WorldWideScience

Sample records for children training teachers

  1. Future Directions in Training Teachers of Visually Impaired Children.

    Science.gov (United States)

    Harley, Randall K.

    1990-01-01

    Discusses future directions for training teachers of students with visual impairments, based on relevant literature and the history of teacher preparation at George Peabody College (Tennessee). Two issues are examined: how to train enough teachers and how to provide the necessary competencies for teaching children with various abilities. (SM)

  2. Training Teachers to Use Pivotal Response Training with Children with Autism: Coaching as a Critical Component

    Science.gov (United States)

    Suhrheinrich, Jessica

    2011-01-01

    Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the…

  3. A Rural Program to Train Teachers of Visually Impaired Children.

    Science.gov (United States)

    Garcia, M.; Harley, R. K.

    1991-01-01

    A program developed by George Peabody College (Tennessee) to increase the supply and quality of teachers of visually impaired children in rural areas involves recruiting regular and special education teachers currently residing in rural areas; restructuring class schedules to allow teachers to remain fully employed; and rural practicum experiences…

  4. 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…

  5. 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.

  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. Effects of a Training Program on Teacher Behavior and Handicapped Children's Self-Concepts.

    Science.gov (United States)

    Ascione, Frank R.; Borg, Walter R.

    1980-01-01

    Teachers trained with the revised Utah State University Self-Concept Protocol Program showed significant increases on six of twelve program-related behaviors. Although no gains in self-concept were made by handicapped children, there was evidence for differential effectiveness of the program for learning disabled and emotionally handicapped…

  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 a Short Teacher Training Programme on the Management of Children's Sexual Behaviours: A Pilot Study

    Science.gov (United States)

    Charnaud, Jean-Paul; Turner, William

    2015-01-01

    This small-scale quasi-experimental study set out to examine the effects of a brief training programme aiming to develop primary school teachers' knowledge, attitudes and confidence in recognising and responding to children who display sexual behaviours. Data on prevalence of sexual behaviours observed by teachers in the study, their level of…

  10. The Training of Teachers in Special Education.

    Science.gov (United States)

    Gulliford, Ronald

    1986-01-01

    As special needs children are integrated into regular education, new needs in teacher training have become apparent. Focusing on the United Kingdom, this paper discusses the training of special education teachers and the preservice education and inservice training of all teachers. (Author/JDD)

  11. Trauma-Focused Training Program for Teachers

    Science.gov (United States)

    Davis, Marilyn Diane

    2016-01-01

    Teachers have reported that they have difficulty providing support to traumatized children and youth because of a lack of training in how to identify and respond to the needs of these children. The program, "Amazing Help Skills for Teachers to Unmask Trauma in Children and Youth" (AHSUM), is a trauma-focused training program, designed…

  12. 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....

  13. Training Teachers to Enhance the Play Skills of Young Children with Developmental Disabilities during Outdoor Time by Embedding Instructional Interactions

    Science.gov (United States)

    Martin, Christian A.; Drasgow, Erik; Halle, James W.

    2015-01-01

    We created and evaluated a professional development package for training four teachers to embed instructional interactions during outdoor time to enhance the play skills of young children with significant developmental disabilities. The instructional package included an initial 20-min session that consisted of providing written and verbal…

  14. 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…

  15. Training Teachers Towards Responsibility in Future Education: Innovative Models.

    Science.gov (United States)

    Butler-Arlosoff, Nava

    The importance of teacher education is stressed, and two models for teacher education in Israel, one for teachers of gifted children in an urban environment and the other for training teachers of culturally different children, are offered. The teachers of gifted children were provided with a theory and practice course, a workshop, and practical…

  16. Teacher-Training Projects

    Science.gov (United States)

    Greer, Leslie

    1977-01-01

    The Sociedade Brasileira de Cultura Inglesa of Sao Paolo, Brazil, is an English teaching center which also runs an introductory course to train teachers of English. This article describes some of the projects completed by prospective teachers; they include language games, pictures, cartoons, role-playing and writing creative dialogue. (CHK)

  17. 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…

  18. Effect of Training School Teachers on Oral Hygiene Status of 8-10 Years Old Government School Children of Udaipur City, India.

