pedagogical diagnostics and etc.

  1. Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers

    Science.gov (United States)

    Daniel, Graham R.; McLeod, Sharynne

    2017-01-01

    Teachers play a major role in supporting children's educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted…

  2. Enhancing Science Teacher Training Using Water Resources and GLOBE

    Science.gov (United States)

    Falco, James W.

    2002-01-01

    Heritage College, located on the Yakama Indian Reservation in south central Washington state, serves a multicultural, underserved, rural population and trains teachers to staff the disadvantaged school districts on and surrounding the reservation. In-service teachers and pre-service teachers in the area show strength in biology but have weak backgrounds in chemistry and mathematics. We are addressing this problem by providing a 2-year core of courses for 3 groups of 25 students (15 pre-service and 10 in-service teachers) using GLOBE to teach integrated physical science and mathematics. At the conclusion of the program, the students will qualify for science certification by Washington State. Water resources are the focal point of the curriculum because it is central to life in our desert area. The lack or excess of water, its uses, quality and distribution is being studied by using GIS, remote sensing and historical records. Students are learning the methodology to incorporate scientific protocols and data into all aspects of their future teaching curriculum. In addition, in each of the three years of the project, pre-service teachers attended a seminar series during the fall semester with presentations by collaborators from industry, agriculture, education and government agencies. Students used NASA educational materials in the presentations that they gave at the conclusion of the seminar series. All pre- and in-service teachers continue to have support via a local web site for Heritage College GLOBE participants.

  3. Pedagogical innovation for science teachers training in the information age

    International Nuclear Information System (INIS)

    Horta, L.M.P.

    2009-01-01

    It urges to improve internet skills on the people, for dealing with lots of different global important issues such as health, education, economy, environment, food chemistry, Portuguese Cultural Heritage, sustainable development. The available information in the internet and the interactive resources is immense, but we have to elaborate education strategies for the enriching, discerning and pedagogic use of the internet. We are in the information age, being crucial to get to transform the information in knowledge and to transform knowledge produced in to information, effectively and efficiently. The introduction of new ideas, theories, methodologies, contexts, technological innovations as in students of the basis and secondary education (the new generations), as in science teachers through new practices and knowledge using the science, technology, society and environment perspective present in the Portuguese curricula for motivating students and with strategies that allow them to identify, to observe of to scrutiny on science, technology and society applications, being the internet the privileged vehicle of that whole new knowledge. Can be targeted and developed to Physics and Chemistry teachers; Biology and Geology teachers; Mathematics and Nature Sciences Teachers; Physical Education Teachers. Science teachers training courses design in the information age challenges us to rethink global environment, and many factors (quick examples are how close the interactive virtual lab model is to the real world or the psychological effect of color) present in the web for the human learning must be subject of consideration. (author)

  4. INTRODUCTION TOTHE RUSSIAN MUSIC CULTURE AS A WAY OF CHINESE MUSIC TEACHERS TRAINING

    Directory of Open Access Journals (Sweden)

    N. G. Таgiltseva

    2016-01-01

    Full Text Available Article purpose – to open the ways of introduction of the Chinese students who are trained in Chinese pedagogical higher education institutions to musical culture of Russia.Methods. The paper is based on ideas of extrapolation of the Russian and Chinese teachers about interrelation of arts and types of art activity of children in the process of vocational performing cello training of future music teachers at pedagogical universities of China; the traditional methods and means of music education that proved the efficiency in pedagogics of professional music education in Russia. The research methods involve the analysis, generalization of literature, the analysis of a condition of modern process of professional pedagogical education of future music teachers at universities of China and Russia.Results: The methods and means of introduction of the Chinese students – future music teachers to cello musical culture of Russia are shown on the basis of interrelation of arts and different means of art activities, and mastering at cello fingering techniques. It is noted that such means and ways serve mutual enrichment of national cultures, and strengthening of international relations.Scientific novelty. The most effective methods of vocational training of music teachers are revealed: polyart education that is based on comparison of different types of art (music, poetry, dance, theater, the fine arts and search of their crossing for deeper penetration into plasticity of intonations of a piece of music; the method of a retrospective and prospect consisting in the comparative analysis of the classical, borrowed from an arsenal recognized masters and modern manners of performance and ways of training at fingering and playing the chosen musical instrument; the method of the Russian teacher, musician and composer D. B. Kabalevsky based on perception and reflection about music, expanding ideas of the range of bag, opportunities of interpretation of a piece of

  5. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume I: Evaluation Report. Final Report.

    Science.gov (United States)

    PSI Associates, Inc., Washington, DC.

    This report contains an evaluation of the Peace Corps stateside teacher training model for volunteers in Liberia. The first section lists recommendations stemming from the evaluation, concerning the pre-training questionnaire, deselection during training, emergency procedures, and the teacher training program. Section 2 describes the training…

  6. Design, implementation and results of a social and emotional learning program for teacher training at undergraduate and postgraduate level

    Directory of Open Access Journals (Sweden)

    Raquel Palomera

    2017-02-01

    Full Text Available In the last decades, educational research has increased its interest on affects, not just in its relation to teacher´s health but in its relation to his/her implication to the professional performance and efficiency. At the same time, there is an increasing evidence on the role of the emotional and social skills regarding welfare and development of the children and youngsters. In this way, there are a great variety of educational programs that address the emotional education of school children. However, there are just a few initiatives on teacher training, and less on formal training. In this article, two pioneer proposals, that address the emotional education for pre-service and professional teachers, are presented. Several years after its implementation, and evaluation, important information on the most appropriate methodologies to reach these results has been gathered. It seems necessary to expand this training to other higher education institutions, because of the benefits for teachers and the potential positive consequences on the student’s development. So, the aim of this work is to inspire and guide future initiatives addressed to the emotional training of teachers.

  7. Preschool teachers´ views on childrens learning

    DEFF Research Database (Denmark)

    Frøkjær, Thorleif; Brostrøm, Stig; Sandberg, Anette

    2014-01-01

    ? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachers understand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different...... activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers’ perspectives and practices around children...

  8. RESEARCH CHALLENGES IN SCHOOLS TRAINING OF TEACHERS OF TLAXCALA

    Directory of Open Access Journals (Sweden)

    Darney Mendoza-Morales

    2014-07-01

    Full Text Available With the intention of keeping the status of educational research Forming Schools teachers in Tlaxcala, has initiated an diagnosis to define the challenges facing these institutions, mainly the Rural Normal School Lic Benito Juarez. This research is documentary, quantitative and qualitative, is still in process. area systematized information. Statistics of the Educational Services Unit of the State of Tlaxcala, the PEFEN 2011-2012 and Curriculum 2012 and also various policy documents, research data at national level and normal schools were reviewed. The first approach suggests that teacher training institutions face major challenges, which they can no longer delay therefore involves a reorganization of the activities developed by teachers and institutions.

  9. Permanent Training of Teachers as a Reference to Educational Quality

    Directory of Open Access Journals (Sweden)

    Johana Carolina Peña Lozada

    2017-08-01

    Full Text Available The present article of bibliographical revision intends to make a reflection to characterize the Permanent Formation of the Teachers as Referent of the Educational Quality, through a documentary revision, in order to realize an evaluation of the component permanent formation under the scheme of the educational quality, The analysis points to considerations made by different authors, in the most relevant aspects, it becomes notorious and imperative to include policies, plans and programs according to the ongoing training of the teacher to achieve all the objectives pursued by education in the Different spaces that comprise it involving the praxis of the teacher in its action with a view to a better educational quality.

  10. Learning design for science teacher training and educational development

    DEFF Research Database (Denmark)

    Bjælde, Ole Eggers; Caspersen, Michael E.; Godsk, Mikkel

    This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and tran......This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing...... and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction...

  11. Teacher training for using digital video camera in primary education

    Directory of Open Access Journals (Sweden)

    Pablo García Sempere

    2011-12-01

    Full Text Available This paper shows the partial results of a research carried out in primary schools, which evaluates the ability of teachers in the use of digital video camera. The study took place in the province of Granada, Spain. Our purpose was to know the level of knowledge, interest, difficulties and training needs so as to improve the teaching practice. The work has been done from a descriptive and ecletic approach. Quantitative (questionnaire and qualitative techniques (focus group have been used in this research. The information obtained shows that most of the teachers have a lack of knowledge in the use of video camera and digital edition. On the other hand, the majority agrees to include initial and permanent training on this subject. Finally, the most important conclusions are presented.

  12. Teachers' Experiences with and Expectations of Children with Incarcerated Parents

    Science.gov (United States)

    Dallaire, Danielle H.; Ciccone, Anne; Wilson, Laura C.

    2010-01-01

    Children with incarcerated parents, and mothers in particular, are at increased risk for academic failure and school dropout. In two studies, we examined teachers' experiences with children with incarcerated parents and their expectations for competence of children with incarcerated mothers. In Study 1, a descriptive, qualitative study, teachers…

  13. Movement games in sports training of children

    OpenAIRE

    Komoň, Tomáš

    2015-01-01

    Title: Movement Games in Sports Training of Children Objectives: Create a systemized inventory of movement games. Movement games categorized according to which football skills can developed. Verify popularity of the each movement game in simple questionnaire. Methods: The literature search and data analysis. Also, quantitative research in the form of a simple questionnaire. Results: Systematized inventory of 39 movement games with methodological descriptions. Each movement game has feedback i...

  14. Examining High-Performing Education Systems in Terms of Teacher Training: Lessons Learnt for Low-Performers

    Science.gov (United States)

    Çer, Erkan; Solak, Ekrem

    2018-01-01

    The quality of a teacher plays one of the most important roles in the achievement of an education system. Teacher training is a multi-dimensional process which comprises the selection of teacher candidates, pre-service training, appointment, in-service training and teaching practices. Therefore, this study focuses on teacher training processes in…

  15. IDENTIFICATION OF DIGITAL COMPETENCES SKILLS IN TEACHER TRAINING DEGREE STUDENTS

    Directory of Open Access Journals (Sweden)

    Margarita Pino Juste

    2010-11-01

    Full Text Available The Technologies of Information and Communication (ICT become in the information society a change agent. In this context, ICTs should become teaching tools in order to help the teacher to achieve quality education.Being aware of the importance of the teachers' mastery of the digital skills, we have conducted a study about the mastery of the ICTs that the students in the third year of the degree of teacher training of the University of Vigo have. In order to do this we have taken into account the knowledge acquired, the frequency of use of certain tools, their level of proficiency in four areas of knowledge: technological literacy, intellectual working tools, processing and dissemination of information and as communication tools. As well as their motivations, interests and obstacles found in their development in order to develop proposals for initial training.We can conclude that, in general, students do not have a specific training on the use of computers. About the degree of knowledge in the different skills, the students know the most basic and commonly used (open or download a file, create or print a document, install a program or send an e-mail. They usually use the mail as a working tool, while the messaging and social networks are more used for leisure time.Their attitudes towards ICTs are very positive and their motivations are focused essentially on the technologies which are useful for improving their learning and for their professional future.

  16. Interpretation modification training reduces social anxiety in clinically anxious children.

    Science.gov (United States)

    Klein, Anke M; Rapee, Ronald M; Hudson, Jennifer L; Schniering, Carolyn A; Wuthrich, Viviana M; Kangas, Maria; Lyneham, Heidi J; Souren, Pierre M; Rinck, Mike

    2015-12-01

    The present study was designed to examine the effects of training in positive interpretations in clinically anxious children. A total of 87 children between 7 and 12 years of age were randomly assigned to either a positive cognitive bias modification training for interpretation (CMB-I) or a neutral training. Training included 15 sessions in a two-week period. Children with an interpretation bias prior to training in the positive training group showed a significant reduction in interpretation bias on the social threat scenarios after training, but not children in the neutral training group. No effects on interpretation biases were found for the general threat scenarios or the non-threat scenarios. Furthermore, children in the positive training did not self-report lower anxiety than children in the neutral training group. However, mothers and fathers reported a significant reduction in social anxiety in their children after positive training, but not after neutral training. This study demonstrated that clinically anxious children with a prior interpretation bias can be trained away from negative social interpretation biases and there is some evidence that this corresponds to reductions in social anxiety. This study also highlights the importance of using specific training stimuli. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. THE CONCEPT OF VOCATIONAL TRAINING OF FUTURE ELEMENTARY SCHOOL TEACHER TO INFORMATICS TRAINING

    Directory of Open Access Journals (Sweden)

    Olena Sagan

    2016-09-01

    Full Text Available In the article the problem of professional training of future elementary school teacher to teach Informatics of junior schoolchild is revealed. Rapid development of information and communication technologies actualizes the high-quality requirements to informational competent members of society. Transformation of content of primary education, namely putting Informatics in the curricula, exerted impact on a social request of the elementary school teacher who doesn’t only thoroughly use means of information technologies, but also teaches Informatics as invariant discipline of elementary school. In work it is designed the methodical model of training of future elementary school teacher for teaching Informatics, its purpose is forming of methodology informational competence at future elementary school teacher, which is based on theoretical and practical readiness for teaching Informatics of junior schoolchild and is shown in abilities to organize of the teaching and educational process. Finding of a ratio of essential results of training in higher education institution and general and professional competences which were determined by means of expert evaluations became a basis of a substantial component of system. We design the expected result in the form of competence-based model of future elementary school teacher in a perspective of its preparation for the decision the informational and the methodology-informational tasks of elementary school.

  18. Impact of an In-Service Training in Neurocognitive Insights on Teacher Stress, Teacher Professionalism and Teacher Student Relationships

    Science.gov (United States)

    Sneyers, Elien; Jacobs, Karen; Struyf, Elke

    2016-01-01

    The stressful nature of the teaching profession is recognised worldwide. Consistent with the recent international attention regarding the connection between neurocognition and education, the study "Learn2be@school" introduced a training for teachers about the occurrence of stress and the relationship between human behaviour and the…

  19. A arte na formação de professores de crianças de todas as idades: o teatro é um conto vivo Arts in the training of teachers for children of all ages: theatre is a live short-story

    Directory of Open Access Journals (Sweden)

    Roberto Frabbetti

    2011-08-01

    Full Text Available Este artigo aborda a formação teatral de professores e professoras de crianças. A partir de experiências da companhia de teatro La Baracca para a Secretaria de Educação da Prefeitura de Bolonha, o texto apresenta as oportunidades que o teatro pode oferecer, para que adultos e crianças, mesmo aquelas muito pequenas, possam se encontrar. Trata ainda de aspectos da história do La Baracca, mostrando alguns dos desafios e procedimentos para pesquisar e formar docentes de educação infantil em creches e pré-escolas italianas. A atuação e as instigantes relações entre docentes e crianças tão pequenas têm se mostrado um espaço em fecunda discussão.This article covers the female and male teachers' training in theatre. Based on experiences of the La Baracca theatre company, to the Department of Education of the City Council from Bologne, it presents opportunities that can be offered by theatre for adults and children, even the very young ones, to meet. It also deals with the history of the La Baracca company, and shows some of the challenges and procedures to carry out researches and train day care center and kindergarten teachers. The work and the thought-provoking relationships between teachers and very young boys and girls promote very fertile discussions.

  20. Trainee teachers' attitudes to inclusive education for children with Down's syndrome.

    Science.gov (United States)

    Wishart, J G; Manning, G

    1996-02-01

    The attitudes of 231 trainee teachers towards inclusive education for children with Down's syndrome were surveyed in two UK colleges of education, one in Scotland and one in Northern Ireland. While the right to educational integration for children with special educational needs was widely endorsed, considerable reservations were expressed about its implementation in practice. Only 13% of respondents indicated that they would welcome the opportunity to teach in an integrated setting and 96% felt that their professional training did not prepare them to meet this challenge. Many underestimated potential levels of achievement in children with Down's syndrome and over half wrongly associated the condition with very short life expectancy.

  1. Some Key Issues in Intercultural Bilingual Education Teacher Training Programmes--as Seen from a Teacher Training Programme in the Peruvian Amazon Basin.

    Science.gov (United States)

    Trapnell, Lucy A.

    2003-01-01

    Presents a critical reflection of the author's 14-year experience in the Teacher Training Program for Intercultural Bilingual Education in the Peruvian Amazon Basin, developed by a national Peruvian indigenous confederation and the Loreto state teacher training college. Focuses on ethical, political, and pedagogical challenges that intercultural…

  2. Motivation of Civic Education Teachers-in-Training in the Field of Education for Sustainable Development

    Science.gov (United States)

    Hiller, Katharina; Reichhart, Barbara

    2017-01-01

    The objective of teacher-training at university for political science is the development of professional competencies that enable teachers-in-training to act proficiently in all aspects of civic education. Although there are some studies that focus on civic education for teachers' professional competencies, most of them relate to general…

  3. Effects of Community-Based Training on Teachers' Attitudes in Andean Peru.

    Science.gov (United States)

    Hoover, Michael L.; Wolforth, John

    1997-01-01

    Examines a teacher training program designed to reaffirm the cultural and linguistic identity of Quechua-speaking Peruvians and present preservice teachers with curricula rooted in realities of the region. Surveys indicated that the program successfully trained teachers to see themselves as role models for students and the community. (SM)

  4. University Teachers' Opinions about Higher Education Pedagogical Training Courses in Slovenia

    Science.gov (United States)

    Aškerc-Veniger, Katarina

    2016-01-01

    Pedagogical training courses (PTCs) for university teachers have often been discussed and have become a widespread trend in recent years in many countries. Many university teachers consider pedagogical training (PT) as a valuable tool in their teaching practice. In Slovenia, however, there is little evidence of teachers' opinions and beliefs…

  5. The Impact of In-Service Technology Training Programmes on Technology Teachers

    Science.gov (United States)

    Gumbo, Mishack; Makgato, Moses; Muller, Helene

    2012-01-01

    The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere…

  6. The Industrial Vocational High School Teacher Training Program Cooperating with the Enterprises.

    Science.gov (United States)

    Chi, Cheng-Feng

    Training of vocational education teachers should be closely linked to the industries in which the teachers are preparing to instruct students. A teacher training program in Taiwan has been designed with the cooperation of the metals manufacturing industry. In this four-year program, students are assigned to the industry to learn the product…

  7. Designs for the Evaluation of Teacher Training Materials. Report No. 2.

    Science.gov (United States)

    Okey, James R.; Ciesla, Jerome L.

    This paper describes methods to assess the impact on students of a teacher using skills learned in a training program. Three designs for assessing the effects of teacher training materials are presented: time series design, equivalent time-samples design, and posttest-only control group design. Data obtained by classroom teachers while using the…

  8. Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children

    Science.gov (United States)

    Vickery, Charlotte E.; Dorjee, Dusana

    2016-01-01

    Studies investigating the feasibility and impact of mindfulness programs on emotional well-being when delivered by school teachers in pre-adolescence are scarce. This study reports the findings of a controlled feasibility pilot which assessed acceptability and emotional well-being outcomes of an 8-week mindfulness program (Paws b) for children aged 7–9 years. The program was delivered by school teachers within a regular school curriculum. Emotional well-being was measured using self-report questionnaires at baseline, post-training and 3 months follow-up, and informant reports were collected at baseline and follow-up. Seventy one participants aged 7–9 years were recruited from three primary schools in the UK (training group n = 33; control group n = 38). Acceptability of the program was high with 76% of children in the training group reporting ‘liking’ practicing mindfulness at school, with a strong link to wanting to continue practicing mindfulness at school (p mindfulness and emotion regulation scores from baseline to post-training (p = 0.038) and baseline to follow-up (p = 0.033). Findings from this study provide initial evidence that the Paws b program in children aged 7–9 years (a) can be feasibly delivered by primary school teachers as part of the regular curriculum, (b) is acceptable to the majority of children, and (c) may significantly decrease negative affect and improve meta-cognition. PMID:26793145

  9. IN-SERVICE TEACHER TRAINING COURSES: ORGANIZATIONAL COMPONENTS

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    Mykola Solovey

    2017-07-01

    Full Text Available The article describes the organizational components of the teacher training courses at the Khmelnytsky Regional In-Service Teacher Training Institute. According to the Law of Ukraine “On Professional Development” the state policy in this area aims at the process of continuous professional development and creates conditions for teacher to learn at training courses once every five years. The Law of Ukraine "On Education" declares that the professional development is the duty and the rate of life of teachers. Formation of the number of trainees, the quality of the scientific and pedagogical staff, the content of training, planning and documentation, resources and economic support are the basis for organizing in-service courses. The formation of a contingent of trainees consists of several stages: 1 previous research and prediction of the quantitative composition of trainees; 2 specification of indicators of the actual number of trainees; 3 approval of the actual number of trainees, and the schedule for the next year's courses; 4 an analysis of the implementation of the plan of courses. Every year more than six thousand teachers study at the courses. In accordance with the schedule of training, students are spread across departments. Lecture sessions, practical sessions, trainings are carried out by the scientific staff of the departments, methodologists and teachers of practice. Educational programs are built on the basis of qualification characteristics, state requirements for the content of education in secondary school, the wishes of teachers. The overall structure of the programs corresponds to the recommendations of the Ministry of Education and Science of Ukraine. The variable part is developed in accordance with the pedagogical specialties and considering the recommendations of the departments and methodologists. Based on the content of educational programs, the general structure of the curriculum is developed. The institute has

  10. Environmental Education meanings mobilized in discourses of school teachers who are involved in biology teacher training

    Directory of Open Access Journals (Sweden)

    Elizabeth Bozoti Pasin

    2017-08-01

    Full Text Available Despite current Brazilian educational legislation highlights Environmental Education (EE, schools usually address this issue in a fragmented manner, poorly consolidated. The initial and continuing training of teachers have much to do with this situation. Our aim was to reveal the meanings about Environmental Education, about teacher training for EE and about the actions in EE in schools in the discourses of teachers who acted on basic education institutions where Science and Biology pre-service teachers made internship. We applied semi-structured questionnaires and we adopted the theoretical and methodological framework of the French Discourse Analysis. As a result, we found little diversity of meanings in relation to EE, with a pronounced hegemony of those related to change habits to conserve resources, EE for conservation and EE restricted to biological aspects. Some participants also showed a hybridization between EE and teaching Ecology. In their discourses, actions and discussions related to the subject in schools are punctual and unsystematic, lacking interdisciplinary approaches, as occurred in the initial and continuing education of the majority. We propose the establishment of an organic relationship between schools and universities with more interactions, including collective reflections and research to foster the comprehension of elaboration and mobilization of meanings about EE and its influences on teacher actions.