    Science.gov (United States)

    Jain, Sandeep; Bhat, Nagesh; Asawa, Kailash; Tak, Mridula; Singh, Anukriti; Shinde, Kushal; Gandhi, Neha; Doshi, Astha

    2016-08-01

    Provision of oral health knowledge to the children by their teachers at the school level can prove to be more fruitful because it is the time period during which the children begin to learn the basic oral hygiene practices and are most prone to dental caries. This study was carried out to assess the effect of training school teachers on oral hygiene status of 8-10 years old government school children of Udaipur city, India. A total of nine school teachers and 279, 8-10 year old school children from two government schools were included in the study. The questionnaire on oral health knowledge and practice contained 17 questions to evaluate the knowledge and practice of children towards oral hygiene before and after the teachers training program. Baseline and six months post training data on oral health knowledge and practice was obtained by the questionnaire method. Baseline and six months post training data on oral hygiene status was obtained by OHI-S Index. Statistical analysis was done using software SPSS 22, the test used were McNemar's test, paired t-test. Pre and post training data were compared and it was found that there was a significant improvement in oral health knowledge and practices of school teachers and children. Also oral hygiene status of school children was significantly improved after the program. Results of the present study suggest that experiential learning is an effective school based oral health education method for improvement of oral hygiene in primary school children.

  19. A teacher-consultation approach to social skills training for pre-kindergarten children: treatment model and short-term outcome effects.

    Science.gov (United States)

    Han, Susan S; Catron, Thomas; Weiss, Bahr; Marciel, Kristen K

    2005-12-01

    This study evaluated the post-treatment outcome effects of a classroom-based social skills program for pre-kindergarten children, using a teacher-consultation model. The pre-K RECAP (Reaching Educators, Children, and Parents) program is a semi-structured, cognitive-behavioral skills training program that provides teachers with in-classroom consultation on program implementation and classroom-wide behavior management. Data on children's social skills and behavior problems were collected from parents and teachers at pre- and post-treatment, for 149 children aged 4-5 years (of whom 56% were girls). Significant treatment effects were found for teacher but not parent reports, with treatment group children improving significantly more than comparison group children in their teacher-rated social skills and internalizing and externalizing problems. These results provide some preliminary support for the efficacy of the program on children's social skills and behavior problems, and for a teacher-consultation model for training teachers to implement school-based mental health programs.

  20. 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.

  1. A model for training parents and teachers of children with special needs

    Directory of Open Access Journals (Sweden)

    Manuela Sanches-Ferreira

    2016-07-01

    Full Text Available This paper presents an integrated training model designed to promote networked community-based interventions for children with Attention Deficit Hyperactivity Disorder (ADHD. The article begins with discussion of a multimodal approach to the care process and a description of some important theoretical assumptions. This is followed by a description of the training program, its structure, distinctive features and methodology. Finally, preliminary results are reported and discussed in three areas: the training model’s effectiveness for promoting an integrated view of children’s behaviors; improvements in parents’ and teachers’ management of challenging behaviors; and experience with the WHAAM application used.

  2. 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)

    Dekker, Vera; Nauta, Maaike H; Mulder, Erik J; Timmerman, Marieke E; de Bildt, Annelies

    2014-07-02

    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. 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. 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 generalization of learned skills to daily

  3. 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

  4. 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....

  5. Transporting evidence-based interventions across cultures: using focus groups with teachers and parents of pre-school children to inform the implementation of the Incredible Years Teacher Training Programme in Jamaica.

    Science.gov (United States)

    Baker-Henningham, H

    2011-09-01

    Evidence-based programmes to prevent and treat conduct problems in young children are available, but there is limited information on the extent to which they can be effectively transported to developing countries. This study used focus group discussions with parents and teachers of pre-school children to investigate whether an evidence-based programme - the Incredible Years (IY) Teacher Training Programme - could be transported to the Jamaican pre-school setting. Ten focus group discussions were held with 50 pre-school teachers and 47 parents of pre-school children. For each focus group, a semi-structured questioning guide was used to explore parents' and teachers' perceptions of the dimensions and causes of problem behaviour in young children and strategies used to manage child behaviour. All focus group discussions were audiotaped and transcribed, and thematic analysis was used to analyse the data. Parents and teachers shared similar views of what constitutes good behaviour and poor behaviour, and both parents and teachers believed that the major influences on children's behaviour are factors in the home. Many appropriate and useful strategies for managing child behaviour were used including showing children affection, spending time with children, using praise, incentives and rewards and withdrawing privileges and using timeout as consequences for misbehaviour. Some inappropriate strategies were also used, especially corporal punishment, although there was a general consensus within all groups that this is not desirable or effective. Through the focus groups, it was clear that parents and teachers were familiar with many of the strategies and principles introduced through the IY Teacher Training Programme, and the programme was largely compatible with their values and beliefs. However, some topics require additional emphasis thus lengthening the time required for training. It was also evident that there is a strong perceived need for training in child behaviour

  6. 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…

  7. The Training of Montessori Teachers.

    Science.gov (United States)

    Wheatley, Helen

    1994-01-01

    Explains the philosophy of the Montessori educational system and the training of Montessori teachers. Describes teacher training courses as seeking to produce a new kind of personality, which suppresses unhelpful qualities, such as impatience and loudness of voice. Explains how the theories of Montessori are practiced, including policies of…

  8. Teacher training and development in Ethiopia: improving education quality by developing teacher skills, attitudes and work conditions

    OpenAIRE

    Workneh Abebe; Tassew Woldehanna

    2013-01-01

    Research evidence shows that various kinds of teacher training, capacity building and work experience have positive effects on education quality. Having well-trained and experienced teachers in schools is just as important as good education materials and good relationships between teachers and communities. However, children in rural Ethiopia face shortages of well-trained, experienced and motivated teachers. This paper seeks to understand the characteristics of teachers who teach the children...

  9. 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…

  10. Teacher Training and High Technology.

    Science.gov (United States)

    Peters, G. David

    1984-01-01

    The advent of high technology into the classroom raises the issue of proper computer training of both undergraduate students and the current teacher population. Teachers must learn a new terminology, acquire computer skills, and develop understanding of hardware and software availability and usefulness. (CS)

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

    NARCIS (Netherlands)

    Dekker, Vera; Nauta, Maaike H.; Mulder, Erik J.; Timmerman, Marieke; de Bildt, Annelies

    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

  12. 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...

  13. Further Evaluation of a Brief, Intensive Teacher-Training Model

    Science.gov (United States)

    Lerman, Dorothea C.; Tetreault, Allison; Hovanetz, Alyson; Strobel, Margaret; Garro, Joanie

    2008-01-01

    The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and…

  14. A Computer Based Software for Hearing Impaired Children's Speech Training and Learning Between Teacher and Parents in Taiwan

    National Research Council Canada - National Science Library

    Hsiao, Ming-Liang

    2001-01-01

    .... To use visual assistant method for training and developing the speech ability of hearing impaired children, we used the technique of dynamic computer graphics to establish an animation display system...

  15. Preparing Teachers to Train Parents to Use Evidence-Based Strategies for Oral Reading Fluency with Their Children

    Science.gov (United States)

    Kupzyk, Sara; Daly, Edward J., III; Andersen, Melissa N.

    2012-01-01

    Although there is promising evidence for parent-tutoring strategies for improving oral reading fluency, such parent tutoring programs are not widely used in schools. This study examined the effectiveness of providing parent training in school settings using teachers as trainers. An evidence-based reading package including listening passage…

  16. A Computer Based Software for Hearing Impaired Children's Speech Training and Learning Between Teacher and Parents in Taiwan

    National Research Council Canada - National Science Library

    Hsiao, Ming-Liang

    2001-01-01

    .... In the future, we will use the network tuition model to assist the special education teachers in their teaching method. Using such an assistant system, we are sure of the improvement of the efficiency and efficacy for developing the language and speech ability of hearing impaired children.

  17. 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

  18. Attitudes of teachers towards dysfluency training and resources.

    Science.gov (United States)

    Jenkins, Helen

    2010-06-01

    Past studies have shown that teachers have a vital role in the educational process of children who stutter (CWS) and teachers' perceptions have a significant impact on the progress of CWS. These studies suggest that there is a need for speech-language pathologists (SLPs) to supply teachers with more information about stuttering. This study aimed to gather views from teachers in the United Kingdom (UK) about their current training in stuttering and their awareness of stuttering resources to support school aged CWS. It sought to investigate teachers' interest in future stuttering training and materials, including their preference for content and method of delivery. The attitudes of 72 teachers in mainstream UK schools were measured in a postal survey using a self-completed questionnaire. Teachers viewed their experience of training in stuttering to be limited either as trainee teachers or as part of their continuing professional development. Of the respondents, 43 (60%) teachers were aware of or had used a stuttering resource. Teachers expressed a positive interest in receiving stuttering training and resources in the future and the majority favoured direct contact with SLPs to deliver this training. The findings of this survey offer new information regarding teachers' views of dysfluency training and resources.

  19. Models of Inservice Teacher Training.

    Science.gov (United States)

    Mercado, Carmen I.

    The federally-funded New York Bilingual Education Multifunctional Support Center provides support services for Title VII and other bilingual education programs, and actively promotes the analysis and application of research findings relating to bilingual instruction and teacher training. It promotes professional development activities that are…

  20. Teacher Type and Technology Training.

    Science.gov (United States)

    Rude-Parkins, Carolyn; And Others

    1993-01-01

    Discusses roles that people adopt when encountering new technology, i.e., innovators, resisters, and leaders; explains the Myers Briggs Type Indicator personality measure; and describes a study that was conducted to identify the personality types of high school teachers who participated in technology training and were successful in adopting…

  1. A teachers' training program accompanying the "School Fruit Scheme" fruit distribution improves children's adherence to the Mediterranean diet: an Italian trial.