  11. Developing teacher skills for communication with children who are ...

    African Journals Online (AJOL)

    USER

    The increase in advocacy for communicative interaction in inclusion is partly based ... the most beneficial way for children to learn about their social expectations and ..... In that document, it is stated that teacher trainers are required to evaluate ...

  12. Different Children, Equal Citizens and a Diverse Team of Teachers ...

    African Journals Online (AJOL)

    Different Children, Equal Citizens and a Diverse Team of Teachers: A Safe Space for ... articulated in order to stimulate the development of an authentic worldview of pupils ... The collaboration with Cornelia Roux made me aware of the huge ...

  13. Children's Talking and Listening within the Classroom: Teachers' Insights

    Science.gov (United States)

    Bosacki, Sandra; Rose-Krasnor, Linda; Coplan, Robert J.

    2014-01-01

    Research suggests that social communication (verbal and non-verbal) plays a key role in students' and teachers' elementary-school experiences. Within the framework of sociocognitive developmental theory, this qualitative study investigates teachers' experiences and perceptions of children's talking and listening habits within the elementary-grade…

  14. Parent-teacher agreement on children's problems in 21 societies

    DEFF Research Database (Denmark)

    Rescorla, Leslie A; Bochicchio, Lauren; Achenbach, Thomas M

    2014-01-01

    Parent-teacher cross-informant agreement, although usually modest, may provide important clinical information. Using data for 27,962 children from 21 societies, we asked the following: (a) Do parents report more problems than teachers, and does this vary by society, age, gender, or type of proble...

  15. Teachers' Definitions of Self-Esteem When Rating Preschool Children.

    Science.gov (United States)

    Bell, Nancy J.; And Others

    1980-01-01

    Female teachers rated 107 preschool boys and girls on their self-esteem and on a sex role rating scale. Although the validity of such ratings remains an issue, it appears that children rated high in self-esteem by their teachers are those perceived as assertive, active, athletic--stereotypically masculine traits. (Author/SJL)

  16. Attitudes of Preschool Teachers toward the Integration of Handicapped Children.

    Science.gov (United States)

    Dyson, Lily L.; Kubo, H. Richard

    Forty-six supervisors and teachers were surveyed regarding their attitudes toward integration of handicapped children in a regular preschool program, the helpfulness of supportive services, and the necessary conditions for the integration of their programs. Findings showed that the majority of teachers were in favor of integration and supportive…

  17. Effects of muscular endurance training on musculoskeletal disorders in teachers

    Directory of Open Access Journals (Sweden)

    Elisângela Valevein Rodrigues

    Full Text Available AbstractIntroduction Physical exercise is indicated to reduce the incidence of musculoskeletal symptoms in teachers.Objective To evaluate the effects of muscular endurance training on muscle strength and musculoskeletal symptoms related to the lower limbs of public elementary school teachers.Materials and methods Thirty-one female teachers were divided into two groups: control (CG, n = 15 and muscular endurance training (TG, n = 16. The training consisted of two sets of 15 repetitions of exercises for quadriceps and hamstring muscle groups, twice a week, for 7 weeks, which were conducted with 50% of 10 repetition maximum(10RM (first to fourth week and 60% of 10 RM (fifth to seventh week. Musculoskeletal symptoms (Nordic Musculoskeletal Questionnaire, isometric peak torque (Load cell and muscle strength (10RM were assessed before and after intervention. ANOVA for repeated measures and Tukey post hoc were used to analyse strength and peak torque of quadriceps and hamstrings and Chi-square goodness-of-fit test were used to analyse the frequency of occurrence of osteomuscular symptoms.Results The highest incidence of symptoms was found in the lumbar region in both groups. Training caused increased muscle strength of the quadriceps and hamstrings, but there were no significant differences in either the peak torque in the quadriceps and hamstrings or in the reduction of musculoskeletal symptoms.Conclusion The exercise program performed in this study increased the dynamic strength in the TG in relation to the CG, but did not alter the incidence of symptoms in the lumbar region and lower limbs in neither of the groups. Thus, results suggest that the duration of intervention may not have been enough to increase peak torque and decrease musculoskeletal symptoms.

  18. Teacher practices as predictors of children's classroom social preference.

    Science.gov (United States)

    Mikami, Amori Yee; Griggs, Marissa Swaim; Reuland, Meg M; Gregory, Anne

    2012-02-01

    Students who do not get along with their peers are at elevated risk for academic disengagement and school failure. Research has predominantly focused on factors within such children that contribute to their peer problems. This study considers whether teacher practices also predict social preference for children in that classroom. Participants were 26 elementary school teachers and 490 students in their classrooms followed for one school year. Results suggested that teachers who favored the most academically talented students in the fall had classrooms where children had lower average social preference in the spring after statistical control of children's fall social preference and externalizing behavior problems. Teachers who demonstrated emotionally supportive relationships with students in the fall had classrooms where children had greater possibility of changing their social preference from fall to spring. Although children with high externalizing behaviors tended to experience declining social preference over the course of the school year, teachers' learner-centered practices attenuated this progression. However, teachers' favoring of the most academically talented accentuated the negative relation between externalizing behaviors and social preference. Implications for school psychology practitioners are discussed. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  19. Satisfaction Level of Special Education Teachers Training Program toward Southeast Asia Organized by SEAMEO SEN

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    Mohd Anis Bin Abdul Razak

    2017-03-01

    Full Text Available The aims of the research is to study the level of satisfaction among the Special Education Teachers of Southeast Asia countries who attended the 4 weeks training on Co-curricular Activities for SEN Children that was conducted by SEAMEO Regional Center for Special Education (SEAMEO SEN. The aspects studied included the teachers’ satisfaction on the facilities and services provided by SEAMEO SEN, training content, training methods and the evaluation on the facilitators. The study involved 25 participants who are Special Education Teachers whom attended the 4 weeks training course. This is a survey to gain quantitative data using survey as the method of research. The data was analysed descriptively. Silver (1981 Model of Training and Maslow (1954 were used as the foundation to see the relations in the studied constructs. The findings of the research showed that the level of satisfaction of the participants towards services and facilities provided is at min = 4.48, satisfaction towards training content is min= 4.44, training method is min=4.31, quality of facilitator is min= 4.34. Overall, the findings indicated the level of satisfactory is high with overall min is = 4.40 and thus can be summarized that the Special Education Teachers are very satisfied with the training organized by SEAMEO SEN. Kajian ini dijalankan untuk mengkaji tahap kepuasan Guru Pendidikan Khas Asia Tenggara (GPKAT terhadap program latihan Regular Course: Co-Curricular Activities for SEN Children yang dianjurkan oleh SEAMEO Regional Center for Special Education (SEAMEO SEN. Aspek yang diberi perhatian dalam kajian ini merangkumi tahap kepuasan GPKAT terhadap kemudahan dan perkhidmatan yang disediakan oleh SEAMEO SEN, isi kandungan latihan, kaedah latihan dan penilaian GPKAT terhadap kualiti fasilitator. Kajian ini melibatkan seramai 25 orang GPKAT yang menghadiri kursus 4 minggu di SEAMEO SEN. Ini adalah kajian tinjauan untuk mendapatkan data kuantitatif dengan menggunakan

  20. THE IMPACT OF THE ACTIONS OF EDUCATION INSPECTION IN THE CURRENT TEACHER TRAINING

    Directory of Open Access Journals (Sweden)

    Miguel Ángel González Ortiz

    2016-06-01

    Full Text Available This article analyses the impact that a priority action on the assessment process in vocational training has had. It has been carried out by the General Education Inspection of Castilla-La Mancha throughout this school year and it is classified within the overall action and training plan for the teachers who teach this level through the Regional Centre for Teacher Training. For the analysis of this work, we took into account the degree of involvement of the teachers who teach middle and upper-grade vocational training who were enrolled in a specific course organised by the Regional Centre for Teacher Training called Didactic syllabi and assessment processes in Vocational Training. These teachers belonged to schools that offer middle and upper-grade vocational training which were supervised by education inspectors of Castilla-La Mancha.The conclusions obtained in the analysis of this work are a true reflection of the performance of education inspection in vocational training.

  1. Contributions of blended learning training to teacher professional development

    Directory of Open Access Journals (Sweden)

    Ana Duarte Hueros

    2018-01-01

    Full Text Available The central theme of this study is the analysis of a balanced integrated teaching methodology (face-to-face and virtual, as blended learning and the extent of its implementation in teacher training, as well as the importance of leadership in planning, supervising and coordinating this process. We began with a systematic review of the literature of the last 15 years (2002-2017 on the Web of Science (WOS, the most highly rated database in the scientific community. We identified 190 studies related to blended learning, professional teaching development and leadership in education. We then selected 163 documents that fell specifically into the educational research category, of which 75 were articles. We further fine-tuned the search by excluding those articles related to research fields other than teachers’ professional development, and arrived at 35 articles that fulfilled our preliminary criteria. We reduced the sample to the 24 articles that contained all the features required by our investigation. The results show that blended learning is a valuable training tool that enables teachers to acquire competences and which can aid their professional development; it can also foment collaborative work, augment teachers’ technical and didactic skills around technology, promote interdisciplinary experiences and help teachers to share innovations, etc., among other potential outcomes.

  2. Teacher Training for Implementation of Teaching Strategies for Students with Autism Spectrum Disorders

    Science.gov (United States)

    Morrier, Michael J.; Hess, Kristen L.; Heflin, L. Juane

    2011-01-01

    Training received by teachers of students with autism spectrum disorders (ASD) in one southern state was investigated. Teachers (n = 90) reported training received via an online version of the Autism Treatment Survey. The most common type of training reported was attendance at a full- or half-day workshop; fewer than 15% reported receiving…

  3. Preservice Teachers' Understanding of Children of Divorced Families and Relations to Teacher Efficacy

    Science.gov (United States)

    Atiles, Julia T.; Oliver, Mallory I.; Brosi, Matthew

    2017-01-01

    Teachers are well-positioned to play a critical role in fostering resiliency in children of divorce and to assist in reducing the risk for adjustment problems. The purpose of this study was to determine whether preservice early childhood teachers have the awareness of the stress responses and effects of parental divorce on their students. Early…

  4. Effectiveness of using teachers to screen eyes of school-going children in Satna district of Madhya Pradesh, India

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    Sudhan Anand

    2009-01-01

    Full Text Available Aim : To assess the effectiveness of teachers in a vision screening program for children in classes 5th to 12th attending school in two blocks of a district of north central India. Materials and Methods : Ophthalmic assistants trained school teachers to measure visual acuity and to identify obvious ocular abnormalities in children. Children with visual acuity worse than 20/30 in any eye and/or any obvious ocular abnormality were referred to an ophthalmic assistant. Ophthalmic assistants also repeated eye examinations on a random sample of children identified as normal (approximately 1%, n=543 by the teachers. Ophthalmic assistants prescribed spectacles to children needing refractive correction and referred children needing further examination to a pediatric ophthalmologist at the base hospital. Results : Five hundred and thirty teachers from 530 schools enrolled 77,778 children in the project and screened 68,833 (88.50% of enrolled children. Teachers referred 3,822 children (4.91% with eye defects for further examination by the ophthalmic assistant who confirmed eye defects in 1242 children (1.80% of all screened children. Myopia (n=410, 33.01%, Vitamin A deficiency (n=143, 11.51% and strabismus (n=134, 10.79% were the most common eye problems identified by the ophthalmic assistant. Ophthalmic assistants identified 57.97% referrals as false positives and 6.08% children as false negatives from the random sample of normal children. Spectacles were prescribed to 39.47% of children confirmed with eye defects. Conclusions : Primary vision screening by teachers has effectively reduced the workload of ophthalmic assistants. High false positive and false negative rates need to be studied further.

  5. Productions of invisible: considerations about time and training of teachers

    Directory of Open Access Journals (Sweden)

    Alice Dalmaso

    2013-01-01

    Full Text Available This paper aims to approach, even though in a briefly way, the subject of invention in the training of teachers. In order to do this, we will make a brief overview on Virgínia Kastrup contributions about this issue. One of the questions is the time - through Henri Bergson’s duration concept and its using in training theme. From this point, we will try to deconstruct a view about the identity reference in contemporaneity toward to multiple and open ways of existence. In the inventive movements of the processuality, the time is considered as an expression of human being individuation. It means to last refer to an immediacy of being, of being time, which are modulable and mutant, always in a creation process. In a movement of building a body which leaves an identity reference – that is opposite of self-transformation – necessarily we report us to the relation between the idea of time as duration and the individuation principle by Gilberto Simondon. With these concepts and their possible resonance in the discussion about formative politics, we can develop a view over the invisible to training of teachers and over the learners and another ways of operating in the world. The invention as a lever direct us to a field of possibilities to conceive and experience another time (and space which is producer of subjectivity, singularities and differences.

  6. Learning object for teacher training aimed to develop communication skills

    Directory of Open Access Journals (Sweden)

    Norma Esmeralda RODRÍGUEZ RAMÍREZ

    2014-06-01

    Full Text Available This article presents the results and reflections obtained across a research aimed to analyze the quality criteria of an opened learning object oriented to develop communication skills in order to be able to report and validate it according to its content, pedagogic structure, technological structure, graphical and textual language and usability to teacher training, in order to base it theoretically, pedagogically and technologically. The research question was: Which are the quality criteria that a learning object aimed to develop communication skills must cover? Under a quantitative approach, there were electronic questionnaires applied to: 34 Technological University teachers, eight experts about of communicative competence, teaching, technology and graphic design. The results indicated that some of the quality criteria of learning object are: the effective managing of the learning content, the balanced composition of his pedagogic structure, the technological structure efficiency and the proper managing of graphical and textual language.

  7. Development and Evaluation of a Model-Supported Scientific Inquiry Training Program for Elementary Teachers in Indonesia

    OpenAIRE

    Chandra Ertikanto; Herpratiwi; Tina Yunarti; Post-graduate School of Mathematics Education, Faculty of Teacher Training and Education, University of Lampung, Indonesia,

    2017-01-01

    A teacher training program, named Model-Supported Scientific Inquiry Training Program (MSSITP) has been successfully developed to improve the inquiry skills of Indonesian elementary teachers. The skills enhanced by MSSITP are defining problems, formulating hypotheses, planning and doing investigations, drawing conclusions, and communicating the results. This teacher training program was evaluated by 48 teachers selected by stratified random sampling technique from 48 element...

  8. Teacher ratings of academic achievement of children between 6 and ...

    African Journals Online (AJOL)

    We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of ...

  9. Early Childhood Teachers as Socializers of Young Children's Emotional Competence

    Science.gov (United States)

    Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine

    2012-01-01

    Young children's emotional competence--regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions--is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are…

  10. Learning Mathematics: Perspectives of Australian Aboriginal Children and Their Teachers

    Science.gov (United States)

    Howard, Peter; Perry, Bob

    2005-01-01

    Two key stakeholders in enhancing and building Aboriginal children's capacity to learn mathematics are teachers and the Aboriginal children themselves. In Australian schools it is often the case that the two groups come from different cultural backgrounds with very differing life experiences. This paper reports on an ethnographic study and focuses…

  11. THE INNOVATIVE ACTIVITIES OF MORDOVIAN STATE TEACHER TRAINING INSTITUTE

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    Guseyn Gardash oglu Zeynalov

    2013-10-01

    Full Text Available The article looks at innovation management at an innovative university. Innovative processes in a modern Russian university including Mordovian State Teacher Training Institute are aimed at accomplishing the following tasks: increasing the readiness of the university staff to innovative activities, their professional mobility and involvement in innovative activities of the university and the region. The article claims it is necessary to continuously create, perfect and manage human resources involved in innovative activities.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-33

  12. Physical training in children with osteogenesis imperfecta.

    Science.gov (United States)

    Van Brussel, Marco; Takken, Tim; Uiterwaal, Cuno S P M; Pruijs, Hans J; Van der Net, Janjaap; Helders, Paul J M; Engelbert, Raoul H H

    2008-01-01

    To study the effects of a physical training program on exercise capacity, muscle force, and subjective fatigue levels in patients with mild to moderate forms of osteogenesis imperfecta (OI). Thirty-four children with OI type I or IV were randomly assigned to either a 12-week graded exercise program or care as usual for 3 months. Exercise capacity and muscle force were studied; subjective fatigue, perceived competence, and health-related quality of life were secondary outcomes. All outcomes were measured at baseline (T = 0), after intervention (T = 1), and after 6 and 9 months (T = 2 and T = 3, respectively). After intervention (T = 1), peak oxygen consumption (VO2peak), relative VO2peak (VO2peak/kg), maximal working capacity (Wmax), and muscle force were significantly improved (17%, 18%, 10%, and 12%, respectively) compared with control values. Subjective fatigue decreased borderline statistically significantly. Follow-up at T = 2 showed a significant decrease of the improvements measured at T = 1 of VO2peak, but VO2peak/kg, Wmax, and subjective fatigue showed no significant difference. At T = 3, we found a further decrease of the gained improvements. A supervised training program can improve aerobic capacity and muscle force and reduces levels of subjective fatigue in children with OI type I and IV in a safe and effective manner.

  13. Professional Competences of Preschool Teachers for Working with Gifted Young Children in Slovenia

    Directory of Open Access Journals (Sweden)

    Sonja ČOTAR KONRAD

    2016-12-01

    Full Text Available Recognizing giftedness in young preschool children presents an important challenge to all educators. Because giftedness needs nurturing, the aim of the research was to emphasize the importance of gifted children’s right to adequate educational opportunities, which will stimulate the optimal development of their potentials. In order to achieve the latter, appropriately qualified preschool teachers are needed, in both diagnostic (the identification of the preschool gifted children and educational field. The main purpose of the study (N=180 was to analyse professional qualifications and attitudes of preschool teachers in the area of identifying and working with gifted children from age 2 to age 6. The non–experimental causal method was used. The results of the research in Slovenia show the following problems: preschool teachers are inadequately informed about the issues concerning working with gifted children; they tend to have low self-competence in identifying personal characteristics of gifted children and in the appropriate use of teaching strategies when working with them; they stress the necessity for further education and professional training in the field of gifted children education.

  14. Effective didactic skills training for teachers in continuing medical education

    International Nuclear Information System (INIS)

    Hofer, M.; Abanador, N.; Moedder, U.

    2005-01-01

    Purpose: To develop, test, evaluate and implement effective state-of-the-art teacher training in didactic skills and methods. The training concept should be designed and beneficial for medical teachers' postgraduate medical education (CME). Materials and methods: A 5-day workshop with 12 theoretical and 9 'hands-on' modules was designed and stepwise improved, according to the trainees' feedback. All trainees were trained in small groups (6 to 10 participants per workshop). The workshops consisted of mini-lectures, repeated micro teaching exercises and video-supported feedback concerning the following key-competencies: Communication of goals; methods to trigger interactivity; design of slides in power point presentations; effective feedback-techniques; and use of media, time-management, skills teaching, assessment methods (e.g. OSCE and others), evaluation and general presentation skills. The evaluation was based on two components: (A) trainees' scores in two objective structured teaching exercises (OSTEs) at the beginning and end of workshop, with the ratings of 15 to 20 external observers checked for significant trends (Pearson's X 2 test) in 17 givencriteria for high teaching effectiveness; (B) the trainees rated 20 teaching competencies in a retrospective 'pre-post-analysis' (self-assessment questionnaire) at the end of each workshop and after 6 to 12 months later. Results: The results revealed highly significant (p<0.01) improvements in 13 of 16 OSTE-criteria and in 12 of 13 items of the pre-post-analysis, predominantly estimated to be 'persistent'. Overall, trainees' feedback has been highly encouraging to continue and broaden the program. The discussion covers potential factors for the training success as well as pitfalls and the controversial issue of fees. (orig.)

  15. A Preliminary Multiple Case Report of Neurocognitive Training for Children With AD/HD in China

    Directory of Open Access Journals (Sweden)

    Han Jiang

    2015-06-01

    Full Text Available This preliminary multiple case study examined the behavioral outcomes of neurocognitive training on children with attention-deficit/hyperactivity disorder (AD/HD in China, as well as parent acceptance of the treatment. The training approach targeted working memory, impulse control, and attention/relaxation (via brain electrical activity. Outcome measures included overt behavior as rated by parents and teachers, AD/HD symptom frequency, and parent opinion/feedback. Training was completed by five individuals and delivered via a themed computer game with electroencephalogram (EEG input via a wireless, single-channel, dry-sensor, portable measurement device. The objective (i.e., training outcomes and EEG and subjective (i.e., parent ratings/feedback and teacher ratings data suggested that use of the neurocognitive training resulted in reduced AD/HD behaviors and improvement in socially meaningful outcomes. The parents expressed satisfaction with the training procedure and outcomes. It is concluded that the innovative neurocognitive training approach is effective for improving behavior and reducing symptoms of AD/HD for children in China.

  16. Treatment effects of combining social skill training and parent training in Taiwanese children with attention deficit hyperactivity disorder.

    Science.gov (United States)

    Huang, Yu-Hsin; Chung, Chao-Ying; Ou, Hsing-Yi; Tzang, Ruu-Fen; Huang, Kuo-Yang; Liu, Hui-Ching; Sun, Fang-Ju; Chen, Shu-Chin; Pan, Yi-Ju; Liu, Shen-Ing

    2015-03-01

    Children with attention-deficit/hyperactivity disorder (ADHD) often have problems in social interactions. We investigated the social and behavioral effects of providing both social skill training and parent training to school-aged children with ADHD in Taiwan. Seven consecutive 8-week behavioral-based social skill training (SST) group sessions were held for 48 children with ADHD; parallel 8-week parent group sessions were provided simultaneously. Fifty-five children with ADHD were recruited as a control group. All children took medication as prescribed by their doctors. The effects were assessed using the teacher and parent version of the Chinese version of Swanson, Nolan, and Pelham, version IV scale (SNAP-IV), the Chinese version of the Child Behavior Check List (CBCL-C), child and teacher version of the modified Social Skill Rating System (SSRS-C and SSRS-T), at baseline, post-treatment, and 4 months from baseline. The doses of methylphenidate and drug compliance were controlled during the analysis. The mixed-effects model demonstrated the main effect of group sessions on the Oppositional subscale of SNAP-P, the Anxious/Depressed subscale of CBCL-C, the Self Control subscale of SSRS-C, and the Active Participation subscale of SSRS-T, all in favor of the experimental group. However, the improvement on the Oppositional subscale of SNAP-P and the Self Control subscale of SSRS-C were noted only between baseline and post-treatment period and were not sustained at the end of the follow-up period. Our study demonstrated that children with ADHD could benefit from this low intensity psychosocial program, although some improvements were not maintained at follow-up assessment. Copyright © 2012. Published by Elsevier B.V.

  17. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume V: Cross-Cultural Training and Support Services. Final Report.

    Science.gov (United States)

    PSI Associates, Inc., Washington, DC.

    The cross-cultural training module and support services for Peace Corps volunteers en route to Liberia make trainees more aware of and sensitive to cultural differences in human behavior and human interaction. In this part of the Peace Corps Stateside Teacher Training Model, the approach to training is both generic and specific, and both native…

  18. Effects of pediatric first aid training on preschool teachers: a longitudinal cohort study in China.

    Science.gov (United States)

    Li, Feng; Sheng, Xiaoyang; Zhang, Jinsong; Jiang, Fan; Shen, Xiaoming

    2014-08-24

    Unintentional injuries are a major cause of death among children. Data suggest that the retention of knowledge and skills about first aid declined over time. The purpose of this study was to assess the effects of pediatric first aid training among teachers. A stratified random sampling method was used to select 1,067 teachers. The selected trainees received pediatric first aid training. Follow-up assessments were conducted 6 months, 9 months and 4 years following the training. A standardized collection of demographics was performed, and participants were given a questionnaire to indicate knowledge of and emotions about first aid. In the pretest, 1067 people responded with a mean of 21.0 correct answers to 37 questions, whereas in the post-test period, the mean score increased to 32.2 correct answers of 37 questions (P 70%) had administered correct first aid for injuries. This study demonstrated that the acquisition of knowledge, both short and long term, significantly improves. Despite appreciable decreases in knowledge long term, knowledge retention was modest but stable.

  19. Information Security of Children and Adolescents According to Parents and Teachers (Part 2: The Results of an Empirical Study

    Directory of Open Access Journals (Sweden)

    Budykin S.V.

    2016-03-01

    Full Text Available In this paper we present a second part of the study on information security of children and adolescents according to parents and teachers. This part of the study focuses at empirical research results aimed in studying the so-called "naive theories" about information security. 136 people (aged 21 to 62 years attended the study. We based on the following hypotheses : 1 the group of parents and teachers understand similarly the issue of information threat for children and adolescents, yet they have different understandings of the dangerous effects of information on children and adolescents: parents underestimate the seriousness of the effects compared with teachers; 2 according to parents and teachers, the formers are primarily responsible for information security of children; while teachers expect parents to monitor, prohibit, restrict the access to information for children and adolescents. Parents, in turn, expect teachers to train children and teenagers to observe the safety procedures, as well as use Internet safely. Our assumptions are confirmed partly, and study results are discussed in terms of the theory of social representations.

  20. Blogs, webinars and significant learning: A case report on a teacher training program for college teachers

    Directory of Open Access Journals (Sweden)

    Rodrigo Polanco-Bueno

    2013-02-01

    Full Text Available This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students’ learning outcomes. Second, they applied strategies of significant learning in the design of students’ learning experiences. The learning experience consisted in an International Certificate on Significant Learning integrated by six modules, 20 hours each. Every module of the program consisted of two consecutive webinars with online activities in between. The results showed the positive impact of the program on participants’ perceptions about the quality of the contents, evidence of learning and products (E-portfolios that served as content mastery evidences, as well as learning products produced by their students. DOI: 10.18870/hlrc.v3i1.72

  1. The Reforming of Vocational Teacher Training Colleges in Turkey

    Science.gov (United States)

    Çavuşoğlu, Abdullah; Günay, Durmuş

    In Turkey, for many decades college level technical education has been in the form of two main tracks: namely the "Faculty of Engineering" and the "Faculty of Technical Education". The Faculties of Engineering are very similar to engineering schools and colleges around the world; they train engineering students. The "Faculties of Technical Education" are similar to the "Schools of Applied Sciences" that many European countries have. The graduates of these schools are either employed at high schools as teachers at technical or vocational high schools, self employed or employed at other governmental organizations as technical staff. Due to the employability problems that the graduates of these schools have faced in recent years and the suggestions made by the The Council of the Higher Education of Turkey (CoHE), Turkish parliament has recently took a decision to close down these colleges and open new colleges called "Faculty of Technology" in November of 2009. According to the CoHE, these new faculties will train engineering students. The graduates of these faculties can also become teachers at the technical or vocational high schools if they get teaching certificate. This paper discusses the content, outlook, and prospects of this recent reform.

  2. Evaluation of a Web-Based Professional Development Program (Project ACE) for Teachers of Children with Autism Spectrum Disorders

    Science.gov (United States)

    Rakap, Salih; Jones, Hazel A.; Emery, Alice Kaye

    2015-01-01

    This article describes the development, implementation, and second-year evaluation of Project Autism Competencies for Endorsement (ACE), a web-based professional development (PD) program that is designed to train teachers currently working in the field to meet the unique and diverse needs of children with autism spectrum disorders (ASDs). A…

  3. A Review of Children's, Teachers' and Parents' Influences on Children's Drawing Experience

    Science.gov (United States)

    Rose, Sarah E.; Jolley, Richard P.; Burkitt, Esther

    2006-01-01

    In this article we argue that research into children's drawings should consider the context in which drawing occurs and that it is crucial to investigate the attitudes and practices of teachers, parents and children themselves that shape children's drawing experience and the drawings which they produce. We review the findings of seven empirical…

  4. Voices of Children, Parents and Teachers: How Children Cope with Stress during School Transition

    Science.gov (United States)

    Wong, Mun

    2015-01-01

    This study explores how children's perceptions of stress factors and coping strategies are constructed over time. Children were interviewed before and after they made the transition from preschool to primary school. This study also explores teachers' and parental strategies in helping children to cope with stress at school. The sample included 53…

  5. Empowering Teachers and Children for a Healthy Digital Life Report on activities carried out at the European School of Varese, Italy

    OpenAIRE

    CHAUDRON STEPHANE; DI GIOIA Rosanna; GHEZZI Alessia; MARTINHO GUIMARAES PIRES PEREIRA Angela

    2014-01-01

    This document reports on a training action with teachers that targeted mostly the role of teachers in the promotion of a balanced and healthy online life and the prevention of cyber-bullying at primary school level. Our aim in this experience in training the primary teacher of the European School of Varese is to open a path to empower teachers in guiding our children to become smart, responsible, and respectful also when using media and help them to understand the ethical consequences behi...

  6. TRAINING TEACHERS AT A DISTANCE: Perceptions ad Challenges Of Open And Distance Learning (ODL IN TEACHER EDUCATION The Zimbabwean Experience

    Directory of Open Access Journals (Sweden)

    Wellington SAMKANGE

    2013-10-01

    Full Text Available Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers’ colleges (2-5-2 was more inclined to ODL than the ‘conventional’ model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU.

  7. Executive function training in children with SLI: A pilot study

    NARCIS (Netherlands)

    Vugs, B.A.M.; Knoors, H.E.T.; Cuperus, J.M.; Hendriks, M.P.H.; Verhoeven, L.T.W.

    2017-01-01

    The aim of this study was to evaluate the effectiveness of a computer-based executive function (EF) training in children with specific language impairment (SLI). Ten children with SLI, ages 8 to 12 years, completed a 25-session training of visuospatial working memory, inhibition and cognitive

  8. Children and Adolescents: Physiological Considerations during Exercise Training

    Science.gov (United States)

    Strawbridge, Marilyn

    2013-01-01

    Because children and adolescents are not just miniature adults, it is important to know that children might be vulnerable to injury and may not respond positively to certain types or intensities of training. It is also important to recognize how training can positively affect growth and development, so it can be judiciously applied at critical…

  9. Teacher - parent partnerships: Preservice teacher competences and attitudes during teacher training in the Netherlands

    NARCIS (Netherlands)

    Denessen, E.J.P.G.; Bakker, J.T.A.; Kloppenburg, H.L.; Kerkhof, M.

    2010-01-01

    Teachers are expected to build strong relationships with their students' parents, but little is known about the way they develop their perspectives on parent involvement and their competences in relating to parents. To gain insight in these developments, a survey study was conducted about the

  10. A Longitudinal Investigation of the Preservice Science Teachers' Beliefs about Science Teaching during a Science Teacher Training Programme

    Science.gov (United States)

    Buldur, Serkan

    2017-01-01

    The aim of this longitudinal study was to investigate the changes in preservice science teachers' beliefs about science teaching during a science teacher training programme. The study was designed as a panel study, and the data were collected from the same participants at the end of each academic year during a four-year period. The participants…

  11. The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers' Classroom Management Strategies

    Science.gov (United States)

    Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie

    2011-01-01

    This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…

  12. Institutos Superiores de Formacion Docente: Profesorado de Nivel Elemental (Higher Institutes for Teacher Training: Elementary School Teachers).

    Science.gov (United States)

    Ministerio de Cultura y Educacion, Buenos Aires (Argentina). Centro National de Documentacion e Informacion Educativa.

    This booklet describes and explains the Argentine educational reform, instituted in March 1971, concerning the training of elementary school teachers in institutions of higher learning. The legislation cited here establishes areas of study and qualifications. The document also contains a discussion of previous teacher education and the bases and…

  13. Furnished Imagination: The Impact of Preservice Teacher Training on Early Career Work in TESOL

    Science.gov (United States)

    Kiely, Richard; Askham, Jim

    2012-01-01

    This article presents the findings of an impact study of a short teacher training course in teaching English to speakers of other languages (TESOL). Impact is conceptualised as teacher learning, particularly perceived achievements in learning, evidenced in the ways teachers talk about their work in TESOL. The theoretical framework for the research…

  14. Contemporary Technologies to Improve the Quality of Education When Training Teachers

    Science.gov (United States)

    Sibgatullina, Alfiya

    2015-01-01

    The article considers contemporary technologies to improve the quality of teachers' education (as exemplified by the training of foreign language teachers). The author presents analysis of the "quality of education" concept, proposes and analyzes the criteria for assessing the quality of education of future foreign language teachers.…

  15. Self-regulation of learning processes of student teachers in new training arrangements

    NARCIS (Netherlands)

    Endedijk, M.; Vermunt, J.D.; Brekelmans, J.M.G.; Brok, den P.J.; Verloop, N.

    2007-01-01

    In the last decade a lot of new training arrangements for student teachers have been started. One of the major changes with regard to former curricula is the more self-regulative way of learning that is expected from student teachers. The question rises if student teachers are well prepared to be

  16. An Examination of Technology Training Experiences from Teacher Candidacy to In-Service Professional Development

    Science.gov (United States)

    Williams, Mable Evans

    2017-01-01

    The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning the effectiveness of technology training from a teacher education preparation program to in-service professional development. The findings of the study revealed that inservice teachers have had varying degrees of technology experiences from their…

  17. Factors Affecting Preservice Teachers' Computer Use for General Purposes: Implications for Computer Training Courses

    Science.gov (United States)

    Zogheib, Salah

    2014-01-01

    As the majority of educational research has focused on preservice teachers' computer use for "educational purposes," the question remains: Do preservice teachers use computer technology for daily life activities and encounters? And do preservice teachers' personality traits and motivational beliefs related to computer training provided…

  18. Professional Development and IELTS Training Course: A Case of EFL Teachers in Iran

    Science.gov (United States)

    Ashraf, Hamid; Kafi, Zeinab

    2016-01-01

    The current study aimed at investigating the status of Professional Development (PD) through examining teachers' perspectives over how effective they consider exam specific teacher training courses (IELTS in this case) which aim at increasing their PD. To this end, a group of EFL teachers, from different language schools in Mashhad, Iran took part…

  19. Assessment of Resources for Training Prospective Teachers in Business Education at the Colleges of Education

    Science.gov (United States)

    Okoro, James

    2014-01-01

    This study assessed Resources for Training Prospective Teachers in Business Education at the colleges of Education at South South Nigeria. Business Teacher Education programmes are set up to produce competent teachers for the secondary schools and skilled labour force for the private sector. These products of Business Education programme at the…

  20. A Structural Equation Modelling Approach for Massive Blended Synchronous Teacher Training

    Science.gov (United States)

    Kannan, Kalpana; Narayanan, Krishnan

    2015-01-01

    This paper presents a structural equation modelling (SEM) approach for blended synchronous teacher training workshop. It examines the relationship among various factors that influence the Satisfaction (SAT) of participating teachers. Data were collected with the help of a questionnaire from about 500 engineering college teachers. These teachers…

  1. Effects in Post-Conflict West Africa of Teacher Training for Refugee Women

    Science.gov (United States)

    Shepler, Susan; Routh, Sharyn

    2012-01-01

    This article draws data from an innovative research project tracing former refugee teachers who received teacher training from the International Rescue Committee (IRC) over a 17-year-long education programme in refugee camps in Guinea (1991-2008). The research traced repatriated refugee teachers who had returned to their homes in Sierra Leone and…

  2. Training needs assessment of andalusian teachers in educational digital resources authoring for virtual learning environments

    Directory of Open Access Journals (Sweden)

    José Javier Romero Díaz de la Guardia

    2012-12-01

    Full Text Available This research work has been conducted within the teacher training plan known as “Escuela TIC 2.0”, implemented by the Spanish Junta de Andalucía. The main aim is to obtain objective data regarding training needs for teachers in the autonomous region of Andalusia in terms of educational digital content authoring. To that end, we carried out a descriptive survey study on Andalusian teachers participating in teacher training courses on e-learning strategies that took place during the 2011- 2012 academic year.

  3. Training Teachers in the United Kingdom for a Multicultural Society--The Rhetoric and the Reality.

    Science.gov (United States)

    Watson, Keith

    1984-01-01

    Urges the introduction of more courses in multiracial and multicultural education in training institutions in the United Kingdom, rather than blaming the teachers for being racist and/or ethnocentric. In addition, a survey of teacher training institutions indicates that little is done in comparative education which would change ethnocentric…

  4. In-Service Training of Teachers in Multicultural Urban Schools: A Systematic Model.

    Science.gov (United States)

    Nickolai-Mays, Susanne; Davis, Jerry L.

    1986-01-01

    Presents seven guidelines for developing effective teacher in-service training programs. Describes a training model for multicultural urban schools which addresses these topics: instructional methods; curriculum; interpersonal relations in the classroom; classroom management and discipline; parent-teacher-student involvement; and multicultural…

  5. A Cross-Sectional Study of Student Teachers' Behaviour Management Strategies throughout Their Training Years

    Science.gov (United States)

    Woodcock, Stuart; Reupert, Andrea

    2012-01-01

    Despite the importance of behaviour management, many student teachers report being inadequately trained in this area. The aim of this study was to identify the strategies, confidence and reported levels of success in regard to various behaviour management strategies, across 509 first, second, third and fourth year student teachers training to be…

  6. Process Evaluation of the Teacher Training for an AIDS Prevention Programme

    Science.gov (United States)

    Ahmed, Nazeema; Flisher, Alan J.; Mathews, Catherine; Jansen, Shahieda; Mukoma, Wanjiru; Schaalma, Herman

    2006-01-01

    This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual…

  7. Study on Innovation of Teacher Training Model in Basic Education from the Perspective of "Blended Learning"

    Science.gov (United States)

    Bu, Huabai; Bu, Shizhen

    2012-01-01

    Gradual integration of synergetic technology, P2P technology and online learning community furnishes a new research field for innovation of teacher training model in a knowledge economy era. This article proposes the innovative model of "whole of three lines" in teacher training in basic education from the perspective of "blended…

  8. Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence

    Science.gov (United States)

    Álvarez-García, Olaya; Sureda-Negre, Jaume; Comas-Forgas, Rubén

    2015-01-01

    The importance of pre-service teacher training regarding environmental education (EE) has been vastly demonstrated. This systematic review examined the existing evidence from studies evaluating and analysing the relationship between EE, including environmental competences and pre-service primary school teacher training. The literature review…

  9. Teacher training of secondary - Orient from the point of view practice

    Science.gov (United States)

    Hai, Tuong Duy; Huong, Nguyen Thanh

    2018-01-01

    The article presents the point of view about teacher training based on analysis of practices of teaching/learning in disciplinary in high school. Basing on analysis results of teaching faculty and the learning process of students in the disciplinary in high school to offer tags referred to the ongoing training of secondary teachers to adapt to educational.

  10. A Comparison of Written, Vocal, and Video Feedback When Training Teachers

    Science.gov (United States)

    Luck, Kally M.; Lerman, Dorothea C.; Wu, Wai-Ling; Dupuis, Danielle L.; Hussein, Louisa A.

    2018-01-01

    We compared the effectiveness of and preference for different feedback strategies when training six special education teachers during a 5-day summer training program. In Experiment 1, teachers received written or vocal feedback while learning to implement two different types of preference assessments. In Experiment 2, we compared either written or…

  11. Teacher training for mathematical literacy: A case study taking the past into the future

    Directory of Open Access Journals (Sweden)

    Sarah Bansilal

    2015-02-01

    Full Text Available With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ, higher education institutions (HEIs are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy (ML, most teacher training has been offered via government-funded Advanced Certificate in Education (ACE qualifications, which have now largely been phased out. In this article we examine two ACE ML programmes offered in KwaZulu-Natal (KZN in order to present some lessons that have been learnt. We put forward some elements that we consider to be essential for training ML teachers and also raise concerns about future training of ML teachers.

  12. Stuttering at school: the effect of a teacher training program on stuttering.

    Science.gov (United States)

    Silva, Lorene Karoline; Martins-Reis, Vanessa de Oliveira; Maciel, Thamiris Moreira; Ribeiro, Jessyca Kelly Barbosa Carneiro; Souza, Marina Alves de; Chaves, Flávia Gonçalves

    2016-07-04

    Verify the knowledge of teachers from public and private schools about stuttering and attest the effectiveness of the Teacher Training Program on Stuttering in the expansion of this knowledge. The study sample comprised 137 early-childhood teachers. Initially, the teachers responded to a questionnaire on stuttering. After that, 75 teachers attended a 4-hour Teacher Training Program on Stuttering. One month later, the teachers responded to the same questionnaire again. The following points were observed after the training program: increased percentage of teachers who consider as low the prevalence of stuttering in the population; beginning of reports stating that stuttering is more frequent in males; increased number of teachers who consider stuttering hereditary; decreased incidence of teachers who believe stuttering is psychological; prevalence of those who believe stuttering is a consequence of multiple causes; decreased rate of teachers who believe stuttering is emotional; a better understanding of how educators should behave to help stutterers. Before the course, the teachers had some knowledge regarding stuttering, but it was insufficient to differentiate from other language disorders. The Program expanded their knowledge on stuttering. However, it proved to be more effective with respect to the characteristics of stuttering than to the attitudes of the teachers.

  13. ["I keep cool": Relationship oriented training of prosocial behaviour and constructive conflict solving for elementary school children].

    Science.gov (United States)

    Roth, Ina; Reichle, Barbara

    2007-01-01

    The evaluation of a preventive training with first graders is reported ("I keep cool"). The training focuses on the prevention of aggressive behaviour and of destructive problem solving by means of teaching prosocial behaviour and constructive problem solving. From a sample of 143 children, 92 participated in the training, 51 served as controls. Children's social competencies and behaviour problems were assessed before, after, and four months after the training via interviews with children, teachers' ratings, and separate ratings of mothers and fathers. After the training, children reported more constructive problem solving, more prosocial behavior, and a higher level of impulse control. Girls showed a lowered level of destructive problem solving behavior immediately after the training, and a lowered level of stress when confronted with intermarital conflicts of their parents at the follow-up assessment. Teachers reported less internalizing and shyness in both sexes at the follow-up assessment. Mothers reported a marginally significant lower level of oppositional-aggressive behaviour in boys immediately after the training, fathers reported a significant lower level of oppositional-aggressive behaviour and of internalizing and shyness in children of both sexes. The effect sizes of .23 < d < .94 are satisfying and comparable with those of similar programmes.

  14. Teacher training of Kindergarden and Primary Education in the EEES framework

    Directory of Open Access Journals (Sweden)

    Julio Antonio González-Pienda

    2015-07-01

    Full Text Available Updating of the educational methodology to build the European Higher Education Area stands as a key goal to the Spanish universities. In the case of primary and kindergarten teacher training was necessary to design qualifications as the teacher's professional profile and identify the skills that make up that profile. The present work illustrates an example of this situation with a specific case of this new training carried out in the Faculty of Teacher Training and Education at the University of Oviedo. Firstly the structure of the new undergraduate degrees in teacher training is described followed by a description of management and structural aspects. The implications of the change lead us to think about the chance to improve the training of future primary and kindergarten teacher.

  15. DOING OTHER PEOPLE’S TRAINING PRESENTATIONS - a guide for teachers in implementing a scheme

    OpenAIRE

    Neal, Ian

    2008-01-01

    Often, experienced teachers in schools and colleges are asked to present training packs written by others. The assumption is that since they are experienced teachers, making training presentations to their colleagues will be easy. They often find that it is not. Usually, the material has been designed to be delivered using a model where one person within a school or college will make themselves responsible for familiarising themselves with Trainer's Notes, the Teachers' Guide and the rest of ...

  16. Knowledge representation and communication with concept maps in teacher training of science and technology

    Directory of Open Access Journals (Sweden)

    Pontes Pedrajas, Alfonso

    2012-01-01

    Full Text Available This paper shows the development of an educational innovation that we have made in the context of initial teacher training for secondary education of science and technology. In this educational experience computing resources and concept maps are used to develop teaching skills related to knowledge representation, oral communication, teamwork and practical use of ICT in the classroom. Initial results indicate that future teachers value positively the use of concept maps and computer resources as useful tools for teacher training.