    Science.gov (United States)

    Roccaldo, Romana; Censi, Laura; D'Addezio, Laura; Berni Canani, Sibilla; Gennaro, Laura

    2017-11-01

    The effects of a nutrition education program, led by trained teachers within the Italian School Fruit Scheme, were evaluated. Pre-post intervention children's adherence to the Mediterranean diet (MD) was assessed by the KIDMED test. A representative cluster sample of 494 fourth grade students from thirteen Italian schools in the three areas of low (North), medium (Centre) and high (South) prevalence of overweight and obesity was investigated. Within the same schools, the intervention group (n = 395) received the program, the control group (n = 99) did not. In the intervention group, the proportion of children with high adherence to the MD significantly increased in the total sample, females and South in the post-intervention; no significant changes in levels of adherence related to ponderal status were detected. A significant increase was found, particularly, in the proportion of children who improved their frequency of consumption of fruit and vegetables (FV) daily, especially in the South.

  2. No problem! Avoidance of cultural diversity in teacher training

    African Journals Online (AJOL)

    Erna Kinsey

    teachers who have no understanding of the situation or needs of ethnic minority children, who have no strategies to deal with racist behaviour in the classroom ..." Avoidance, or so-called "no problem!" strategies, are often the outcome of teacher training that fails or fall short of ad- dressing issues of diversity in schools.

  3. Cost-Effectiveness of Online Teacher Training

    Science.gov (United States)

    Jung, Insung

    2005-01-01

    This study aims to compare the cost-effectiveness of an online teacher training method with a face-to-face training method in teaching "ICT integration in the school curriculum". In addition, the study explores the possibilities of a school-based voluntary training method in supporting other approaches to ICT teacher training. The analyses of…

  4. Teachers Candidates' Reviews on Teacher Candidate Training System

    Science.gov (United States)

    Altintas, Sedat; Görgen, Izzet

    2017-01-01

    In our country, as a result of the appointment in some different disciplines, nearly 30000 teacher candidates could be a part of education system. Also, a new revision has been completed on teacher candidate training and it has been put into action. Teacher candidates have been trained for six months after they have been appointed. These teachers…

  5. Training of adult education teachers

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2011-01-01

    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......, 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...

  6. Training of Adult Education Teachers

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2012-01-01

    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......, 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...

  7. 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.

  8. 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.

  9. 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.

  10. Teacher Training in Myanmar: Teachers' Perceptions and Implications

    Science.gov (United States)

    Ulla, Mark B.

    2017-01-01

    The British Council introduced the English for Education College Trainers (EfECT) Project in Myanmar. This program aims to improve the English language proficiency and teacher training methodologies of all state teacher trainers. Thus, the purpose of this study was to investigate teacher perceptions and attitudes towards this program. The methods…

  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. 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…

  13. 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....

  14. Some factors facilitating efficient Chinese teacher training

    OpenAIRE

    Popova, Aleksandra

    2012-01-01

    The article is devoted to the problem of Chinese teacher training major. The factors facilitating efficient Chinese teacher training as well as the most common linguistic difficulties of the Chinese language are specified in the article. The author touches upon the peculiarities of the realization of the proposed model aimed at efficient educational success within the Ukraine’s system of education.

  15. Training teachers of day care centres for primary ear care.

    Science.gov (United States)

    Abraham, V J; Balraj, Vinohar; Shankar, N; Job, Anand; Joseph, A

    2003-04-01

    The feasibility of training teachers of day care centres for children (balwadi teachers) to recognize and manage common ear problems was studied so that they could provide primary care for ear related morbidity in the community. A training module was designed, piloted on grass root level workers and used to train 19 balwadi teachers. Their knowledge, skills and technique of examination was assessed following training. Pathways for referral were established between the balwadis, secondary and tertiary hospitals. The knowledge score of the balwadi teachers increased from a mean of 28.4% to 86%; they scored an average of 75% in an assessment of their examination technique. Their sensitivity in identifying overall ear related morbidity was 75%, and 96% in identifying children with ear discharge, specifically. Age, education and experience did not affect the outcome of their training. While it may be premature to comment on the impact of the training, periodic supervision, close monitoring and review sessions would sharpen the skills of the balwadi teachers and improve their efficiency.