  17. Children Road Safety Training with Augmented Reality (AR) [Demo

    OpenAIRE

    Lugmayr, Artur; Tsang, Joyce; Williams, Toby; Lim, Casey X; Teo, Yeet Yung; Farmer, Matthew

    2018-01-01

    Children killed or seriously injured through road accidents can be avoided through an appropriate safety training. Through play and engagement children learn and understand hazards at i.e. railway stations, bus stops, crossings, school zones, train stations, footpaths, or while cycling. We developed a rapid prototype of an Augmented Reality (AR) safety training proof-of-concept demonstrator for a scaled real-world model of dangerous road hazards. Two scenarios have been picked to give childre...

  18. Resistance Training in Children and Young Adults: A Critical Review

    Directory of Open Access Journals (Sweden)

    Rami Shenouda

    2017-01-01

    Full Text Available Resistance training is a method used by many athletes to increase their levels of performance. The benefits of this method are known to be increased strength, power and endurance. Resistance training in children has been a topic that has been long debated and there are some widely accepted beliefs and principles that guide clinicians involved in the discipline of sport and exercise medicine. While weight training is a form of resistance training that has proven beneficial effects on health and wellbeing, powerlifting and heavy weight training should be avoided, as lifting maximal weights through various ranges of motion as fast as possible can lead to serious limb injuries. In order to determine the risks and benefits of resistance training in children and adolescents, it is important to review the literature to find a clear consensus. Further prospective research should be completed to determine the long-term sequelae of resistance training in children in comparison to the general population.

  19. Online Parent Training to Support Children with Complex Communication Needs

    Science.gov (United States)

    Douglas, Sarah N.; Nordquist, Erica; Kammes, Rebecca; Gerde, Hope

    2017-01-01

    Parent training can help support the development of communication skills for young children with complex communication needs (CCN). Online delivery of such training may alleviate some of the burden on families, thereby increasing participation and outcomes. To determine the effectiveness of online parent training in communication partner…

  20. Primary school teacher's knowledge and attitudes toward children with epilepsy.

    Science.gov (United States)

    Abulhamail, Albaraa S; Al-Sulami, Fahad E; Alnouri, Mouneeb A; Mahrous, Najeeb M; Joharji, Dima G; Albogami, Maha M; Jan, Mohammed M

    2014-04-01

    Primary school teacher's knowledge and attitudes toward epilepsy can have significant impact on the performance and psycho-social development of the child with epilepsy. Our objectives were to study teacher's knowledge and attitudes and identify areas in which further teacher training and education are required. A stratified random sample survey involving a group of primary school teachers in Jeddah, Saudi Arabia included private/public schools designated for male and female students. A structured 37-item questionnaire was used to examine their demographics, knowledge, attitudes, and experience with epilepsy. Six hundred and twenty primary school teachers working in public (58%) or private (42%) schools were included with ages ranging between 21 and 59 years (mean 36). Most teachers (79%) were of Saudi Arabian nationality and 66% had a college or university degree. Their years of experience ranged from 1 to 35 (mean 13.5). Only 17% of the teachers felt very well informed about epilepsy. Teachers with higher education were more likely to have good knowledge (p=0.009). Teachers of Saudi nationality were also more likely to report good knowledge, independent of their educational level (p=0.013). Overall, teachers with good knowledge were less likely to have negative attitudes including minding to have an epileptic child in their class (p=0.028) or thinking that they should be placed in a special classroom (p=0.029). Primary school teacher's knowledge about epilepsy needs improvements. Their attitudes correlated highly with their knowledge. Educational campaigns about epilepsy are needed to develop a well informed and tolerant community. Copyright © 2014 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

  1. The Effects of Teacher's Selected Educational Experiences on Perceptions of Children of Divorce.

    Science.gov (United States)

    Green, Virginia P.; Schaefer, Lyn

    Teachers' beliefs about the probable classroom performances of children from broken homes were explored. The investigation had three purposes: (1) to obtain data on teachers' opinions and knowledge about children of divorce; (2) to investigate teachers' feelings about the school's role regarding children of divorce; and (3) to determine how two…

  2. Student-Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors

    Science.gov (United States)

    Caplan, Barbara; Feldman, Melanie; Eisenhower, Abbey; Blacher, Jan

    2016-01-01

    The quality of early student-teacher relationships (STRs) has been shown to predict children's school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4-7) and their teachers to evaluate student, teacher, and classroom characteristics that…

  3. Coaching Teachers' Use of Social Behavior Interventions to Improve Children's Outcomes: A Review of the Literature

    Science.gov (United States)

    Stormont, Melissa; Reinke, Wendy M.; Newcomer, Lori; Marchese, Dana; Lewis, Carla

    2015-01-01

    Children with social behavior problems need teachers who are prepared to use evidence-based interventions to increase their likelihood of success. However, it is clear that teachers do not feel prepared to support children in this area. One approach for supporting teachers in using more effective interventions for children with behavior needs is…

  4. Teacher Education, Book-Reading Practices, and Children's Language Growth across One Year of Head Start

    Science.gov (United States)

    Gerde, Hope K.; Powell, Douglas R.

    2009-01-01

    Research Findings: An observational study of 60 Head Start teachers and 341 children (177 boys, 164 girls) enrolled in their classrooms found teachers' book-reading practices to predict growth in children's receptive vocabulary. Multilevel growth analyses indicated that children in classrooms where teachers used more book-focused utterances made…

  5. "I Just See All Children as Children": Teachers' Perceptions about Inclusion

    Science.gov (United States)

    Leatherman, Jane M.

    2007-01-01

    This narrative study examined teachers' perceptions of their inclusive classrooms. Eight early childhood teachers responded to open-ended interview questions about their experiences teaching children with and without disabilities in the same classroom environment. The social constructivist view of teaching and learning is highlighted as the…

  6. Variability in Preschool Teachers' Interactions with Children as a Predictor of Children's Development

    Science.gov (United States)

    Curby, Timothy W.; Brock, Laura L.; Hamre, Bridget K.

    2011-01-01

    The purpose of this proposal is to examine whether variability in the quality of teachers' interactions (Emotional Support, Classroom Organization, Instructional Support) with students is systematically related to the children's development. In other words, the authors examine whether the amount that teachers vary over the course of a day is a…

  7. Training Facial Expression Production in Children on the Autism Spectrum

    Science.gov (United States)

    Gordon, Iris; Pierce, Matthew D.; Bartlett, Marian S.; Tanaka, James W.

    2014-01-01

    Children with autism spectrum disorder (ASD) show deficits in their ability to produce facial expressions. In this study, a group of children with ASD and IQ-matched, typically developing (TD) children were trained to produce "happy" and "angry" expressions with the FaceMaze computer game. FaceMaze uses an automated computer…

  8. Brief history of curriculum and teacher training in Colombia

    Directory of Open Access Journals (Sweden)

    Gerardo Bazante Caldas

    2006-02-01

    Full Text Available The following text, which is a short review of the history of education in Colombia, emphasizes the relationship that exists between curriculum and teacher training. It also presents curriculum in its precarious conception which binds it to the syllabus and to some not-well-defined purposes that are due to the evolution of a history full of turbulence in which the war has been the major figure and the governors have resorted to occasional resources more related to improvisation rather than economical and political development of Colombia.The rapid progression of globalization has led to preserve the same course of improvisations which change in accordance with the administrator of the moment that reaches the Government and whose shape is given in accordance with the foreign interests that hinder the possibility of a more suitable development for colombian interests.The last part of the text calls for the teachers to construct their own history and recover the role they have in the society and culture.

  9. Teacher training program for medical students: improvements needed

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    van Diggele C

    2015-04-01

    Full Text Available Christie van Diggele,1 Annette Burgess,2 Craig Mellis21The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School – Central, The University of Sydney, Sydney, NSW, AustraliaIntroduction: Skills in peer teaching, assessment, and feedback are increasingly documented internationally as required graduate attributes in medicine. Yet these skills are rarely taught in medical schools. We sought to design and deliver a short but effective teacher training (TT program for medical students that could be easily integrated into the professional development curriculum. This study sought to evaluate such a pilot program, based on student perception.Methods: The study took place at a major metropolitan teaching hospital, where 38 medical students were invited to attend a voluntary, newly designed four-module TT program. In total, 23/38 (61% of invited students attended. Mixed methods were used for evaluation. Questionnaires were completed by 21/23 (91% of students, and 6/23 (26% of students participated in a focus group.Results: Students reported that as a result of the program they felt more confident to facilitate small group teaching activities and to provide feedback to peers using the suggested frameworks. Students would like the program to contain more in-depth educational theory and to allow a more time for small group learning activities. They would also like to see opportunities for participation across all clinical schools.Conclusion: The TT program was successful in increasing student awareness of educational theory and practice, thereby improving their confidence in teaching and assessing their peers and making them feel better prepared for their careers as medical practitioners. Key improvements to the program are needed in terms of more in-depth theory and more time spent on small group learning. This might be achieved by complementing the course with e-learning.Keywords: teacher training, medical students, peer teaching, peer

  10. Examining the Training Process of a New Teacher Educator in the Field of the Education of the Hearing Impaired

    Science.gov (United States)

    Gurgur, Hasan

    2012-01-01

    Training of beginning teacher educators has become a popular topic in the literature. This study aimed to investigate the training procedures of a new teacher educator who would be working in the division of the hearing impaired. The study was designed as action research and a new teacher educator, an experienced teacher educator and an academic…

  11. Institutions Responsible for Teacher Training. Issues and New Trends in Some European Countries and in North America.

    Science.gov (United States)

    Organisation for Economic Cooperation and Development, Paris (France).

    This document is composed of two studies. The first examines the education of teachers in Germany, Sweden, England and Wales, and Denmark. It looks at the history of teacher education in those countries, focusing on (1) the fact that primary school teachers have tended to be women trained in inferior normal or teacher training schools, and (b)…

  12. Perception of a sample of mathematics teachers on training received in the university

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    Edwin Chaves Esquivel

    2013-09-01

    Full Text Available The main objective of this study was to determine the perception of a sample of 249 mathematics teachers regarding the training received in their university. We identified strengths and weaknesses of the academic programs that train teachers of mathematics in the country, according to the teachers. The sample included educators trained in public and private universities, working at different educational regions of the country. The information was gathered through a questionnaire. Overall, educators perceive training in theoretical mathematics as the main strength. However, according to the scale used, all other aspects related to the formation process of a math teacher had a low perception. Within the mentioned weaknesses are: training in educational elements, evaluative, methodological, philosophical, psychological and historical, as well as the lack of adequate preparation in the use of technological resources in teaching. These opinions are a valuable input to the universities, because they show the opinions held by graduates of the training received.

  13. Comparison of Four Teacher Training Procedures in Achieving Teacher and Pupil "Translation" Behaviors in Secondary School Social Studies.

    Science.gov (United States)

    Millett, Gregg B.

    A study was designed to determine whether different training procedures could change specific behaviors of 39 intern teachers and their pupils in secondary school social studies classes. Interns were randomly assigned to four training groups each of which received typescripts from the 1953 McCarthy investigations which were to be used the next day…

  14. Nurse teacher candidates learned to use social media during the international teacher training course.

    Science.gov (United States)

    Salminen, Leena; Gustafsson, Marja-Liisa; Vilén, Liisa; Fuster, Pilar; Istomina, Natalja; Papastavrou, Evridiki

    2016-01-01

    The purpose of this study was to describe the nurse teacher candidates' learning outcomes and experiences in social media during the international nurse teacher training course, Empowering learning environments in nursing education, Intensive Program (EleneIP). The pre-post research design was used. The data was collected before and after the course, with the questionnaire consisting of structured and open questions. Altogether, 24 nurse teacher candidates from four different European countries participated in the course and this study. The results showed that the knowledge of using social media applications increased during the course from 5.2 (range 1-9) to 8.1 (range 4-10), and their skills increased from 4.5 (range 1-8) to 7.6 (range 4-10).The main topics learnt during the course were divided in two categories: subjects of the course and teaching and learning methods. The students' experiences concerning the EleneIP course were positive in both categories. The international group created during EleneIP course also allowed the students to achieve another important aim, learning from a collaborative group the importance and possibilities of different learning environments, considering the cultural and social characteristics of each country participating in it. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. Mental health first aid training for high school teachers: a cluster randomized trial.

    Science.gov (United States)

    Jorm, Anthony F; Kitchener, Betty A; Sawyer, Michael G; Scales, Helen; Cvetkovski, Stefan

    2010-06-24

    Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. ACTRN12608000561381.

  16. Mental health first aid training for high school teachers: a cluster randomized trial

    Directory of Open Access Journals (Sweden)

    Jorm Anthony F

    2010-06-01

    Full Text Available Abstract Background Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. Methods The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. Results The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Conclusions Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. Trial registration ACTRN12608000561381

  17. Preschool children's mathematical knowledge: The effect of teacher "math talk.".

    Science.gov (United States)

    Klibanoff, Raquel S; Levine, Susan C; Huttenlocher, Janellen; Vasilyeva, Marina; Hedges, Larry V

    2006-01-01

    This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year. Copyright 2006 APA, all rights reserved.

  18. The Impact of Teachers' Commenting Strategies on Children's Vocabulary Growth

    Science.gov (United States)

    Barnes, Erica M.; Dickinson, David K.

    2017-01-01

    We examined the relations between teachers' use of comments during book reading sessions in preschool classrooms and the vocabulary growth of children with low and moderately low language ability. Using data from a larger randomized controlled trial, we analyzed comments defined as utterances that give, explain, expand, or define. Comments were…

  19. Teacher and Parent Ratings of Children with Depressive Disorders

    Science.gov (United States)

    Mattison, Richard E.; Carlson, Gabrielle A.; Cantwell, Dennis P.; Asarnow, Joan Rosenbaum

    2007-01-01

    The fields of child psychology and psychiatry have not yet established the clinical presentation in school of children and adolescents who have been diagnosed as having a depressive disorder. To address this issue, the authors used teacher ratings on scale oriented to the third, revised edition of the "Diagnostic and Statistical Manual of…

  20. Teachers' Perceptions of Communication Needs of Deaf Children in ...

    African Journals Online (AJOL)

    Communication has been identified as one of the greatest areas of difficulty for the deaf. Both the receptive and expressive communication pose barriers in almost all aspects of life of the deaf. This study endeavors to examine teachers' perceptions of communication needs of deaf children in Kenyan school system.

  1. A Hungarian Preschool for the Children, Teachers, and Families

    Science.gov (United States)

    Szilagyi, Janka; Szecsi, Tunde

    2005-01-01

    This article describes an exceptional Eastern European preschool where all stakeholders--children, teachers, and parents--place a high value on the unique synergy of inclusive and bilingual education. In this environment, each child is able to experience love and happiness, while developing at his or her own pace. The families feel involved in…

  2. Policy training teachers of higher education and training quality: a study on the pedagogy university program as qualifying the possibility of teachers in educational-teaching perspective

    Directory of Open Access Journals (Sweden)

    Isabel Cristina de Almeida Mantovani

    2016-01-01

    Full Text Available The reflections presented in this article are by theme pedagogical-didactic training policies for higher education teachers and quality of education and result of a research developed a Community University interior of Rio Grande do Sul, involving teachers, graduates who sought to answer : "You can establish relationships between the absence of pedagogical-didactic training of teachers and defining policies of training and the quality of teaching in higher education" To answer the research question, we sought to investigate whether the university pedagogy program, service developed can be considered as a space, which meets the lack of didactic-educational training, and is a positive factor as regards the possibility to supply the deficiency in this field.

  3. Teachers' Perceptions of Preschool Children's Psychomotor Development in Spain.

    Science.gov (United States)

    Cueto, Sofía; Prieto, José Antonio; Nistal, Paloma; Abelairas-Gómez, Cristian; Barcala-Furelos, Roberto; López, Sergio

    2017-08-01

    This study analyzed the psychomotor profiles of preschool stage students and to determine how these data agreed with the students' teachers' subjective assessment. We also correlated these data with other variables such as age, gender, and family influence. A total of 211 children aged 3 to 6 years, in the second cycle of preschool from 30 classes of 10 schools in Spain participated. Additionally, 30 preschool teachers from these classes participated. Study results revealed serious teacher misperceptions regarding their students' psychomotor development, with low agreement rates between students and teachers in the motor dimension and slight agreement rates in communicative, cognitive, and social areas. The reasons for and implications of these misperceptions are discussed.

  4. Training generalized improvisation of tools by preschool children1

    Science.gov (United States)

    Parsonson, Barry S.; Baer, Donald M.

    1978-01-01

    The development of new, “creative” behaviors was examined in a problem-solving context. One form of problem solving, improvisation, was defined as finding a substitute to replace the specifically designated, but currently unavailable, tool ordinarily used to solve the problem. The study examined whether preschool children spontaneously displayed generalized improvisation skills, and if not, whether they could be trained to do so within different classes of tools. Generalization across different tool classes was monitored but not specifically trained. Five preschool children participated in individual sessions that first probed their skill at improvising tools, and later trained and probed generalized improvisation in one or more of three tool classes (Hammers, Containers, and Shoelaces), using a multiple-baseline design. All five children were trained with Hammers, two were trained in two classes, and two were trained in all three tool classes. Four of the five children improvised little in Baseline. During Training, all five showed increased generalized improvisation within the trained class, but none across classes. Tools fabricated by item combinations were rare in Baseline, but common in Training. Followup probes showed that the training effects were durable. PMID:16795596

  5. Efficacy of Aggression Replacement Training among Children from North-West Russia

    Directory of Open Access Journals (Sweden)

    Roman Koposov

    2014-04-01

    Full Text Available The aim of the study was to assess whether the Aggression Replacement Training (ART programme is effective in increasing social skills and decreasing problem behaviour. The sample consisted of 232 children (mean age 10.9 yrs, SD = 2.32, their parents and teachers. The study had a quasi-experimental design with intervention and control groups. Children were recruited from six schools and four social institutions from four regions in North-West Russia from 2010 to 2013. Social skills and externalizing behaviour were assessed with the Social Skills Rating Scale and analyzed by repeated measures ANOVA (GLM. In a pre and post-test assessment, the 30-hour ART programme was associated with a significant increase in social skills when assessed by children’s self-reports. The most reliable effects of the intervention were demonstrated in the two age groups of 6-9 and 10-14 years old. When both pre and post-test were assessed by parents and teachers, children from both the intervention and control groups demonstrated more social skills and less problem behaviour. Overall results point to a significant improvement of social skills among children from the intervention groups, but an improvement in social skills and reduction of problem behaviour have also been indicated among children from the control group. Findings are discussed in view to possible diffusion of treatment from children participating in an intervention to children from control groups.

  6. Teacher Strategies and Interventions for Maltreated Children.

    Science.gov (United States)

    Lowenthal, Barbara

    2001-01-01

    Suggests that teachers use classroom strategies (structure and routine, reasonable rules and limits, using appropriate methods of discipline, other positive behavior management techniques) and socio-emotional interventions (development of friendships, appropriate expressions of emotions, anger control, conflict management, and internal sense of…

  7. Teachers and Children Inquire into Reggio Emilia

    Science.gov (United States)

    Clyde, Jean Anne; Miller, Carol; Sauer, Stacy; Liebert, Karen; Parker, Susan; Runyan, Sarah

    2006-01-01

    "Reggio Emilia" is a remarkable, interdisciplinary inquiry-based approach typically found in preschools. What happens when elementary teachers confined by curricular mandates embrace key features of this learner-centered philosophy? This article provides compelling evidence that when multiple literacies are harnessed in support of inquiry, the…

  8. An Investigation of the Teaching Approach Used by Tutors to Prepare Science and Mathematics Teachers during Training at Morogoro Teachers' College

    Science.gov (United States)

    Mungure, Daudi Mika

    2017-01-01

    This paper investigated the teaching approach used by tutors to prepare science and mathematics teachers during training at Morogoro teachers' college. For six years consecutive the performance of science and mathematics in secondary school has become very poor even though the training colleges produce science and mathematics teachers every year…

  9. Working memory training improves reading processes in typically developing children.

    Science.gov (United States)

    Loosli, Sandra V; Buschkuehl, Martin; Perrig, Walter J; Jaeggi, Susanne M

    2012-01-01

    The goal of this study was to investigate whether a brief cognitive training intervention results in a specific performance increase in the trained task, and whether there are transfer effects to other nontrained measures. A computerized, adaptive working memory intervention was conducted with 9- to 11-year-old typically developing children. The children considerably improved their performance in the trained working memory task. Additionally, compared to a matched control group, the experimental group significantly enhanced their reading performance after training, providing further evidence for shared processes between working memory and reading.

  10. Neurofeedback and cognitive attention training for children with attention-deficit hyperactivity disorder in schools.

    Science.gov (United States)

    Steiner, Naomi J; Frenette, Elizabeth C; Rene, Kirsten M; Brennan, Robert T; Perrin, Ellen C

    2014-01-01

    To evaluate the efficacy of 2 computer attention training systems administered in school for children with attention-deficit hyperactivity disorder (ADHD). Children in second and fourth grade with a diagnosis of ADHD (n = 104) were randomly assigned to neurofeedback (NF) (n = 34), cognitive training (CT) (n = 34), or control (n = 36) conditions. A 2-point growth model assessed change from pre-post intervention on parent reports (Conners 3-Parent [Conners 3-P]; Behavior Rating Inventory of Executive Function [BRIEF] rating scale), teacher reports (Swanson, Kotkin, Agler, M-Flynn and Pelham scale [SKAMP]; Conners 3-Teacher [Conners 3-T]), and systematic classroom observations (Behavioral Observation of Students in Schools [BOSS]). Paired t tests and an analysis of covariance assessed change in medication. Children who received NF showed significant improvement compared with those in the control condition on the Conners 3-P Attention, Executive Functioning and Global Index, on all BRIEF summary indices, and on BOSS motor/verbal off-task behavior. Children who received CT showed no improvement compared to the control condition. Children in the NF condition showed significant improvements compared to those in the CT condition on Conners 3-P Executive Functioning, all BRIEF summary indices, SKAMP Attention, and Conners 3-T Inattention subscales. Stimulant medication dosage in methylphenidate equivalencies significantly increased for children in the CT (8.54 mg) and control (7.05 mg) conditions but not for those in the NF condition (0.29 mg). Neurofeedback made greater improvements in ADHD symptoms compared to both the control and CT conditions. Thus, NF is a promising attention training treatment intervention for children with ADHD.

  11. Interactive Whiteboard Integration in Classrooms: Active Teachers Understanding about Their Training Process

    Science.gov (United States)

    Pujol, Meritxell Cortada; Quintana, Maria Graciela Badilla; Romaní, Jordi Riera

    With the incorporation in education of Information and Communication Technologies (ICT), especially the Interactive Whiteboard (IWB), emerges the need for a proper teacher training process due to adequate the integration and the didactic use of this tool in the classroom. This article discusses the teachers' perception on the training process for ICT integration. Its main aim is to contribute to the unification of minimum criteria for effective ICT implementation in any training process for active teachers. This case study begins from the development of a training model called Eduticom which was putted into practice in 4 schools in Catalonia, Spain. Findings indicated different teachers' needs such as an appropriate infrastructure, a proper management and a flexible training model which essentially addresses methodological and didactic aspects of IWB uses in the classroom.

  12. Pedagogical Practice of Training Teachers in Elementary School and Social Impact

    Directory of Open Access Journals (Sweden)

    Miraida Josefina-Linares

    2016-01-01

    Full Text Available In educational practice of training teachers of elementary school, in Venezuela, it emphasizes meaningful interactions in teaching learning process; which they do not always answer to the demands of reflexive educational practice to make teachers redefine their role, functions and learn training to their students. The objective of this research consists of assessing socio-educative contradictions of pedagogical practice of the training teachers in elementary school and its social impact. As a result of it, the training teachers achieved sensitization for its educative practical ; an organized and qualified plan of Learning Projects; going through three levels of training: low, middle and high, as well as, discreet transformations in way of thinking, feeling, and acting, corresponding with contexts.

  13. The Impact of Training on the Accuracy of Teacher-Completed Direct Behavior Ratings (DBRs)

    Science.gov (United States)

    LeBel, Teresa J.; Kilgus, Stephen P.; Briesch, Amy M.; Chafouleas, Sandra

    2010-01-01

    The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for…

  14. The Needs of Primary English Teachers for an In-Service Teacher Training Program

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    Enisa Mede

    2016-04-01

    Full Text Available The purpose of this study is to investigate the needs of the primary English teachers at a private school about an in-service teacher training program. Under the light of former studies and literature, this study attempts to find out their needs on the predefined concepts namely, adaptation of teaching methods, emphasis on language skills, utilization of technology, classroom environment, instructional practices and material development. The differences between the needs of the participating teachers according to their grade level (K1-4 were examined as well. A sample of 60 primary English teachers working in private schools around different cities in Turkey participated in this study. Data were collected through a triangulated approach, in which questionnaires, semi-structured interviews and teacher diaries were administered to the participating teachers. The findings revealed except for the material development, the primary English teachers are in a high need of a design for an in-service training program on the predefined concepts. Besides, the only difference between the grade levels was in relation to the utilization of technology. These findings will serve as basis for the design of a new in-service teacher training program to meet their needs in the following academic years.Keywords: In-service teacher education, primary English language teachers, teacher needs, program design. İlköğretim Düzeyi İngilizce Öğretmenlerinin Hizmetiçi Eğitim Programlarına İlişkin İhtiyaçlarıÖzBu çalışma, ilköğretim düzeyi İngilizce öğretmenlerinin hizmetiçi eğitim ihtiyaçlarını yönelik ihtiyaçlarını belirlemeyi amaçlamaktadır. Önceden yapılan çalışmaların ışığında, bu çalışma öğretmenlerinin önceden belirlenmiş kavramlar olan öğretim yöntem ve tekniklerinin adaptasyonu, dil becerilerinin vurgulanması, teknolojinin kullanımı, sınıf ortamı, öğretimde uygulamalar ve materyal geliştirme

  15. Trained, generalized, and collateral behavior changes of preschool children receiving gross-motor skills training.

    OpenAIRE

    Kirby, K C; Holborn, S W

    1986-01-01

    Three preschool children participated in a behavioral training program to improve their gross-motor skills. Ten target behaviors were measured in the training setting to assess direct effects of the program. Generalization probes for two gross-motor behaviors, one fine-motor skill, and two social behaviors were conducted in other settings. Results indicated that the training program improved the gross-motor skills trained and that improvements sometimes generalized to other settings. Contrary...

  16. Training to raise staff awareness about safeguarding children.

    Science.gov (United States)

    Fleming, Jane

    2015-04-01

    To improve outcomes for children and young people health organisations are required to train all staff in children's safeguarding. This creates difficulties for large complex organisations where most staff provide services to the adult population. Heart of England NHS Foundation Trust is a large acute and community trust that had difficulties in engaging staff in children's safeguarding training. Compliance rates for clinical staff who were trained in children's safeguarding were low and needed to be addressed. This article sets out why safeguarding training is important for all staff and how the trust achieved staff engagement and improved compliance rates. To evaluate, maintain and develop safeguarding knowledge, understanding, skills, attitude and behaviour further resources are planned to allow access to learning resources in a variety of formats.

  17. A pilot study of the Incredible Years Teacher Training programme and a curriculum unit on social and emotional skills in community pre-schools in Jamaica.

    Science.gov (United States)

    Baker-Henningham, H; Walker, S; Powell, C; Gardner, J Meeks

    2009-09-01

    School-based interventions involving teacher and/or child training have been shown to benefit teacher practices and to prevent conduct problems and improve children's social and emotional competence in developed countries; however, we are aware of no reports from a developing country. We conducted a pilot study of the Incredible Years Teacher Training programme and a curriculum unit on social and emotional skills based on concepts and activities drawn from the Incredible Years Dina Dinosaur Classroom Curriculum to determine if this approach is appropriate for use with Jamaican pre-school teachers and children. Five pre-schools in Kingston, Jamaica were randomly assigned to an intervention (3 pre-schools with 15 classrooms) or control (2 pre-schools with 12 classrooms) condition. Intervention involved seven whole-day teacher workshops using the Incredible Years Teacher Training programme supplemented by 14 child lessons in each class. The project was evaluated through structured observations of four categories of teacher behaviour and four observer ratings: two rating scales of child behaviour and two rating scales of classroom atmosphere. Significant intervention benefits were found to teachers' behaviour with increased positive behaviour [b = 7.9; 95% confidence interval (CI): 3.5, 12.3], reduced negative behaviour (b =-3.5; 95% CI: -6.6, -0.2) and increases in the extent to which teachers promoted children's social and emotional skills (b = 46.4; 95% CI: 11.0, 81.7). The number of teacher commands was not significantly reduced (b =-2.71; 95% CI: -6.01, 0.59). Significant intervention benefits were found to ratings of child behaviour with an increase in children's appropriate behaviour (b = 5.7, 95% CI: 1.0, 10.8) and in children's interest and enthusiasm (b = 7.2, 95% CI: 0.9, 13.5). Intervention also benefited classroom atmosphere with increases in opportunities provided for children to share and help each other (b = 1.3, 95% CI: 0.5, 2.1) and in teacher warmth

  18. Transforming a University "Entomology" Course into an Elementary Pre-service Teachers Training Course

    Directory of Open Access Journals (Sweden)

    Chow-Chin Lu

    2017-06-01

    Full Text Available As elementary school pre-service teachers are required to learn the pedagogical content knowledge of natural field, "Entomology" course offered at the teacher training department was transformed into elementary pre-service teachers’ training course to early cultivate science teachers. This study adopted a mixed method research design. Forty-three pre-service teachers participated in the study and took the "Entomology" teacher training course. The course covers insect concepts, concept map drawing, insect feeding skills, outdoors teaching skills for insect survey, assessment for insect science fairs and designing science lesson plans. Both quantitative data and qualitative data were collected and analyzed to investigate the development of pre-service teachers’ pedagogical content knowledge. The results were as follows: 1 ICTS pre- and post-testing t test results show that pre-service teachers gained more insect cognitive concepts from the Entomology course. 2 In the pre-service teachers’ drawings of conceptual diagrams, the class framework was partially correct, but the conjunctions were accurately presented. 3 Pre-service teachers demonstrated skills of rearing insects, outdoors teaching skills for insect, assessing insect science fairs, and designing science lesson plans. 4 The transformation of the Entomology course into a teacher training course was feasible; however, entomology experimental activities may be added into the curriculum when pre-service teachers assessed insect science fairs.

  19. Awareness in Primary School Teachers regarding Traumatic Dental Injuries in Children and Their Emergency Management: A Survey in South Jaipur.

    Science.gov (United States)

    Nirwan, Mitakshara; Syed, Ather Ahmed; Chaturvedi, Shefali; Goenka, Puneet; Sharma, Swati

    2016-01-01

    Trauma to primary and permanent teeth and their supporting structures is one of the most common dental problems seen in children. The prognosis of traumatized teeth depends on timely attention with prompt and appropriate treatment, which often relies on knowledge of the teachers who may be present at the place of accidents. Thus, the aim of this study was to evaluate via a questionnaire the knowledge level of primary school teachers in South Jaipur regarding dental trauma. Questionnaire survey. A self-designed questionnaire was administered to 300 primary school teachers from 20 randomly selected private and semi-aided schools of South Jaipur. A total of 278 teachers responded to the survey. The collected data were subjected to statistical analysis. It was found that most of the respondents had accepted poor knowledge regarding dental trauma, with a mean knowledge of 10.56 ± 2.58. This study highlighted inadequate knowledge regarding emergency management of traumatic dental injuries, and teachers felt the need for training in the management of dental trauma as part of their training program. How to cite this article: Nirwan M, Syed AA, Chaturvedi S, Goenka P, Sharma S. Awareness in Primary School Teachers regarding Traumatic Dental Injuries in Children and Their Emergency Management: A Survey in South Jaipur. Int J Clin Pediatr Dent 2016;9(1):62-66.

  20. Preparing potential teachers for the transition from employment to teacher training: an evaluative case study of a Maths Enhancement Course

    OpenAIRE

    May, Steve; Gay, Jane; Atkins, Nigel; Marks-Maran, Diane

    2008-01-01

    In response to a UK government drive to improve maths teaching in schools, the South West London Maths Enhancement Course (MEC) has been set up though collaboration between three Higher Education institutions (HEIs) to provide an efficient route for non maths graduates in employment to upgrade their subject knowledge and give a smooth transition into teacher training (PGCE).\\ud \\ud An evaluation of the scheme, measured against Teacher Development Agency (TDA) objectives and success criteria a...

  1. TEACHER TRAINING IN COMMUNITIES OF PRACTICE: THE CASE OF A GROUP OF PRE-SERVICE CHEMISTRY TEACHERS

    OpenAIRE

    Santos, Valéria C.; Arroio, Agnaldo

    2015-01-01

    This work deals with communities of practice and their contribution to pre-service teacher training. A group of eight pre-service chemistry teachers was accompanied during their participation in the PIBID program. Based on their interaction in planning teaching activities, the group was characterized as a community of practice. For this characterization the three dimensions of communities of practice were observed: mutual engagement, joint enterprise and shared repertoire. The results showed ...

  2. Early constipation and toilet training in children with encopresis.

    Science.gov (United States)

    Fishman, Laurie; Rappaport, Leonard; Cousineau, Dominique; Nurko, Samuel

    2002-04-01

    To evaluate the frequency of predisposing factors for encopresis before and during toilet training, comparing children with primary and secondary encopresis. In this retrospective study, questionnaires from the initial evaluation at an encopresis clinic at a tertiary care pediatric hospital were reviewed for the presence or absence of factors in the first 2 years of life, for toilet training practices, and for disruptive events during the training process. Children younger than 48 months or those with organic defecation disorders were excluded. In 411 children with encopresis, the reported frequency of predisposing factors included constipation in 35%, and previous treatment for constipation in 24%. Toilet training was initiated before age 2 years in 26% and after age 3 years in 14%. Interruption of toilet training and punishment were seen more in primary encopresis than in secondary encopresis (50% versus 23%; P encopresis as was fear of the toilet (47% versus 10%; P encopresis, early difficult defecation, previous treatment for constipation, and early initiation of toilet training were less common than expected. Children with primary encopresis did not have an increased incidence of early constipation or invasive treatments compared with those with secondary encopresis. However, children with primary encopresis did have more difficult and disruptive toilet training experiences.

  3. Executive Function Training for Children with Attention Deficit Hyperactivity Disorder

    Directory of Open Access Journals (Sweden)

    Lan Shuai

    2017-01-01

    Conclusions: The EF training program was feasible and acceptable to children with ADHD and parents. Although replication with a larger sample and an active control group are needed, EF training program with multiple EF focus and parent involving in real-life activities could be a potentially promising intervention associated with significant EF (near transfer and ADHD symptoms improvement (far transfer.

  4. AN EXAMPLE FOR PORTFOLIO PREPARATION IN GERMAN TEACHER TRAINING

    Directory of Open Access Journals (Sweden)

    Hüseyin ARAK

    2017-04-01

    Full Text Available In this study we are trying with the help of portfolio in teacher training and the diagnosis of the learning group concerning their skills in translation from German to Turkish, to show the documentation of the learning process. The portfolio provides a good overview about the performance of the students and it also prepares a basis for assessment. A growing self-awareness of students can be achieved through implementing the portfolio-method. The students should collect and reflect the most important materials and practices leading to key terms of the seminar. It is more than an assessment method it is a surrounding of learning. The work with portfolio has an influence on teaching, learning and assessing. As in detail, this is dependent on the aims and other characteristics of the models which take the portfolio work as a basis. The portfolio provides us a big advantage for the support of the cultural reflection. We can observe the process of the growth of knowledge step by step, because the measurement of the development in a determined period allows us either a written work or a Multiple Choice Test. In this sense we can look at the portfolio as an assessment instrument of a process.

  5. NASE Training Courses in Astronomy for Teachers throughout the World

    Science.gov (United States)

    Ros, Rosa M.

    2012-01-01

    Network for Astronomy School Education, NASE, is a project that is organizing courses for teachers throughout the entire world. The main objective of the project is to prepare secondary and primary school teachers in astronomy. Students love to know more about astronomy and teachers have the opportunity to observe the sky that every school has…

  6. Examination of Pre-Service Teacher's Training through Tutoring Approach

    Science.gov (United States)

    Wu, Hsiao-ping; Guerra, Myriam Jimena

    2017-01-01

    Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers? skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on…

  7. The Effects of Personal Divorce Experience on Teacher Perceptions of Children of Divorce.

    Science.gov (United States)

    Green, Virginia P.; Schaefer, Lyn

    1984-01-01

    Determined whether teachers with personal divorce experience differed from other teachers in their opinions on divorce, knowledge about divorce, and feelings about schools' role and responsibility to children of divorce. Those with personal divorce experience were more likely to encourage teacher and school involvement with children of divorce.…

  8. Perceptions of Prospective Pre-School Teachers Regarding Children's Right to Participate in Classroom Activities

    Science.gov (United States)

    Koran, Nihan; Avci, Neslihan

    2017-01-01

    This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher's negative or positive applications regarding children's participation rights were revealed. Furthermore, preschool teachers'…

  9. Alternative Certified Teachers and Children at Risk

    Science.gov (United States)

    Tissington, Laura D.; Grow, Amani

    2007-01-01

    Special education programs that serve at-risk students are facing very real personnel needs that colleges and universities alone cannot meet. Alternative certification programs (ACP) may help meet these needs. Effective university-school district partnership programs that include critical teaching training components may offer an attractive…

  10. PEDAGOGICAL CONDITIONS OF FUTURE TEACHER TRAINING IN THE EFFECTIVE USE OF GEOGRAPHY TEXTBOOK IN THE LESSON

    Directory of Open Access Journals (Sweden)

    Volkhonskaya Anastasiya Andreevna

    2013-05-01

    Full Text Available The article analyzes the problems of professional training of future teachers in the use of geography textbook in their classes. The author identifies the reasons for lack of young teachers’ attention to the textbook and the causes of insufficient training of future geography teachers in the effective use of the textbook in the class. Professional training of future teachers in the effective and proper use of the geography textbook in the class is possible only under certain pedagogical conditions. A specific feature of this work is theoretically sound pedagogical conditions of future teacher training in the effective use of geography textbook in the class, which can form and further develop the students’ readiness for effective use of geography textbook in the lessons.

  11. Drug Abuse Education and the Multiplier Effect: An Experience in Training 109 Teachers

    Science.gov (United States)

    Einstein, Stanley; And Others

    1972-01-01

    The article outlines a plan to train a cadre of teachers extensively in various facets of drug abuse during the summer of 1970 at four federally sponsored programs, or at programs developed in each state. (Author)

  12. The Effectiveness of the Behavioural Training for Preschool Children

    Science.gov (United States)

    Koglin, Ute; Petermann, Franz

    2011-01-01

    This study investigated the short-term effects of behavioural training for preschool children. The goals of this programme were to reduce disruptive behaviour as well as shy and withdrawn behaviour, and to promote social-emotional competencies. In young children, insufficient emotional competencies and difficulties concerning adequate conflict…

  13. Training Phoneme Blending Skills in Children with Down Syndrome

    Science.gov (United States)

    Burgoyne, Kelly; Duff, Fiona; Snowling, Maggie; Buckley, Sue; Hulme, Charles

    2013-01-01

    This article reports the evaluation of a 6-week programme of teaching designed to support the development of phoneme blending skills in children with Down syndrome (DS). Teaching assistants (TAs) were trained to deliver the intervention to individual children in daily 10-15-minute sessions, within a broader context of reading and language…

  14. Formation of professional competence of the future teachers of physical training by methods of pedagogical situations.

    Directory of Open Access Journals (Sweden)

    Chernyakov V.V.

    2011-02-01

    Full Text Available The model of usage of pedagogical situations during professional training of the future teachers of physical training is shown. In creation of model is used practical experience of usage of pedagogical situations during teaching and educational process at faculty of physical training. Efficiency of application of pedagogical situations during formation of professional competence of the future teachers of physical training is proved. The main element of the technology of forming professional competence was research and problem-educational tasks that stimulate students' activity.

  15. The Correlation Between Parenting Parents' and Students' Motivation in Learning English on 4rd Semester at the Faculty of Teacher Training and Education (Fkip) University Batanghari Jambi Academic Year 2016/2017

    OpenAIRE

    dewi, kartika

    2017-01-01

    Parenting parents is very important for children to provide encouragement or motivation in learning. With parenting a good influence for children, although many types of parenting applied parents' of children dependent parents' upbringing is applied parents to children.. The purpose in this research want to know whether there is any correlation between Parenting Parents' and Students Motivation in learning English on43rd Semester at the Faculty of Teacher Training and Education (FKIP) Univers...

  16. Maintaining Parental Involvement in Their Children's Education: Examining Parent and Teacher Perceptions

    Science.gov (United States)

    Gilbert, Ailia S.

    2017-01-01

    The purpose of this study was to examine the perceptions of teachers and parents and factors that developed and maintained parental involvement among middle and high school parents. The research included eight teachers (four middle school teachers and four high school teachers) and eight parents (four whose children were in middle school and four…

  17. Identifying Canadian Teacher Candidates' Needs for Training in the Use of Inclusive Classroom Assessment

    Science.gov (United States)

    Lin, Pei-Ying; Lin, Yu-Cheng

    2015-01-01

    To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model,…

  18. Transforming Foreign Language Grammar Classes through Teacher Training: An Experience from Nepal

    Science.gov (United States)

    Poudel, Kamal Kumar

    2018-01-01

    In Nepal, unlike elsewhere, local studies have almost continually suggested that there has not been adequate reflection of the teacher training output in the real classroom situation. English teachers commonly blame on the unfavourable environment as the main obstacle to the successful classroom application of their knowledge and skills needed for…

  19. Impact of in-service education and training programmes on teachers ...

    African Journals Online (AJOL)

    Up to 80% of the teachers have participated in three or less INSET activities but only 10% of them said they engaged in activities that involved teaching reading methods in Social Studies. The paper therefore argues that in-service education and training programmes organized did little in exposing teachers to skills required ...

  20. Clinical teachers' views on how teaching teams deliver and manage residency training

    NARCIS (Netherlands)

    Slootweg, Irene; Lombarts, Kiki; van der Vleuten, Cees; Mann, Karen; Jacobs, Johanna; Scherpbier, Albert

    2013-01-01

    Residents learn by working in a multidisciplinary context, in different locations, with many clinical teachers. Although clinical teachers are collectively responsible for residency training, little is known about the way teaching teams function. We conducted a qualitative study to explore clinical

  1. Clinical teachers' views on how teaching teams deliver and manage residency training

    NARCIS (Netherlands)

    Slootweg, I.; Lombarts, K.; Vleuten, C.P.M. van der; Mann, K.; Jacobs, J.; Scherpbier, A.

    2013-01-01

    Background: Residents learn by working in a multidisciplinary context, in different locations, with many clinical teachers. Although clinical teachers are collectively responsible for residency training, little is known about the way teaching teams function. Aim: We conducted a qualitative study to

  2. Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills

    Science.gov (United States)

    Jackson, Cliff; Simoncini, Kym; Davidson, Mark

    2013-01-01

    Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

  3. Effectiveness of design: training university teachers through integration of theory and practice

    DEFF Research Database (Denmark)

    Rump, Camilla Østerberg; Christiansen, Frederik V; Evans, Robert Harry

    sustainable improvement in student learning outcomes, such courses must be designed in a way which results in a conceptual change in the participant teachers’ conception of teaching, from a teacher focused to a student focused conception. It has been shown, that on the average, teacher training...

  4. Training for a profession as a vocational teacher: The transition from the course to the workplace

    DEFF Research Database (Denmark)

    Duch, Henriette

    2018-01-01

    . The case presented here is four vocational colleges where the teachers attend a teacher training course. The study is based on documentary analyses, focus group interviews and observations. Using Evetts’ concept of professionalism, the analyses show different logics at vocational colleges. Managers...