  16. The mentoring of overseas trained teachers

    OpenAIRE

    Warner, Lionel; Qayoom, Abdul

    2013-01-01

    Much research has been undertaken into the value of mentoring for beginning teachers. Less research has been done into the mentoring of Overseas Trained Teachers (OTTs). The studies that have been undertaken suggest that mentors’ lack of cultural knowledge and of the pedagogical challenges faced by OTT-mentees may inhibit the integration of such teachers into school life. It may be that effective tailor-made training cannot be provided for OTTs by mentors whose skills or knowledge are insuffi...

  17. Training Teachers for Developing Communicative Skills

    OpenAIRE

    Tatjana Kadunc

    1995-01-01

    A teacher's professional success in working with students, his or her physical health and personal fulfilment depend on how successful his or her interpersonal relationsbips with the students are which accounts for the need for permanent teachers training in communicative skills. A successful teachers training model has to offer models and approaches aiming at the integration of scientific and practical theories. Theoretical basis should stimulate reflection on important problems. There is a ...

  18. Language Teaching Models in Teacher Training Programs

    OpenAIRE

    Aslan, Alper

    2016-01-01

    Any language teacher who has gone through some kind of training program for the teaching of English should be familiar with various specific language teaching models that constitute the core of the training process. A language teaching model is a guide that helps the trainee to sequence the activities designed for the expectations and needs of learners in a lesson. This paper reviews the common language teaching models in teacher training programs (PPP, OHE, III, TTT, TBLT, ESA, ARC) and disc...

  19. "Deutsch als Fremdsprache" fuer Kinder auslaendischer Arbeitnehmer. Vorschlaege zur Lehrerfortbildung ("German as a Foreign Language" for Children of Foreign Workers. Suggestions for Supplementary Training of Teachers)

    Science.gov (United States)

    Jung, Lothar

    1976-01-01

    Qualified teachers are needed for the children of foreign workers in Germany. Supplementary courses are needed for teachers entering this field. Suggestions are given for a 3-phase course, including topics for the basic course, introduction of teaching aids, the use of suitable texts, practice teaching, etc. (Text is in German.) (IFS/WGA)

  20. Organized Hypocrisy in EFL Teacher Training Programs

    Science.gov (United States)

    Karim, Abdul; Mohamed, Abdul Rashid; Ismail, Shaik Abdul Malik Mohamed; Rahman, Mohammad Mosiur

    2018-01-01

    Embracing the reasons for the failure of donor-sponsored English-teacher training programs is very critical since it precedes the revisions, improvements and quality assurance for the futuristic training programs. Ideating such philosophy, the current study concerns the blatant penetration with regard to the donor-aided training programs in…

  1. Involving Teachers in Reducing Children's Media Risks

    Science.gov (United States)

    Stiller, Anja; Schwendemann, Hanna; Bleckmann, Paula; Bitzer, Eva-Maria; Mößle, Thomas

    2018-01-01

    Purpose: The purpose of this paper is twofold: first, to introduce MEDIA PROTECT, a multi-modal intervention for parents and teachers with six components preventing problematic, and in the long run addictive, use of screen media by children; second, to present results of a formative evaluation of the teacher training, an important component of the…

  2. Multiplying the Effect of Professional Development: Teachers Training Teachers

    Science.gov (United States)

    Hansen-Thomas, Holly; Casey, Patricia J.; Grosso, Liliana

    2013-01-01

    This article describes the effects of participation and collaboration in an in-service professional development project for secondary content area teachers referred to as "turnaround training." The participating teachers were experienced, skilled practitioners in their content areas (math, science, social studies, or English language…

  3. Initial Teacher Training Courses and Non-Native Speaker Teachers

    Science.gov (United States)

    Anderson, Jason

    2016-01-01

    This article reports on a study contrasting 41 native speakers (NSs) and 38 non-native speakers (NNSs) of English from two short initial teacher training courses, the Cambridge Certificate in English Language Teaching to Adults and the Trinity College London CertTESOL. After a brief history and literature review, I present findings on teachers'…

  4. Strength Training and Children's Health.

    Science.gov (United States)

    Faigenbaum, Avery D.

    2001-01-01

    Provides an overview of the potential health benefits of strength training for children, discussing the role of strength training in preventing sports-related injuries and highlighting design considerations for such programs. The focus is on musculoskeletal adaptations to strength training that are observable in healthy children. Guidelines for…

  5. The American Influence in Indonesian Teacher Training, 1956-1964

    Science.gov (United States)

    Suwignyo, Agus

    2017-01-01

    This paper examines United States-Indonesian cooperation in the training of Indonesian teachers during the early decades of the Cold War. Indonesia badly needed teachers but the government's efforts to train new teachers were hampered by the tremendous lack of teachers who could train new teachers. The aid provided by the United States enabled the…