  5. A Systematic, Inquiry-Based 7-Step Virtual Worlds Teacher Training

    Science.gov (United States)

    Nussli, Natalie Christina; Oh, Kevin

    2015-01-01

    Eighteen special education teachers explored one prominent example of three-dimensional virtual worlds, namely Second Life. This study aimed to (a) determine their perception of the effectiveness of a systematic 7-Step Virtual Worlds Teacher Training workshop in terms of enabling them to make informed decisions about the usability of virtual…

  6. Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response

    Science.gov (United States)

    US Agency for International Development, 2009

    2009-01-01

    The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Teachers can play a central role in violence prevention, and they can also help…

  7. The Effect of Training with TQM on the Perceptions of Teachers about the Quality of Schools

    Science.gov (United States)

    Altunay, Esen

    2016-01-01

    The purpose of this research is to explore the effect of training with total quality management (TQM) on the perceptions of teachers. In this research was used experimental model. The study group of the research consisted of teachers working in the schools of Education Ministry. The questionnaire was used as a data collection tool. Finally, it was…

  8. Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

    NARCIS (Netherlands)

    Velthuis, C.H.; Fisser, Petra; Pieters, Julius Marie

    2014-01-01

    This study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive

  9. Decentralising Curriculum Reform: The Link Teacher Model of In-Service Training.

    Science.gov (United States)

    Wildy, Helen; And Others

    1996-01-01

    Presents a (Western Australian) case study of the link teacher model, a decentralized, "train the trainer" approach to inservice education. Discusses the model's perceived effectiveness, the link teachers' role, central authority support, and new experimentation opportunities. Combining centralized syllabus change with decentralized…

  10. Being a Mentor: Novice Teachers' Mentors' Conceptions of Mentoring Prior to Training

    Science.gov (United States)

    Schatz-Oppenheimer, Orna

    2017-01-01

    This study deals with novice teachers' mentors' conceptions of mentoring prior to their mentoring training. In Israel, all novice teachers have to be supported and assessed by a mentor during their first year of teaching. The aim of this study was to elicit from prospective mentors their own conception of professional mentoring, as a basis for…

  11. Educational Reform in Japan towards Inclusion: Are We Training Teachers for Success?

    Science.gov (United States)

    Forlin, Chris; Kawai, Norimune; Higuchi, Satoshi

    2015-01-01

    Within a tradition of a dual regular and special education system in Japan, the Government is promoting education reform that encourages an inclusive approach to education. This research investigates whether teachers are being trained for successful inclusion in Japan by reviewing the perceptions of all pre-service teachers in one university…

  12. Simple webs of natural environment theme as a result of sharing in science teacher training

    Science.gov (United States)

    Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

    2018-03-01

    Thematic learning is one type of integrated science (Biology, Physics, Chemistry and Earth Science) in Science Education. This study is concerning about simple webs of natural environment theme in science learning, as one of training material in science teacher training program. Making simple web is a goal of first step in teacher training program. Every group explain their web illustration to other group. Twenty Junior High School science teacher above one education foundation participate in science teacher training program. In order to gather simple webs, sharing method was used in this first step of science teacher training. The result of this study is five different simple web of natural environment themes. These webs represent science learning in class VII/Semester I, class VII/Semester II, Class VIII, Class IX/Semester I, Class IX/Semester II based on basic competency in National Curriculum 2013. Each group discussed web of natural environment theme based on their learning experience in real class which basic competency and subject matters are linked with natural environment theme. As a conclusion, simple webs are potential to develop in the next step of science teacher training program and to be implemented in real class.

  13. Attention Deficit Disorder (ADHD): Primary school teachers ...

    African Journals Online (AJOL)

    Hennie

    The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years) of children enrolled in ... education reforms would be the training of teachers in classroom management. ..... Assistive technology.

  14. Implementing Geographical Key Concepts: Design of a Symbiotic Teacher Training Course Based on Empirical and Theoretical Evidence

    Science.gov (United States)

    Fögele, Janis; Mehren, Rainer

    2015-01-01

    A central desideratum for the professionalization of qualified teachers is an improved practice of further teacher education. The present work constitutes a course of in-service training, which is built upon both a review of empirical findings concerning the efficacy of in-service training courses for teachers and theoretical assumptions about the…

  15. SELF-EFFICACY OF FORMALLY AND NON-FORMALLY TRAINED PUBLIC SECTOR TEACHERS

    Directory of Open Access Journals (Sweden)

    Muhammad Nadeem ANWAR

    2009-07-01

    Full Text Available The main objective of the study was to compare the formally and non-formally trained in-service public sector teachers’ Self-efficacy. Five hypotheses were developed describing no difference in the self-efficacy of formally and non-formally trained teachers to influence decision making, influence school resources, instructional self-efficacy, disciplinary self-efficacy and create positive school climate. Teacher Efficacy Instrument (TSES developed by Bandura (2001 consisting of thirty 9-point items was used in the study. 342 formally trained and 255 non-formally trained respondents’ questionnaires were received out of 1500 mailed. The analysis of data revealed that the formally trained public sector teachers are high in their self-efficacy on all the five categories: to influence decision making, to influence school resources, instructional self-efficacy, disciplinary self-efficacy and self-efficacy to create positive school climate.

  16. Supporting teachers and children in schools: the effectiveness and cost-effectiveness of the Incredible Years teacher classroom management programme in primary school children: a cluster randomised controlled trial, with parallel economic and process evaluations.

    Science.gov (United States)

    Ford, Tamsin; Edwards, Vanessa; Sharkey, Siobhan; Ukoumunne, Obioha C; Byford, Sarah; Norwich, Brahm; Logan, Stuart

    2012-08-30

    Childhood antisocial behaviour has high immediate and long-term costs for society and the individual, particularly in relation to mental health and behaviours that jeopardise health. Managing challenging behaviour is a commonly reported source of stress and burn out among teachers, ultimately resulting in a substantial number leaving the profession. Interventions to improve parenting do not transfer easily to classroom-based problems and the most vulnerable parents may not be easily able to access them. Honing teachers' skills in proactive behaviour management and the promotion of socio-emotional regulation, therefore, has the potential to improve both child and teacher mental health and well-being and the advantage that it might potentially benefit all the children subsequently taught by any teacher that accesses the training. Cluster randomised controlled trial (RCT) of the Incredible Years teacher classroom management (TCM) course with combined economic and process evaluations.One teacher of children aged 4-9 years, from 80 schools in the South West Peninsula will be randomised to attend the TCM (intervention arm) or to "teach as normal" (control arm). The primary outcome measure will be the total difficulties score from the Strengths and Difficulties Questionnaire (SDQ) completed by the current class teachers prior to randomisation, and at 9, 18 and 30 months follow-up, supplemented by parent SDQs. Secondary measures include academic attainment (teacher report supplemented by direct measurement in a sub-sample), children's enjoyment of school, and teacher reports of their professional self-efficacy, and levels of burn out and stress, supplemented by structured observations of teachers classroom management skills in a subsample. Cost data for the economic evaluation will be based on parental reports of services accessed. Cost-effectiveness, using the SDQ as the measure of effect, will be examined over the period of the RCT and over the longer term using decision

  17. Cognitive training for children with ADHD: Individual differences in training and transfer gains

    NARCIS (Netherlands)

    van der Donk, M.L.A.

    2016-01-01

    The aim of this dissertation was to determine the efficacy of cognitive training for school-aged children with Attention-Deficit/Hyperactivity Disorder. We were mainly interested in whether the effects of training would generalize to functioning in everyday life, especially in terms of classroom

  18. Training and Transfer Effects of Response Inhibition Training in Children and Adults

    Science.gov (United States)

    Zhao, Xin; Chen, Ling; Maes, Joseph H. R.

    2018-01-01

    Response inhibition is crucial for mental and physical health but studies assessing the trainability of this type of inhibition are rare. Thirty-nine children aged 10-12 years and 46 adults aged 18-24 years were assigned to an adaptive go/no-go inhibition training condition or an active control condition. Transfer of training effects to…

  19. Auditory Training for Children with Processing Disorders.

    Science.gov (United States)

    Katz, Jack; Cohen, Carolyn F.

    1985-01-01

    The article provides an overview of central auditory processing (CAP) dysfunction and reviews research on approaches to improve perceptual skills; to provide discrimination training for communicative and reading disorders; to increase memory and analysis skills and dichotic listening; to provide speech-in-noise training; and to amplify speech as…

  20. Auditory Training Effects on the Listening Skills of Children With Auditory Processing Disorder.

    Science.gov (United States)

    Loo, Jenny Hooi Yin; Rosen, Stuart; Bamiou, Doris-Eva

    2016-01-01

    Children with auditory processing disorder (APD) typically present with "listening difficulties,"' including problems understanding speech in noisy environments. The authors examined, in a group of such children, whether a 12-week computer-based auditory training program with speech material improved the perception of speech-in-noise test performance, and functional listening skills as assessed by parental and teacher listening and communication questionnaires. The authors hypothesized that after the intervention, (1) trained children would show greater improvements in speech-in-noise perception than untrained controls; (2) this improvement would correlate with improvements in observer-rated behaviors; and (3) the improvement would be maintained for at least 3 months after the end of training. This was a prospective randomized controlled trial of 39 children with normal nonverbal intelligence, ages 7 to 11 years, all diagnosed with APD. This diagnosis required a normal pure-tone audiogram and deficits in at least two clinical auditory processing tests. The APD children were randomly assigned to (1) a control group that received only the current standard treatment for children diagnosed with APD, employing various listening/educational strategies at school (N = 19); or (2) an intervention group that undertook a 3-month 5-day/week computer-based auditory training program at home, consisting of a wide variety of speech-based listening tasks with competing sounds, in addition to the current standard treatment. All 39 children were assessed for language and cognitive skills at baseline and on three outcome measures at baseline and immediate postintervention. Outcome measures were repeated 3 months postintervention in the intervention group only, to assess the sustainability of treatment effects. The outcome measures were (1) the mean speech reception threshold obtained from the four subtests of the listening in specialized noise test that assesses sentence perception in

  1. Task-related interactions between kindergarten children and their teachers: the role of emotional security.

    NARCIS (Netherlands)

    Thijs, J.T.; Koomen, H.M.Y.

    2008-01-01

    This study examined the emotional security of kindergarten children in dyadic task-related interactions with their teachers. In particular, it examined the interrelations between security, task behaviours (persistence and independence), social inhibition, and teachers' support. Participants were 79

  2. Needs of psychopedagogical training for the care of children with chronic disease: perceptions of hospital nursing

    Directory of Open Access Journals (Sweden)

    Maria Rosa Rosselló

    2015-02-01

    Full Text Available OBJECTIVE To identify the psychopedagogical training needs of the pediatric nurses in the largest public hospital of the Balearic Islands, Spain. METHOD This study was developed with a quantitative and qualitative design, where 78 nurses (97.5% of the service answered a questionnaire, and 15 participated in interviews that were analyzed via content analysis. RESULTS The quantitative results show gaps in the knowledge and psychopedagogical skills of the staff. These aspects could facilitate the development of tasks tailored to the personality and the psychoevolutional time of children with chronic diseases, as well as to the emotional state of families. The qualitative data was organized into four categories: family support; hospital and education; psychopedagogical training and difficulties in practice. The little communication between nurses and teachers is evident. CONCLUSION The data reinforces the need to implement training strategies and interdisciplinary work among health professionals, educators and families.

  3. The Role of Parenting Styles and Teacher Interactional Styles in Children's Reading and Spelling Development

    Science.gov (United States)

    Kiuru, Noona; Aunola, Kaisa; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Viljaranta, Jaana; Lyyra, Anna-Liisa; Leskinen, Esko; Tolvanen, Asko; Nurmi, Jari-Erik

    2012-01-01

    This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers ("N" = 123). Children's risk for reading disabilities and reader status were assessed in…

  4. Exploring Teachers' Depressive Symptoms, Interaction Quality, and Children's Social-Emotional Development in Head Start

    Science.gov (United States)

    Roberts, Amy; LoCasale-Crouch, Jennifer; Hamre, Bridget; DeCoster, Jamie

    2016-01-01

    Research Findings: This study explored the role Head Start teachers' (n = 355) depressive symptoms play in their interactions with children and in children's (n = 2,203) social-emotional development, specifically changes in children's problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the…

  5. Teachers' Ability and Help Attributions and Children's Math Performance and Task Persistence

    Science.gov (United States)

    Tõeväli, Paula-Karoliina; Kikas, Eve

    2016-01-01

    The present longitudinal study examined the reciprocal relationships between teachers' causal attributions and children's math performance and task persistence. In total, 760 elementary school children and their teachers participated in this study. The children were tested in math twice, at the end of the second and third grades. At both time…

  6. Reciprocal Relations between Student-Teacher Conflict, Children's Social Skills and Externalizing Behavior

    Science.gov (United States)

    Skalická, Vera; Stenseng, Frode; Wichstrøm, Lars

    2015-01-01

    Research suggests that the relation between student-teacher conflict and children's externalizing behavior might be reciprocal, and possibly also between student-teacher conflict and children's social skills. Because children with externalizing behavior also tend to display low levels of social skills, we do not know if one or both of these…

  7. Creating Spaces for Children's Agency: "I Wonder…" Formulations in Teacher-Child Interactions

    Science.gov (United States)

    Houen, Sandy; Danby, Susan; Farrell, Ann; Thorpe, Karen

    2016-01-01

    Affording children's agency is an important pedagogical underpinning of a high-quality early childhood program. Yet little is known about how teachers' interactions create spaces for children's agency. From the perspectives of ethnomethodology and conversation analysis, this paper investigates how teachers and children navigate agency through…

  8. The Role of Children's Adaptability in Classrooms Characterized by Low or High Teacher Emotional Support Consistency

    Science.gov (United States)

    Brock, Laura L.; Curby, Timothy W.

    2016-01-01

    Teachers' social interactions with children are a salient aspect of the classroom environment. An emerging line of research suggests teachers' emotional support consistency is an important predictor of children's academic and social outcomes. Yet individual differences determine the contribution of classroom affordances to children's adjustment.…

  9. Training Teachers for the Knowledge Society: Social Media in Science Education

    Directory of Open Access Journals (Sweden)

    Dana Crăciun

    2016-01-01

    Full Text Available Internet and social media (SM have revolutionized the way scientific information is disseminated within our society. Nowadays professional and/or social networks are increasingly used for learning and informal science education successfully supplements the formal one at alleducational levels. Students become addicted to technology from an early age and consistently use SM for communication purposes and personal image. In this context, it is reasonable to assume that the use of Web 2.0 and SM can be successfully integrated in formal science education. This integration, however, depends mainly on how teachers design the learning activities using Web 2.0 and SM, on their digital skills and expertise, on their attitude towards using SM to communicate for personal and professional purposes and to obtain educational benefits. In this study we start from the premise that a positive attitude of future science teachers towards ICT integration and theirwillingness to use SM in their educational communication can be formed in the initial teacher training program, being a crucial factor for the effective use of such tools in education in the future. We detail two activities and analyze them from the SM and Web 2.0 integration perspectives. The first activity is an extracurricular one in which students had to create a digital story and present it to secondary school children in class. The second activity is a curricular one aimed to promote a project-based learning and based on making a comic about an optical phenomenon taught in secondary school. We present and discuss these activities to emphasize how the skills that targetscience teaching using ICT and SM can be developed.

  10. Initial Teacher Training: South Asian Approaches. Quality in Basic Education: Professional Development of Teachers. Papers Prepared for a South Asian Colloquium on Teacher Training in Bangladesh, India, Pakistan, and Sri Lanka (Colombo, Sri Lanka, April 1992).

    Science.gov (United States)

    Commonwealth Secretariat, London (England).

    This publication is one of two prepared for a South Asian Colloquium on issues related to teacher training in Bangladesh, India, Pakistan, and Sri Lanka. The papers in this volume focus on innovations and alternative strategies designed to improve quality in teacher education at preservice phase. The publication is in five sections. The first four…

  11. DIGITAL NARRATIVES IN FUTURE UKRAINIAN LANGUAGE AND LITERATURE TEACHERS TRAINING

    Directory of Open Access Journals (Sweden)

    Olena Semenoh

    2017-04-01

    Full Text Available In the article on the basis of analyzing theoretical sources and practical experience some scientists’ works are disclosed, which deal with using and designing digital narratives in future Ukrainian language and literature teachers’ training, to develop a personality’s information and digital competence. It is reported that the themes, which are focused on postgraduate students’ acquainting with digital technologies of studying linguistic subjects at university, in specialized classes in secondary school, and a new type of educational institutions, should be introduced into language and methodological training. The author emphasizes on the relevance and importance of using digital narratives for democratization and humanization, the inspiration of the educational process. Narratives (stories in literary works, letters, confessions, biographies, diaries, comments, portrait sketches, pedagogical aphorisms, scripts, summaries of lessons with notes in the margins and others, biographical and pedagogical narratives provide information about the events, situations, taking into account individual reflexed experience of outstanding teachers. If students have an opportunity to develop skills of making narratives, they will gradually get communicative competences and feeling of confidence in their own ability that are necessary in the life. The works by M. Leshchenko and L. Tymchuk that are devoted to studying biography narratives are overviewed. The author suggests her own works of studying biography narratives of outstanding personalities (O. Zakharenko, I. Ziaziun, N. Voloshyna, L. Matsko and others. Digital narrative is characterized as a dynamic means of sending information messages in which a word, an image and sound are expressed in a joint digital code; as multimedia project that combines text, a picture, audio and video files in a short video clip. It is spoken in detail that digital narratives that are used or made together with students

  12. Children's Participation in Slovene Preschools: The Teachers' Viewpoints and Practice

    Science.gov (United States)

    Zorec, Marcela Batistic

    2015-01-01

    This article presents part of the research performed in a project from 2008 to 2013, regarding the introduction of the Reggio Emilia approach to Slovene preschool educators. The study's aim was to recognize the possible influence of the training--from 2009 to 2011--in this project on educators' viewpoints and the promotion of children's…

  13. Pedagogical and conflict situations of teacher of physical training

    Directory of Open Access Journals (Sweden)

    Pechko O.M.

    2011-02-01

    Full Text Available The article reveals the essence of pedagogical and conflict situations between teacher and student. Considered ways of solving and preventing pedagogical and conflict situations in school. Principal reasons of conflict situations are selected, situations of activity, conduct and relations. The receptions of influence of teacher of physical culture are separated on personality of schoolchildren. It is well-proven that the profession of teacher of physical culture supposes possibility of conflict situations.

  14. Parent training for young Norwegian children with ODD and CD problems: predictors and mediators of treatment outcome.

    Science.gov (United States)

    Fossum, Sturla; Mørch, Willy-Tore; Handegård, Bjørn H; Drugli, May B; Larsson, Bo

    2009-04-01

    Participants were 121 children, aged 4-8 years referred for conduct problems, and their mothers. A parent training intervention was implemented in two outpatient clinics in Norway. Treatment responders were defined as children scoring below a cut-off on the Eyberg Child Behavior Inventory, a score below an optimal cut-off for children in day-care and school as reported by teachers, in addition to a 30% reduction or greater in observed negative parenting. Self-reported parenting practices were explored as potential mediators. The results of logistic regression analyses showed that high levels of maternal stress, clinical levels of ADHD, and being a girl predicted a poorer outcome in conduct problems at home, while pretreatment clinical levels of ADHD predicted a poorer outcome as perceived by the teachers. Harsh and inconsistent parental disciplining emerged as significant partial mediators of changes in conduct problems, highlighting the importance of altering parenting practices to modify young children's conduct problems.

  15. Implementing HIV/AIDS education: impact of teachers' training on HIV/AIDS education in Bangladesh.

    Science.gov (United States)

    Sarma, Haribondhu; Oliveras, Elizabeth

    2013-03-01

    School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. Based on exposure to teachers' training, the districts were divided into control and intervention areas and the teachers' ability, skill, and their participation in HIV/AIDS education were compared between the districts. Trained teachers in the intervention schools were more likely to participate, less likely to face difficulties, and more likely to use interactive teaching methods in HIV/ AIDS classes compared to the controls who did not receive any training. Inadequate allocation of time for conducting the HIV/AIDS class was found to be barriers to HIV/AIDS education that suggest the need to provide teachers with more support in terms of training and logistics.

  16. An Experiential Study of Elementary Teachers with the Storytelling Process: Interdisciplinary Benefits Associated with Teacher Training and Classroom Integration

    Science.gov (United States)

    Groce, Robin D.

    2004-01-01

    The purpose of this manuscript is to describe how elementary teachers used their experiences in a storytelling inservice training to teach lessons in language arts, science, social studies, and bilingual education. Qualitative research methods were used in simultaneously collecting and analyzing data. Storytelling was found to be a valuable tool…

  17. Teachers' Perceptions of the Learning Environment and Their Knowledge Base in a Training Program for Novice University Teachers

    Science.gov (United States)

    Johannes, Christine; Fendler, Jan; Seidel, Tina

    2013-01-01

    Despite the complexity of teaching, learning to teach in universities is often "learning by doing". To provide novice university teachers with pedagogic teaching knowledge and to help them develop specific teaching objectives, we created a structured, video-based, one-year training program. In focusing on the core features of…

  18. Goals for Mathematical Education of Elementary School Teachers: A Report of the Cambridge Conference on Teacher Training.

    Science.gov (United States)

    Education Development Center, Inc., Newton, MA.

    This report is intended to provide attention to issues that the Cambridge Conference feels are related to the mathematical training of elementary school teachers. The document is divided into three parts. Part I, titled "The Problems and Proposals Towards the Solution," contains the following chapters: (1) Introduction to the Report; (2)…

  19. PERSPECTIVES OF TEACHER TRAINING AND INITIAL LITERACY IMPLIED IN EDUCATIONAL PROGRAMS OF THE NORMAL SCHOOLS OF MEXICO

    Directory of Open Access Journals (Sweden)

    Efrén Viramontes Anaya

    2013-09-01

    Full Text Available Introduction. The stage or phase of this research project is intended to perform an analysis of approaches for teacher ́s training and early literacy of current language programs in Mexico ́s teacher education. The central con-tent of the document contains the analysis of approaches of teachers ́ trai-ning and initial literacy that lie behind educational programs. The theoretical approach is supported by Pérez Gómez (1996 and in the field of literacy in Ferreiro and Teberobsky (2007 and Lerner (2001. The research methodology is projected into the reconstructive critical pa-radigm as a diagnostic part of a future participative action research that will be conducted in two remaining stages. The perspective of analysis is established by the methodological contributions of Habermas (2008, in the hermeneutic reconstruction of implicit in the analyzed documents approaches. The results and discussion of them that provide lines of analysis of educa-tional programs, the relationship between theory and practice in curriculum approaches and a proposal of teachers profile requirements of language courses for teaching training as well as suggestions for future restructuring of curricula for teacher ́s colleges. In the conclusion, it is established that the perspective and the teacher training approach identified in the curriculum of Primary Education Degree (1997 and 2012 Preschool Education Degree (1999 and 2012 is mainly a model technical decision-making. This explains that the formative processes in teaching students of Tea-chers colleges , there is a tendency to engage in activities that are based on the theory, performing analytical processes that lead to understand the di-dactical principles of approaches for teaching reading instruction and writing, which will be applied in decision-making processes in situ of teaching practi-ce. Initial literacy approaches identified in the curriculum of Elementary and Preschool Degrees 1997 and 1999 plans

  20. A Study on Teacher Training to Incorporate Gamification in Class Design--Program Development and Implementation in a Teacher Training Course

    Science.gov (United States)

    Shiota, Shingo; Abe, Manabu

    2015-01-01

    Having classes with "fun" incorporated into their design is crucial for learners. Students can learn from classes that combine learning with fun. In this study, we developed a program for university students in a teacher training course that aimed to teach ways of incorporating gamification into class design. [For the complete…

  1. DEVELOPMENT OF COORDINATION ABILITIES OF FUTURE TEACHERS OF PHYSICAL TRAINING IN THE TRAINING PROCESS

    Directory of Open Access Journals (Sweden)

    Aleksandr Nikolaevich Shutov

    2015-02-01

    Full Text Available The article presents the results of implementing the methods of development coordination abilities in students of different sports specializations, students at the Faculty of Physical Education in the process of training in gymnastics. In the content of the classes includes a range of applied exercises with rotation in different planes of space, as a support, and the unsupported position, as well as their implementation in different directions of motion.The purpose - to improve the methods of development of coordination abilities of future teachers of physical culture in the process of training.Methodology development of coordination abilities based on the use of compound exercises with rotation in different planes of the space in the support and unsupported posture.Results. As a result of the development of methods of coordination abilities of the students showed a significant gain significant results when performing jumps with rotation (p <0.05. Significant increase was seen in the results of the students involved in wrestling, the results of which have reached the indicators close to the values typical for students specializing in gymnastics.The average value of the expert evaluation of the motor action from the arsenal of acrobatics and exercises on the equipment the students of the experimental group was 4.7 and 4.6 points, while the traditional method for dealing with this figure is 3.4 and 3.1 point, respectively (p < 0.05.Practical implications. Technique can be used as part of training students of physical culture of pedagogical universities.

  2. Selecting, training and assessing new general practice community teachers in UK medical schools.

    Science.gov (United States)

    Hydes, Ciaran; Ajjawi, Rola

    2015-09-01

    Standards for undergraduate medical education in the UK, published in Tomorrow's Doctors, include the criterion 'everyone involved in educating medical students will be appropriately selected, trained, supported and appraised'. To establish how new general practice (GP) community teachers of medical students are selected, initially trained and assessed by UK medical schools and establish the extent to which Tomorrow's Doctors standards are being met. A mixed-methods study with questionnaire data collected from 24 lead GPs at UK medical schools, 23 new GP teachers from two medical schools plus a semi-structured telephone interview with two GP leads. Quantitative data were analysed descriptively and qualitative data were analysed informed by framework analysis. GP teachers' selection is non-standardised. One hundred per cent of GP leads provide initial training courses for new GP teachers; 50% are mandatory. The content and length of courses varies. All GP leads use student feedback to assess teaching, but other required methods (peer review and patient feedback) are not universally used. To meet General Medical Council standards, medical schools need to include equality and diversity in initial training and use more than one method to assess new GP teachers. Wider debate about the selection, training and assessment of new GP teachers is needed to agree minimum standards.

  3. Activity Approach and Practice-oriented Primary Teacher Training, Experience of the Siberian Federal University

    Directory of Open Access Journals (Sweden)

    Smolyaninova O.G.

    2015-11-01

    Full Text Available Current issue was done under the Federal Target Education Development Program from 2011 to 2015, with the aim of networking development in vocational secondary education for teacher training based on new modules of applied bachelor programs focused on strengthening the practical orientation of future teacher training. This is considered as a basis of improvement of the federal higher educational standards, the development of new basic exemplary educational programs and finding new ways of educational outcomes assess according to the teacher professional standard. The authors believe that the successful activity in this area will improve the quality of primary school teachers training and will reduce the shortage of personnel in primary education and in secondary vocational education in Russia and Krasnoyarsk Territory in particular.

  4. Teacher training in the formation of the higher education system in the state of Bahia, Brazil

    Directory of Open Access Journals (Sweden)

    Daisi Teresinha Chapani

    2012-05-01

    Full Text Available The higher education system in the state of Bahia, Brazil, comprises four universities offering, altogether, several undergraduation and graduation courses, in a number of areas. The system configuration is around 20 years old, but the colleges which gave rise to it were structured back in the late sixties. The aim of this study is to highlight the teacher training role in the system formation. Also, it is presented a discussion on the possibilities and limitations originated from the teacher training colleges in the higher education democratization process. The conclusion is that, although the teacher training courses have been the driving force of the higher education system in Bahia for more than 40 years, the number of vacancies offered by the course is not sufficient to equate the historical problem regarding the lack of titled teachers in the state.

  5. Working-memory training improves developmental dyslexia in Chinese children

    Institute of Scientific and Technical Information of China (English)

    Yan Luo; Jing Wang; Hanrong Wu; Dongmei Zhu; Yu Zhang

    2013-01-01

    Although plasticity in the neural system underlies working memory, and working memory can be improved by training, there is thus far no evidence that children with developmental dyslexia can were recruited from an elementary school in Wuhan, China. They received working-memory training, including training in visuospatial memory, verbal memory, and central executive tasks. The difficulty of the tasks was adjusted based on the performance of each subject, and the training sessions lasted 40 minutes per day, for 5 weeks. The results showed that working-memory training significantly enhanced performance on the nontrained working memory tasks such as the visuospatial, the verbal domains, and central executive tasks in children with developmental dyslexia. More importantly, the visual rhyming task and reading fluency task were also significantly improved by training. Progress on working memory measures was related to changes in reading skills. These experimental findings indicate that working memory is a pivotal factor in reading development among children with developmental dyslexia, and interventions to improve working memory may help dyslexic children to become more proficient in reading.

  6. In-Service Training of Chemistry Teachers: The Use of Multimedia in Teaching Chemistry

    Science.gov (United States)

    Ferreira, Celeste; Baptista, Monica; Arroio, Agnaldo

    2013-01-01

    Information and Communication Technology has allowed the use of several types of visualizations, especially multimedia environments in science teaching. The aim was to investigate how in-service teachers enrolled in a training course understand the nature and the role of visualizations in science teaching as well as the impact of this training on…

  7. The CPD Needs of Mentors in Post-Compulsory Initial Teacher Training in England

    Science.gov (United States)

    Ingleby, Ewan; Hunt, John

    2008-01-01

    This paper discusses the compulsory professional development (CPD) needs of mentors within post-compulsory Initial Teacher Training (ITT) provision in England. The discussion applies the ideas of Weber, Foucault, Habermas and Bourdieu in interpreting the implications for post-compulsory ITT mentor CPD training. The paper's primary and secondary…

  8. Challenges and Strategies of Working with Learners with Low Vision: Implications for Teacher Training

    Science.gov (United States)

    Yalo, J. A.; Indoshi, F. C.; Agak, J. O.

    2012-01-01

    Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this…

  9. Effects of Training and Feedback on Teachers' Use of Classroom Preventive Practices

    Science.gov (United States)

    Artman-Meeker, Kathleen M.; Hemmeter, Mary Louise

    2013-01-01

    This study examined the effects of in-service training with performance feedback on preschool teachers' use of classroom preventive practices. Three practices designed to prevent challenging behavior were selected: transition preparations, rule reminders, and social-emotional teaching strategies. Following a brief training on each practice,…

  10. Ubuntu-Inspired Training of Adult Literacy Teachers as a Route to Generating "Community" Enterprises

    Science.gov (United States)

    Quan-Baffour, Kofi P.; Romm, Norma R. A.

    2014-01-01

    This article describes experiences of an adult educator (Kofi Quan-Baffour) at the University of South Africa, 1995 to 2009, teaching tutorial classes to train teachers who, in turn, would offer adult literacy classes/sessions (in relation to adult basic education and training [ABET] policies initiated post-1994). The article aims to make a…

  11. Asclepius or Hippocrates? Differing Interpretations of Post-Compulsory Initial Teacher Training Mentoring

    Science.gov (United States)

    Ingleby, Ewan

    2011-01-01

    This article discusses qualitative research findings on mentoring within PCET ITT (post-compulsory education and training initial teacher training). The article complements the findings of Tedder and Lawy (2009) and Ingleby (2010). The article develops Downie and Randall's consideration of the merits or otherwise of mirroring either "Asclepius" or…

  12. An Old Chestnut Revisited: Teachers' Opinions and Attitudes toward Grading within a Competency Based Training Framework

    Science.gov (United States)

    Richards, James

    2014-01-01

    The purpose of this study was to explore teachers' opinions with regard to the value and process of grading within a competency based training (CBT) framework, following the introduction of a formalised grading system at a specialist Technical and Further Education centre for hospitality and tourism training The data were gathered using a 16-item…

  13. Effectiveness of a Voice Training Program for Student Teachers on Vocal Health.

    Science.gov (United States)

    Richter, Bernhard; Nusseck, Manfred; Spahn, Claudia; Echternach, Matthias

    2016-07-01

    The effectiveness of a preventive training program on vocal health for German student teachers was investigated on specific vocal parameters. The voice quality as described by the Dysphonia Severity Index of 204 student teachers (training group: n = 123; control group: n = 81) was measured at the beginning and at the end of the student teachers training period (duration 1.5 years). Additionally, for investigating the voice-carrying capacity, a vocal loading test (VLT) was performed. Finally, participants had to provide a subjective judgment of a possible Voice Handicap Index. The training program improved the voice quality of the trained group compared with that of the control group, whose voice quality declined. The trained group was also able to better sustain their voice quality across the VLT than the control group. Both groups, however, reported a similar increase in subjective vocal strain. The presented training program clearly showed a positive impact on the voice quality and the vocal capacity. The results maintain the importance of such a training program to be integrated in the education and occupational routine of teachers. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  14. [Evaluation of the Musical Concentration Training with Pepe (MusiKo mit Pepe) for children with attention deficits].

    Science.gov (United States)

    Rothmann, Kathrin; Hillmer, Jana-Mareike; Hosser, Daniela

    2014-09-01

    This study evaluates the Musical Concentration Training with Pepe ("MusiKo mit Pepe") for children aged 5 to 10 years with attention deficits. Using a pre-post-control design (N = 108), changes in attention capacity are measured by the Test of Attentional Performance for Children (KiTAP), whereas changes in the quality of life are assessed with the Children's Questionnaire (KINDL-R). Additionally, we utilized the Symptom Checklist for Attention Deficit Hyperactivity Disorders (FBB-ADHS) and for Conduct Disorder (FBB-SSV) of the Diagnostic System of Mental Disorders in Children and Adolescents II based on ICD-10 and DSM-IV as well as the Child Behavior Checklist and the Teacher's Report Form (CBCL, TRF). Significant pre-post effects were found in both attention and quality of life for children treated by the training compared to controls. Moreover, significant reductions were detected in ADHD symptomatology in parents' and teachers' ratings, and in internal problems in parents' ratings. The effectiveness of the intervention was not affected by age, sex, intelligence, or migration background. The music-based training "MusiKo mit Pepe" is an effective intervention for children with attention deficits, pending replication of these findings in future studies.

  15. The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

    Science.gov (United States)

    Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

    1999-01-01

    Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

  16. The trajectories of school: perceptions of children / students and teachers

    Directory of Open Access Journals (Sweden)

    Luciana Ponce Bellido Giraldi

    2017-12-01

    Full Text Available It can be said that there are two central themes that underlie the concept of childhood. The first is the socialization, linked mainly to social institutions such as the school and the family, where adults teach ways of being and acting in society for the maintenance and cohesion of the same. And the second is the individualization, in which the child is a subject of rights and a social protagonist. Pervaded by the socialization and individualization, understanding the perceptions that children / students can make on their own educational process has become an axis of fundamental importance for the understanding of school trajectories. So, the aim of this paper is to learn the perception of two children / students on school experiences and performances presented by them during part of the elementary school and to relate these perceptions of teachers who gave classes for them. This study has provided data a master's and doctoral research that followed in 2009, 2011 and 2012 - the 2nd, 4th and 5th year, a girl and a boy, with seven to ten years old, who were appointed in the 2nd year by the teacher responsible for their class as students who had middling performances. It appears as a qualitative longitudinal study that used as data collection instrument analysis of school documents, lesson observations and interviews with teachers and students (in this case playful strategies were employed. In addition, students also answered a questionnaire and produced an autobiographical text to report the experiences they had with the school. It was concluded that the two students expressed their perceptions about school performance and life experiences in the school context from the 2nd year of schooling, which not always corroborated indications given by teachers. The two students / children have shown concern with the possibility of access to certain schools at the expense of others, following the schooling process.

  17. Approaches, requirements and trends in teacher training informatics to attestation of pedagogical stuff under conditions of informatization

    Directory of Open Access Journals (Sweden)

    Ольга Юрьевна Заславская

    2013-12-01

    Full Text Available This article describes the requirements for the training of teachers of Informatics, the need for managerial competence. Recommendations to the teacher of Informatics for the attestation of pedagogical staff.

  18. A General Investigation of the In-Service Training of English Language Teachers at Elementary Schools in Turkey

    Directory of Open Access Journals (Sweden)

    Ebru Melek KOÇ

    2016-03-01

    Full Text Available This study presents a critical diagnosis of in-service teacher-training activities offered to English-language teachers in Turkey and aims to investigate whether those teachers are satisfied with the activities. Thirty-two English-language teachers participated in this study. Data were collected from 32 elementary-school teachers of English as a foreign language, using a general evaluation form prepared by the researcher. The results indicate that the teachers are not satisfied with their in-service teacher-training activities and that in-service training does not fulfil their needs. The study also proposes an in-service teacher training model in distance format.

  19. Relationships between maternal emotional expressiveness and children's sensitivity to teacher criticism

    OpenAIRE

    Mizokawa, Ai

    2013-01-01

    Caregivers' emotional responses to children influence children's social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother?child interactions and young children's sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the e...

  20. Task-related Interactions between Kindergarten Children and their Teachers: The Role of Emotional Security

    OpenAIRE

    Thijs, Jochem T.; Koomen, Helma M.Y.

    2008-01-01

    This study examined the emotional security of kindergarten children in dyadic task-related interactions with their teachers. In particular, it examined the interrelations between security, task behaviours (persistence and independence), social inhibition, and teachers’ support. Participants were 79 kindergartners (mean age = 69.7 months) and their 40 regular teachers. Children were selected to approach a normal distribution of social inhibition. Children and teachers were filmed during a dyad...

  1. Preparing Teachers to Train the Next Generation of Scientists with the AMS DataStreme Project

    Science.gov (United States)

    Abshire, W. E.; Geer, I. W.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

    2016-12-01

    K-12 teacher professional development rich in content and pedagogical methods and materials for implementation of STEM concepts in the classroom will enhance teacher preparation and practice, and ultimately student learning is the purpose of the American Meteorological Society (AMS) DataStreme Project. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams across the country in coordination with AMS Education Program scientists and educators. Participants may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each course and construction of a Plan of Action for peer-training. Peer training is a key focus of DataStreme. Based on survey results, a DataStreme participant impacts an average of up to 10 other teachers and over 350 students within two years of training. Therefore, the 220 teachers who completed a DataStreme course in fall 2015 will likely reach over 2000 teachers and close to 77,000 students within two years. Further, DataStreme improves teachers' pedagogical abilities. According to the fall 2015 pre-survey of DataStreme ECS participants, approximately 15% of participants rated their pedagogical abilities in the Superior or Exemplary levels (highest rankings). On the post-survey, 59% of participants fell in these categories, clearly highlighting the positive shift. This survey also revealed teachers' ability to use climate-science content to stimulate student interests. The AMS looks to further this success with redevelopment of a previously offered K-12 teacher professional development course focused on water. From 2001-2008, AMS offered DataStreme Water in the Earth System, training 3145 teachers on the global water cycle. AMS is eager to continue helping teachers and students improve their understanding of water processes and overall environmental science literacy.

  2. Model of training of computer science teachers by means of distant education technologies

    Directory of Open Access Journals (Sweden)

    Т А Соловьева

    2009-03-01

    Full Text Available Training of future computer science teachers in conditions of informatization of education is analyzed. Distant educational technologies (DET and traditional process of training, their advantages and disadvantages are considered, active functions of DET as the basis of the model of training by means of DET is stressed. It is shown that mixed education combining both distant ant traditional technologies takes place on the basis of the created model. Practical use of the model is shown on the example of the course «Recursion» for future computer science teachers.

  3. SOFTWARE TRAINING AIDS DEVELOPMENT AND IMPLEMENTATION IN PROFESSIONAL PREPARATION PRACTICE OF TECHNOLOGICAL EDUCATION TEACHER

    Directory of Open Access Journals (Sweden)

    Anatoliy G. Gritchenko

    2013-03-01

    Full Text Available The article outlines the theoretical and practical aspects of software training aids development and implementation in professional preparation practice of technological education teacher. The myriad opportunities of new information technologies are described; the characteristic features of modern software training tool (STT are revealed; the main algorithmic structure circuits of training programs construction (linear, cyclic, with hyperlinks, to the labels, which enable the development of STT variety and functionality are given; the methodology of STT creating is described based on the analysis of the technology teacher preparation in HEE content, MITE didactic functions and selection criteria of educational software for this area of specialist’s preparation.

  4. Teacher Training: Music Methods for an Internationalized Approach to Instruction

    Science.gov (United States)

    VanAlstine, Sharri

    2016-01-01

    How can music teachers and students connect with music and cultures in an honest and meaningful manner? Can music instruction increase intercultural skills and international-mindedness? If these initiatives are important, pre-service teachers need to know how to address these issues in their classroom content and pedagogy. In an effort to assist…

  5. Education System and Teacher Training in India | Vadivelu ...

    African Journals Online (AJOL)

    Education is the basic necessity to any society. According to a Tamil poet, the deeper we dig, the more we discover. The role of teacher also involves the character building of the taught apart from designing and implementation of the curriculum. Teachers cause desirable and anticipated revolution in the society silently.

  6. Training Helps Autistic Children Emerge from Solitude

    Institute of Scientific and Technical Information of China (English)

    1994-01-01

    Amother considers her child to be a continuation of her own life, and places her own desires that she cannot achieve on her child. A child is a mother’s sun, a mother’s hope. In this world, however, there exists another group of mothers whose children have autism. These children act as if they are completely alone, do not interact with others, and even refuse the love of

  7. School-based In-service Teacher training

    DEFF Research Database (Denmark)

    Knudsen, Hans Jørgen; Hadzibegovic-Bubanja, Elvira; Nielsen, Søren P.

    -based initiatives as an integral part of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression...... of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression that it is possible to develop guidelines...... upper–secondary education). The philosophy of the Handbook is that teacher competence development becomes both more efficient and much cheaper if closely related to the actual job requirements of teachers, organised at school level and for teams of teachers with strong support from school leadership...

  8. The Effects of Behavioral Skills Training on Mand Training by Staff and Unprompted Vocal Mands by Children

    Science.gov (United States)

    Nigro-Bruzzi, Darlene; Sturmey, Peter

    2010-01-01

    We evaluated the effects of a training package, including instructions, modeling, rehearsal, and feedback, for training staff members to conduct mand training with children. Experimenters collected data on staff performance on each step of a task analysis of mand training and on unprompted child vocal mands. Training resulted in increases in staff…

  9. Training infant education teachers in the understanding and didactic use of music in Galicia (Spain

    Directory of Open Access Journals (Sweden)

    María de los Ángeles López de la Calle Sampedro

    2009-04-01

    Full Text Available This study is part of a wider investigation on the inclusion and use of music at infant schools (3-6 years of Galicia (Spain. It presents the main findings and conclusions as regards the training of the teachers at these schools in the understanding of music and its didactic use. This study has allowed us to extract relevant conclusions about the preparation that the teachers have on music and its teaching as well as to determine their specific training needs. The conclusions drawn should, from our point of view, be necessarily born in mind in the design of the future Infant Education Teacher Training degree, which should lead to a suitable professional training for the integration of the music in the curriculum.

  10. Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on Which Pre-Service Mathematics Teachers Reflect

    Science.gov (United States)

    Chamoso, J. M.; Caceres, M. J.; Azcarate, P.

    2012-01-01

    Our aim was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. Category systems were designed which, together with the analysis system used, could provide a method helpful to teacher educators,…

  11. Children's emotion understanding: A meta-analysis of training studies.

    Science.gov (United States)

    Sprung, Manuel; Münch, Hannah M; Harris, Paul L; Ebesutani, Chad; Hofmann, Stefan G

    2015-09-01

    In the course of development, children show increased insight and understanding of emotions-both of their own emotions and those of others. However, little is known about the efficacy of training programs aimed at improving children's understanding of emotion. To conduct an effect size analysis of trainings aimed at three aspects of emotion understanding: external aspects (i.e., the recognition of emotional expressions, understanding external causes of emotion, understanding the influence of reminders on present emotions); mental aspects (i.e., understanding desire-based emotions, understanding belief-based emotions, understanding hidden emotions); and reflective aspects (i.e., understanding the regulation of an emotion, understanding mixed emotions, understanding moral emotions). A literature search was conducted using PubMed, PsycInfo, the Cochrane Library, and manual searches. The search identified 19 studies or experiments including a total of 749 children with an average age of 86 months ( S.D .=30.71) from seven different countries. Emotion understanding training procedures are effective for improving external (Hedge's g = 0.62), mental (Hedge's g = 0.31), and reflective (Hedge's g = 0.64) aspects of emotion understanding. These effect sizes were robust and generally unrelated to the number and lengths of training sessions, length of the training period, year of publication, and sample type. However, training setting and social setting moderated the effect of emotion understanding training on the understanding of external aspects of emotion. For the length of training session and social setting, we observed significant moderator effects of training on reflective aspects of emotion. Emotion understanding training may be a promising tool for both preventive intervention and the psychotherapeutic process. However, more well-controlled studies are needed.