  6. Training Teachers for Developing Communicative Skills

    Directory of Open Access Journals (Sweden)

    Tatjana Kadunc

    1995-12-01

    Full Text Available A teacher's professional success in working with students, his or her physical health and personal fulfilment depend on how successful his or her interpersonal relationsbips with the students are which accounts for the need for permanent teachers training in communicative skills. A successful teachers training model has to offer models and approaches aiming at the integration of scientific and practical theories. Theoretical basis should stimulate reflection on important problems. There is a need, however, for planning activities based on solving true, everyday problems. This should help teachers linking the newly acquired knowledge to what they already know and to their life experience. It should further help them introduce the new knowledge into solving their teaching problems. In this way teachers could be trained to monitor the process of their continuing education, to delineate their problems, find solutions, evaluate the results of the their solving problems. Such a concept of permanent education considerably enhances the professionalism of the teaching job.

  7. Effects of Teacher Training in Adult Learning

    DEFF Research Database (Denmark)

    Larsen, Lea Lund; Wahlgren, Bjarne

    teacher training effects in relation to adult learners? This will be identified by a search for systematic reviews in the international clearinghouses and afterwards by a small scale mapping done in the pedagogic database ERIC. And second: which methods can be used to measure the effects of teacher...... 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...

  8. Teachers' Awareness, Competencies and Training Needs for ...

    African Journals Online (AJOL)

    Reading proficiency is a prerequisite for the normal functioning of every child. The processes of learning to read have been observed to be the same for all children. However, children with low vision experience peculiar reading problems and thus require special assistance. Teachers who are effective in teaching children ...

  9. Investigation about Participatory Teachers' Training Based on MOOC

    Science.gov (United States)

    Zhou, Qing-Guo; Guo, Shou-Chao; Zhou, Rui

    2015-01-01

    In consideration of shortcomings of general teachers' training module, such as less chance, inefficiency, theory-practice gap and short duration, we expounds the concept and process of teachers' training module based on MOOC, discusses how MOOC platform promote collaborative teachers' training development and improve teachers' training methods and…

  10. Teacher Training Models for a New South Africa.

    Science.gov (United States)

    Kachelhoffer, P. M.

    1995-01-01

    Discusses social change and educational realities in South Africa, noting the relatively poor qualifications of black teachers. The paper also examines South African teacher training models and presents teacher training models suitable for developing countries. (SM)

  11. 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…

  12. Practice-Oriented Teachers' Training: Innovative Approach

    Science.gov (United States)

    Shukshina, Tatjana I.; Gorshenina, Svetlana N.; Buyanova, Irina B.; Neyasova, Irina A.

    2016-01-01

    Modernization of Russian education meets the global trend of professionalization of teachers' training which assumes strengthening the practical orientation of educational programs as a significant factor in increasing the competitiveness of the teacher in the modern educational environment. The purpose of the article is to identify and…

  13. A Corporate Partnership to Enhance Teacher Training

    Science.gov (United States)

    Fine, Bethann

    2012-01-01

    This article discusses a corporate partnership with SMART Technologies that changed what teacher candidates learned and how they learned. The experience of the partnership has revealed five best practices for implementing white board technology. Teacher training benefits of the partnership are evident in descriptions of three instructional…

  14. HOW TELEVISION CAN TRAIN YOUR TEACHERS.

    Science.gov (United States)

    1961

    EDUCATIONAL TELEVISION MAY SOLVE THE PROBLEMS OF TEACHER INSERVICE TRAINING. IN SAN JOSE, CALIFORNIA, 21 SCHOOL DISTRICTS HAVE COOPERATED IN PRODUCING A TEACHER INSERVICE PROGRAM. THE TELEVISION CENTER OF THE STATE COLLEGE PRODUCES AND DIRECTS THE TELECASTS. A COMMERCIAL TELEVISION STATION DONATES ITS FACILITIES AND AIR TIME. A PERMANENT…

  15. 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

  16. The Impact of the Incredible Years Parent, Child, and Teacher Training Programs on Children's Co-Occurring Internalizing Symptoms

    Science.gov (United States)

    Herman, Keith C.; Borden, Lindsay A.; Reinke, Wendy M.; Webster-Stratton, Carolyn

    2011-01-01

    The Incredible Years (IY) Series includes separate group interventions to improve parenting interactions, teacher classroom management, and child social-emotional regulation. Although originally developed to treat early onset conduct problems, IY targets many of the proposed mechanisms and risk factors for internalizing distress in early…

  17. An overview of the Zhejiang Model of Teacher Training

    OpenAIRE

    Zheng, Dan-Dan; Gao, Yabing; Wang, Chao

    2012-01-01

    The quality of teacher training directly affects the quality of primary and secondary school teachers’ professional development and indirectly affects the quality of primary and secondary school education. With an interest in teacher development, this paper presents an overview of the Zhejiang model of teacher training, with specific reference to the training of Chinese language teachers. This paper analyses the guidance of government’s teacher training policy, the design of training programm...