  12. The investigative training of teachers: an imperative for higher technological institute Ecuador

    Directory of Open Access Journals (Sweden)

    Belinda Marta Lema-Cachinell

    2016-05-01

    Full Text Available In work addresses some theoretical considerations - related methodological pedagogical and psychological research training budgets of teachers of technical and technological institutes, its foundations, characterizing the research training and how they are defined from educational policy , its components and features for the development of research skills in the process of training of technicians and technologists in the Commercial Institute of Technology and Vocational Training Administration and the importance to comprehensive training, as part of the changes that are experienced in higher education currently in the Ecuador , which must be analyzed in a broader dimension , not disjointed from the changes occurring in the world and the region.

  13. Redefining Teacher Education: The Theories of Jerome Bruner and the Practice of Training Teachers.

    Science.gov (United States)

    Orlofsky, Diane D.

    This book issues a call for the reform of teacher education from within each individual methods classroom. It challenges teacher educators to use the learning theories of Jerome Bruner as a catalyst for constructing their own narrative concerning teacher education. It provides practical applications of theory in order to improve pedagogical…

  14. Musical training software for children with cochlear implants.

    Science.gov (United States)

    Di Nardo, W; Schinaia, L; Anzivino, R; De Corso, E; Ciacciarelli, A; Paludetti, G

    2015-10-01

    Although the voice in a free field has an excellent recruitment by a cochlear implant (CI), the situation is different for music because it is a much more complex process, where perceiving the pitch discrimination becomes important to appreciate it. The aim of this study is to determine the music perception abilities among children with Cis and to verify the benefit of a training period for specific musical frequency discrimination. Our main goals were to prepare a computer tool for pitch discrimination training and to assess musical improvements. Ten children, aged between 5 and 12 years, with optimal phoneme recognition in quiet and with no disabilities associated with deafness, were selected to join the training. Each patient received, before training period, two types of exams: a pitch discrimination test, consisting of discovering if two notes were different or not; and a music test consisting of two identification tasks (melodic and full version) of one music-item among 5 popular childhood songs. After assessment, a music training software was designed and utilised individually at home for a period of six months. The results following complete training showed significantly higher performance in the task of frequency discrimination. After a proper musical training identification, frequency discrimination performance was significantly higher (p musical enhancement and to achieve improvements in frequency discrimination, following pitch discrimination training.

  15. Peculiarities of domestic and foreign experience of teachers preparation to training robotics

    Directory of Open Access Journals (Sweden)

    Наталья Александровна Ионкина

    2018-12-01

    Full Text Available Robotics within the subject “Technology” is included in the curriculum of Russian schools. This fact transforms robotics from the subject of additional education into a full-fledged academic subject of the school curriculum. The introduction of robotics into the curriculum of Russian schools requires significant changes in the system of training teachers who will teach students this discipline. Training of teachers for the training of students in robotics is carried out, both in the framework of programs for the preparation of masters in pedagogical universities, and within the framework of various refresher courses. Different countries carry out such training in different ways. In some countries, the training of teachers of robotics is financed by the state, in others by private initiatives. The mission of most foreign educational organizations is to use the motivational effects of robotics to activate schoolchildren and involve them in STEM-education. Many manufacturing companies not only sell robotic equipment, but also prepare methodological and training materials for the implementation of STEM-education technology, as well as create electronic educational resources, training programs, online lessons, evaluation materials and much more. Teaching teachers and schoolchildren, while it is based on the equipment that produces such companies.

  16. Design, implementation and evaluation of a training programme for school teachers in the use of malaria rapid diagnostic tests as part of a basic first aid kit in southern Malawi.

    Science.gov (United States)

    Witek-McManus, Stefan; Mathanga, Don P; Verney, Allison; Mtali, Austin; Ali, Doreen; Sande, John; Mwenda, Reuben; Ndau, Saidi; Mazinga, Charles; Phondiwa, Emmanuel; Chimuna, Tiyese; Melody, David; Roschnik, Natalie; Brooker, Simon J; Halliday, Katherine E

    2015-09-17

    With increasing levels of enrolment, primary schools present a pragmatic opportunity to improve the access of school children to timely diagnosis and treatment of malaria, increasingly recognised as a major health problem within this age group. The expanded use of malaria rapid diagnostic tests (RDTs) and artemisinin combination therapy (ACT) by community health workers (CHWs) has raised the prospect of whether teachers can provide similar services for school children. We describe and evaluate the training of primary school teachers to use a first aid kit containing malaria RDTs and ACT for the diagnosis and treament of uncomplicated malaria in school children in southern Malawi. We outline the development of the intervention as: (1) conception and design, (2) pilot training, (3) final training, and (4) 7-month follow up. The training materials were piloted at a four-day workshop in July 2013 following their design at national stakeholders meetings. The evaluation of the pilot training and materials were assessed in relation to increased knowledge and skill sets using checklist evaluations and questionnaires, the results of which informed the design of a final seven-day training programme held in December 2013. A follow up of trained teachers was carried out in July 2014 following 7 months of routine implementation. A total of 15 teachers were evaluated at four stages: pilot training, two weeks following pilot, final training and seven months following final training. A total of 15 and 92 teachers were trained at the pilot and final training respectively. An average of 93 % of the total steps required to use RDTs were completed correctly at the final training, declining to 87 % after 7 months. All teachers were observed correctly undertaking safe blood collection and handling, accurate RDT interpretation, and correct dispensing of ACT. The most commonly observed errors were a failure to wait 20 minutes before reading the test result, and adding an incorrect volume

  17. Large-scale computer-mediated training for management teachers

    Directory of Open Access Journals (Sweden)

    Gilly Salmon

    1997-01-01

    Full Text Available In 1995/6 the Open University Business School (OUBS trained 187 tutors in the UK and Continental Western Europe in Computer Mediated Conferencing (CMC for management education. The medium chosen for the training was FirstClassTM. In 1996/7 the OUBS trained a further 106 tutors in FirstClassTM using an improved version of the previous years training. The on line training was based on a previously developed model of learning on line. The model was tested both by means of the structure of the training programme and the improvements made. The training programme was evaluated and revised for the second cohort. Comparison was made between the two training programmes.

  18. The needs of teachers of children with hearing loss within the inclusive education system.

    Science.gov (United States)

    van Dijk, Catherine; Hugo, René; Louw, Brenda

    2004-01-01

    In South Africa, the current movement towards the inclusion of children with disabilities, including children with hearing loss, is likely to have far-reaching consequences for both teachers and learners. Undoubtedly, needs will arise from teachers during the transition, especially in the areas pertaining to the audiological and educational management of children with hearing loss. Therefore, a descriptive research design was developed comprising of a questionnaire survey followed by focus group interviews to determine teachers' needs. The questionnaire survey explored the needs of 664 teachers while focus group interviews were conducted with 19 teachers of children with hearing loss. Teachers were mostly from special schools as only a very small number of children are educated outside these establishments. Findings revealed that, although participants realised the importance of various aspects of development of the child with hearing loss, they generally did not realise the importance of receiving support from an educational audiologist.

  19. An ongoing collaborative teacher training through action research. A way of changing classroom practices

    Directory of Open Access Journals (Sweden)

    Raúl A. Barba-Martín

    2015-05-01

    Full Text Available The ongoing education training for teachers can be done through different models that could only report or also accompany the process of implementing innovations. The training through reflection processes is presented as essential to make changes in the classroom; also, if it is done collectively with other teachers or between centers, transformations will not only occur in the classroom, but in the whole context. One way leading to a collaborative ongoing education is through action research groups, considering a set of ethical practices whose characteristics allow participants to be trained according to their needs, and through support with other teachers, in order to transform the context. The research we present here is framed in a Teaching Innovation Project, University of Valladolid, through which teachers from three schools that have been trained in inclusive education through action research implementing in their classrooms interactive groups. This collaborative process played by teachers themselves has changed the thinking of teachers, their classroom and their educational contexts in which they work.

  20. Preservice Teachers' Emotion-Related Regulation and Cognition: Associations with Teachers' Responses to Children's Emotions in Early Childhood Classrooms

    Science.gov (United States)

    Swartz, Rebecca Anne; McElwain, Nancy L.

    2012-01-01

    Research Findings: The present research examines preservice teachers' (N = 24) self-reported emotion-related regulation and cognition as predictors of their observed responses to young children's positive and negative emotional displays. Correlation and regression analyses revealed that teachers reporting greater reappraisal strategies in…

  1. Doctors Diagnose, Teachers Label: The Unexpected in Pre-Service Teachers' Talk about Labelling Children with ADHD

    Science.gov (United States)

    McMahon, Samantha Elizabeth

    2012-01-01

    A study in an Australian university investigated 150 pre-service teachers' responses to and participation in discourses of attention deficit hyperactivity disorder (ADHD). Interesting data surfaced around the notion of "labelling" children with ADHD. It seemed that the pre-service teachers did not believe "ADHD" to be a label.…

  2. TEACHERS TRAINING FOR EDUCATION OF TEENAGE MOBILITY IN THE SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Yuliya Vadimovna Naidanova

    2017-06-01

    Full Text Available Purpose. The article is devoted to the problem of teachers training for education of teenage mobility in the system of additional professional education. The author’s aim is to describe the model of teachers training for education of teenage mobility and the complex of organizational-pedagogical conditions for its implementation. Methods. The basis of the research is the theoretical (theoretical analysis and synthesis of information contained in the pedagogical, psychological literature about the problem of research, modeling research methods. Results. The results of this work consist in the fact that the author gives a definition of the concept “teachers training for education of teenage mobility”, describes the model of teachers training for education of teenage mobility, which contains of an orientating, contensive-methodical and diagnostic-valuative component; stages of design and implementation of the program for education of teenage mobility; block of development and realization of mobility self-education programs; offers a complex of organizational-pedagogical conditions for implementation of model, which includes the developing of a unified information-educational environment for the educational program participants of additional professional education; pedagogical facilitation self- education for mobility of the participants; continuous feedback as the basis for organizing the productive and creative cooperation of the educational process subjects. Practical implication. The results of this research can be applied to train teachers for fulfillment of new labor functions in the system of additional professional education.

  3. Environmental Education in Action in Secondary Teacher Training in ...

    African Journals Online (AJOL)

    Jenny

    In secondary and tertiary education, most environmental education is ... Teacher educators were very supportive of the policy development process because they .... relevant environmental education issues, while the same subjects, together ...

  4. Astronomy in the training of teachers and the role of practical rationality in sky observation

    Science.gov (United States)

    Bretones, P. S.; Compiani, M.

    2006-08-01

    This work analyses a program in the training of teachers that departs from the courses based on the technical rationality. An Astronomy course was offered to Science and Geography teachers of the four last years of high school education, comprising 46 hours, and organized in 2002 by the Instituto Superior de Ciências Aplicadas in Limeira, Brazil. Following the course a study group was established and held five meetings. The data was obtained through assessments, interviews, and accounts by the teachers and records from the classes and meetings. The actions and conceptual changes and the role of the Practical Rationality were then investigated. It was verified that for sky observation, the model of Practical Rationality within the reflective teacher theoretical framework and tutorial actions leads to knowledge acquisition, conceptual changes and extracurricular activities. Examples are: suggestions, personal actions of the teachers without their students, accounts of extracurricular activities and development of astronomical contents in class, actions in the pedagogical practices and reflections of the teachers with the teacher/ researcher towards the assessment of such changes are shown. It is important to stress that sky observation has specific features that lead to an equally specific school practice, in which the contents and procedures based on observations and their representation point towards a more practical rationality. Even in a training course for teachers based on technical rationality, the introduction of sky observation deepens the practical rationality and the development of principles that guide the acquisition and the teaching of knowledge about sky observation.

  5. IN HOUSE TRAINING (IHT MODEL TO IMPROVE THE ABILITIES OF ENGLISH TEACHERS IN DEVELOPING TEACHING MATERIALS

    Directory of Open Access Journals (Sweden)

    Nenden Sri Lengkanawati

    2015-07-01

    Full Text Available The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personality, social, pedagogical, and  professional. However, there are two competencies (pedagogical and professional which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study was designed to aim at: (1 creating a conceptual framework for enhancing teachers’ capabilities in developing and implementing teaching materials; (2 designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials; and (3 piloting and implementing the IHT model in teacher training programs. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials (Crowford: 2002 and the design of IHT (Wallace: 1993. The results showed that most respondents tended to resort to the textbook as the primary source for students’ learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few obstacles in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model to be incorporated in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.

  6. Evaluating training and information to teachers on nuclear energy

    International Nuclear Information System (INIS)

    Le Bail, H.

    1994-01-01

    Teachers in Physics Sciences in French secondary level schools have received, during their formation, little information on radioactivity and nuclear energy; nevertheless, they have a serious knowledge of energy topics and are able to receive any nuclear-related information. INSTN (National Institute for Nuclear technology) provides teachers with annual sessions (two weeks) at Saclay research centre for complementary information on nuclear science with practical works. Information materials are also supplied

  7. Impact of Mindfulness-Based Teacher Training on MBSR Participant Well-Being Outcomes and Course Satisfaction.

    Science.gov (United States)

    Ruijgrok-Lupton, Pauline Eva; Crane, Rebecca S; Dorjee, Dusana

    2018-01-01

    Growing interest in mindfulness-based programs (MBPs) has resulted in increased demand for MBP teachers, raising questions around safeguarding teaching standards. Training literature emphasises the need for appropriate training and meditation experience, yet studies into impact of such variables on participant outcomes are scarce, requiring further investigation. This feasibility pilot study hypothesised that participant outcomes would relate to teachers' mindfulness-based teacher training levels and mindfulness-based teaching and meditation experience. Teachers ( n  = 9) with different MBP training levels delivering mindfulness-based stress reduction (MBSR) courses to the general public were recruited together with their course participants ( n  = 31). A teacher survey collected data on their mindfulness-based teacher training, other professional training and relevant experience. Longitudinal evaluations using online questionnaires measured participant mindfulness and well-being before and after MBSR and participant course satisfaction. Course attendees' gains after the MBSR courses were correlated with teacher training and experience. Gains in well-being and reductions in perceived stress were significantly larger for the participant cohort taught by teachers who had completed an additional year of mindfulness-based teacher training and assessment. No correlation was found between course participants' outcomes and their teacher's mindfulness-based teaching and meditation experience. Our results support the hypothesis that higher mindfulness-based teacher training levels are possibly linked to more positive participant outcomes, with implications for training in MBPs. These initial findings highlight the need for further research on mindfulness-based teacher training and course participant outcomes with larger participant samples.

  8. Attention-training with children from socioeconomically ...

    African Journals Online (AJOL)

    Objective: Attention is a core process underlying competence in higher-order cognitive abilities. Previous research suggests that healthy children from low socioeconomic status (SES) backgrounds perform poorly, relative to those from higher SES backgrounds, on tasks assessing attentional abilities. In this pilot study, we ...

  9. Care and Support of Orphaned and Vulnerable Children at School: Helping Teachers to Respond

    Science.gov (United States)

    Wood, Lesley; Goba, Linda

    2011-01-01

    It is acknowledged that teacher training programmes around HIV in most of sub-Saharan Africa appear not to have been very effective in assisting teachers to respond to the demands placed on them by the pandemic. In response to the need identified by international development agencies, for research into teacher education and HIV in sub-Saharan…

  10. A systematic review: plyometric training programs for young children.

    Science.gov (United States)

    Johnson, Barbara A; Salzberg, Charles L; Stevenson, David A

    2011-09-01

    The purpose of this systematic review was to evaluate the efficacy and safety of plyometric training for improving motor performance in young children; to determine if this type of training could be used to improve the strength, running speed, agility, and jumping ability of children with low motor competence; and to examine the extent and quality of the current research literature. Primary research articles were selected if they (a) described the outcomes of a plyometric exercise intervention; (b) included measures of strength, balance, running speed, jumping ability, or agility; (c) included prepubertal children 5-14 years of age; and (d) used a randomized control trial or quasiexperimental design. Seven articles met the inclusion criteria for the final review. The 7 studies were judged to be of low quality (values of 4-6). Plyometric training had a large effect on improving the ability to run and jump. Preliminary evidence suggests plyometric training also had a large effect on increasing kicking distance, balance, and agility. The current evidence suggests that a twice a week program for 8-10 weeks beginning at 50-60 jumps a session and increasing exercise load weekly results in the largest changes in running and jumping performance. An alternative program for children who do not have the capability or tolerance for a twice a week program would be a low-intensity program for a longer duration. The research suggests that plyometric training is safe for children when parents provide consent, children agree to participate, and safety guidelines are built into the intervention.

  11. ICT SKILLS ENHANCEMENT TRAINING IN TEACHER EDUCATION: THE CASE IN CENTRAL VISAYAS, PHILIPPINES

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    Dave E. Marcial

    2014-02-01

    Full Text Available There are many evidence that the use of information and communication technology (ICT in education provides effective pedagogical benefits. This paper describes the ICT skills enhancement training among faculty members in the teacher education in the four provinces, in Central Visayas, Philippines. The technology literacy training was designed for teacher educators who have the minimal or no knowledge or who have the ability to explain and discuss the task, but have not experienced the actual process of ICT operations in the classroom. It aimed to enhance skills in ICT operations and concepts using international and local ICT competency standards for teacher education. A total of 60 trainees who are coming from 30 private and public higher education institutions in the region participated in the training. The success level of the training program was measured in terms of the effectiveness of the trainers, learning level acquired by trainees, effectiveness of the administration of the training, relevance of the topic, and adequacy of information shared by the trainers. The evaluation shows that trainers were extremely efficient, and training is excellent in terms of the administration, relevance of the topic, and adequacy of information shared by the trainers. This study concludes that the training program attained its objectives, and it turned out into a big success. To ensure sustainability, a structured training program should be conducted.

  12. Training of memory by children due to game

    OpenAIRE

    DOLEŽELOVÁ, Simona

    2016-01-01

    The thesis focuses on training a children´s memory. It describes the development of children's memory. It contains the kinds and the types of memory. It deals with the development of children's play and games. In my work there are presented the kinds and types of games. The thesis deals with using in games in the classroom, it mentions didactic game. Furthermore, there are games for the development of long-term, short-term, visual and auditory memory. At the conclusion it points to the possib...

  13. Teacher literacy expectations for kindergarten children with cerebral palsy in special education.

    Science.gov (United States)

    Peeters, Marieke; Verhoeven, Ludo; de Moor, Jan

    2009-09-01

    Teacher expectations are important for the literacy development of children. The goal of this study was to investigate to what extent teacher expectations for future literacy success at the end of elementary school differed for children with cerebral palsy (CP) as compared with peers without disabilities in kindergarten. In addition, we investigated to what extent teacher literacy expectations of children with CP were related to additional impairments such as speech, intellectual and physical impairments, and to the current level of emergent literacy skills. Forty-nine teachers of children with CP and 71 teachers of non-disabled children responded to the questionnaire. The results showed that teacher expectations for future reading and writing success of children with CP were lower (all P values are <0.001) but also of a different nature, as eight teachers had no idea what to expect for the future reading development, and 12 teachers did not know what to expect for the future writing development of the child with CP. Multiple regression analysis showed that teacher reading expectations could best be predicted by both intelligence and emergent literacy skills (P<0.001), whereas teacher writing skills could best be predicted by intelligence (P<0.001).

  14. Attitudes and Beliefs of Prekindergarten Teachers toward Teaching Science to Young Children

    Science.gov (United States)

    Pendergast, Evelaine; Lieberman-Betz, Rebecca G.; Vail, Cynthia O.

    2017-01-01

    This study explored infield prekindergarten teachers' attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers' previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward…

  15. Teacher's Perspective on How to Promote Children's Learning in Reading and Writing

    Science.gov (United States)

    Sandberg, Gunilla; Hellblom-Thibblin, Tina; Garpelin, Anders

    2015-01-01

    The aim of the study is to deepen the understanding of teacher's perspective on how to promote all children's learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1.…

  16. Beliefs and Attitudes of Primary School Teachers in Mumbai, India towards Children Who Stutter

    Science.gov (United States)

    Pachigar, Vinati; Stansfield, Jois; Goldbart, Juliet

    2011-01-01

    Beliefs and attitudes of teachers in Mumbai, India, towards children who stutter were investigated using questionnaires and semi-structured interviews. Questionnaires were completed by 58 teachers, four of whom were subsequently interviewed. Results from the questionnaires showed that teachers believed that a child's environment influenced…

  17. Student Teachers' Knowledge about Children with ADHD and Depression and Its Relations to Emotions

    Science.gov (United States)

    Kikas, Eve; Timoštšuk, Inge

    2016-01-01

    Student teachers' knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers' general knowledge and confidence in knowledge varied a lot.…

  18. Assessing trainees' oral performance in a Chilean teacher training program: A corpus-based study

    OpenAIRE

    Maritza Fernanda Ortega

    2014-01-01

    The present paper reports the implementation of syllabus innovations in EFL teacher education in Chile after diagnosing a lack of language achievement standards common to all EFL teacher training programs offered in public and private universities alike. The aim of this study is to collect linguistic data in natural and artificial social contexts – EFL trainees’ intermediate status between their native language (Spanish) and the target language (English) – in order to create the first Chilean...

  19. Choose Health Action Teens: A Review of a Teens as Teachers Nutritional Education Training Curriculum

    Directory of Open Access Journals (Sweden)

    Jeffrey M. Flesch

    2016-12-01

    Full Text Available This review draws from published research related to the best practices for the utilization of teens as teachers to examine Choose Health Action Teens (CHAT, a teen’s as teachers (TAT training curriculum.  Research shows that there are various components necessary to build a high quality TAT program.  Most of these components fall under four areas in which training is necessary for teens and adults: Teaching strategies, youth/child development, subject matter to be taught, and youth-adult partnerships.  These four areas provide a framework to review the Choose Health Action Teens (CHAT (Crosiar & Wolfe, 2013 teens as teachers training program curriculum.

  20. Toilet training practices in Nigerian children | Solarin | South African ...

    African Journals Online (AJOL)

    Background. This study reports on toilet training with a focus on the effect of age, methods used, and factors that can affect urinary incontinence in Nigerian children. Methods. This was a cross-sectional hospital-based study carried out in public and private hospitals in South-Western Nigeria. A questionnaire was used to ...