  18. 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.

  19. 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

  20. 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

  1. 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…

  2. 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.

  3. 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. 

  4. 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.

  5. 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.

  6. Universal Design Across the Curriculum: Training for Students and Teachers.

    Science.gov (United States)

    MacKeogh, Trish; Hubbard, James; O'Callaghan, Kieran

    2017-01-01

    Providing an inclusive educational setting for children with disabilities is essential if they are to truly benefit from mainstream education. Universal design (UD) provides a framework to develop our classrooms, materials and methods to accommodate diverse learners and students with special educational needs without the need to retrofit or remove the student from the classroom. This paper outlines the theory and the approach of two training courses on Universal Design developed for teachers and students.

  7. ABOUT METHODOLOGICAL TRAINING OF TEACHER-MUSICIANS

    Directory of Open Access Journals (Sweden)

    Y. A. Bodina

    2014-01-01

    Full Text Available The paper considers the need for reinterpretation of the content and functions of methodological training of teacher-musicians in the higher school; the above problem being raised as the result of the massive penetration of information technologies, intensification of knowledge updates, rejection of narrow specializations, and propagation of the postmodern culture. The author focuses on modernization of methodology training of teachermusicians with the emphasis on general features of the modern musical environment affecting students’ personality. The proper methodology training of the future teacher-musicians, based on the culture-adequate knowledge and accompanied by the actual project activity forms, is capable to counteract the influence of the second-rate common musical tastes and negative world perception. In conclusion, the author highlights the need for intensification of the ontological and personal worldview orientation of methodology training and further development of professional tools. The paper is addressed to the higher school teachers and students, music school teachers, and additional education teachers.

  8. Ritalin for School Children: The Teachers' Perspective.

    Science.gov (United States)

    Robin, Stanley S.; Bosco, James J.

    Research in an urban public school system (Grand Rapids, Michigan) was conducted to determine teachers' view of Ritalin for school children. Three questions were addressed: what contact with and information about Ritalin do teachers have; what attitude do teachers express toward Ritalin; and what professional behaviors do teachers report in regard…

  9. Online training of teachers using OER: Promises and potential strategies

    OpenAIRE

    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 facilitate mass training of teachers as per their convenience and ease and will be helpful in filling the huge gap in demand for skilled teachers. ...

  10. 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…

  11. Teacher Training for EST: Problems and Methods.

    Science.gov (United States)

    Ewer, J. R.

    1983-01-01

    Reviews the problems and strengths of an English for Science and Technology teacher-training course at the University of Chile (Santiago). Since most students come to the course with a humanities background, coupled with a "traditional" or "general" English background, they have the following types of problems: attitudinal,…

  12. Training Teachers in the Natural Approach.

    Science.gov (United States)

    Foreman, Mary Margaret

    This report describes the use of the natural approach to second language instruction to improve the teacher training program at Purdue University (Indiana). First, the report discusses the establishment of a permanent, non-tenure-track position of Assistant Director for Beginning Levels of Spanish. Second, focus is on the improvement of the…

  13. 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)

  14. Organisational and Training Factors Affecting Academic Teacher Training Outcomes

    Science.gov (United States)

    Renta-Davids, Ana-Inés; Jiménez-González, José-Miguel; Fandos-Garrido, Manel; González-Soto, Ángel-Pío

    2016-01-01

    University teacher training has become an important topic in recent years due to the curricular and methodological reforms introduced by the Bologna process. Despite its acknowledged importance, evaluations have been limited to measures of participants' satisfaction, and little is known about its impact on teaching practices. This study seeks to…

  15. 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…

  16. 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…

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

    African Journals Online (AJOL)

    In Zimbabwe music education in primary schools is taught by general classroom teachers, who received their music training during their general teacher training years. In this case study we explored the nature of music teacher training at one particular institution in Zimbabwe. We concluded that reasonable success was ...

  18. Developing ICT Competency for Thai Teachers through Blended Training

    Science.gov (United States)

    Akarawang, Chaiya; Kidrakran, Pachoen; Nuangchalerm, Prasart

    2016-01-01

    The purpose of this study aims to enhance teachers' ICT competency. Three hundred and thirty seven teachers are surveyed through a questionnaire to identify training problems and training needs. Then the blended training model is implemented with teachers. The result showed that it can increase score in cognitive and attitude tests. The post-test…

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

    African Journals Online (AJOL)

    strategies are often the outcome of teacher training that fails or falls short of addressing issues of diversity in schools. There is much talk worldwide of permeating a multicultural perspective in teacher training programmes. Most educational stakeholders agree on the feasibility of training prospective teachers to teach in a ...

  20. Aesthetic Education: Its Place in Teacher Training

    Science.gov (United States)

    Frawley, Timothy J.

    2013-01-01

    While it would be egregious not to acknowledge the dire state and looming removal of art and music programs in many schools today, it is equally important to recognize that individual classroom atmosphere ultimately begins with and emanates from the primary/elementary teacher. Teaching of young children is a soulful experience; it comes from the…

  1. 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.

  2. 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.

  3. 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.

  4. [Perceptions about continuous training of Chilean health care teachers].

    Science.gov (United States)

    Pérez V, Cristhian; Fasce H, Eduardo; Coloma N, Katherine; Vaccarezza G, Giulietta; Ortega B, Javiera

    2013-06-01

    Continuous training of teachers, in discipline and pedagogical topics, is a key step to improve the quality of educational processes. To report the perception of Chilean teachers of undergraduate health care programs, about continuous training activities. Twenty teachers working at different undergraduate health care programs in Chile were interviewed. Maximum variation and theoretical sampling methods were used to select the sample. Data was analyzed by open coding, according to the Grounded Theory guidelines. Nine categories emerged from data analysis: Access to continuous training, meaning of training in discipline, activities of continuous training in discipline, meaning of continuous training in pedagogy, kinds of continuous training in pedagogy, quality of continuous training in pedagogy, ideal of continuous training in pedagogy, outcomes of continuous training in pedagogy and needs for continuous training in pedagogy. Teachers of health care programs prefer to participate in contextualized training activities. Also, they emphasize their need of training in evaluation and teaching strategies.

  5. 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)

  6. Children as Teachers: Families as Learners

    Science.gov (United States)

    Carr, Margaret; Clarkin-Phillips, Jeanette; Thomas, Rebecca; Armstrong, Garth; Beer, Alison; Crowe, Neil; Fruean, Lou; Greene, Bridie; Lowe, Jo; O'Brien, Cheri; Perrot, Carly; Shepherd, Andrea; Tinning, Andrea; Twaddle, Fiona; Waitai, Maiangi; Wiles, Joy

    2014-01-01

    In this project, the research team--a collaboration between teacher researchers and university researchers--was interested in finding out about how "children as teachers" might engage their "families as learners" at a museum. This project had two parts. First, it was about young children as museum guides, explaining their…

  7. 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.

  8. Model of historical education and teacher training

    Directory of Open Access Journals (Sweden)

    Gerardo Daniel Mora Hernández

    2017-01-01

    Full Text Available In Mexico Model Historical Education is an educational proposal that is based on the interaction with primary sources and use of analytical concepts ("second order". Training model as part of the "representations" of student teachers of history and teaching -tradicionalistas- confronted with experiential activities. Follow the procedural learning teaching model. He concludes with the teaching work in real conditions ("situated learning", the drafting of a "receptional document" and the professional examination (reflexive teaching.This training model we have developed in the specialty of History of Bachelor of Secondary Education in Higher Normal School of Mexico since 2006, advising a hundred students.

  9. Model of historical education and teacher training

    OpenAIRE

    Gerardo Daniel Mora Hernández; Rosa Ortiz Paz

    2017-01-01

    In Mexico Model Historical Education is an educational proposal that is based on the interaction with primary sources and use of analytical concepts ("second order"). Training model as part of the "representations" of student teachers of history and teaching -tradicionalistas- confronted with experiential activities. Follow the procedural learning teaching model. He concludes with the teaching work in real conditions ("situated learning"), the drafting of a "receptional document" and the prof...

  10. Astronomy Education and Teacher Training in Turkey

    Science.gov (United States)

    Kirbiyik, Halil

    In this talk, education in astronomy and space sciences in schools in Turkey as well as activities to create awareness in these subjects will be discussed. A search done among youngsters(ages from 15 to 24) for measuring the scientific literacy showed that most attractive subjects to the Turkish younsters are “internet” and “astronomy”. This result led authorities to take necessary measures to fill the gap especially in teaching material such as books. Another attempt along this is to increase astronomy subjects in the school curricula. Besides TUBITAK National Observatory, universities and Turkish Astronomical Society are giving every efort to create public awareness of space activities and space sciences. As for the teacher training in astronomy and space sciences, much has been done but no success has come yet. Astronomy subjects, in schools, are generally taught not by astronomers but some other substitutes from other branches, such as physics and mathematics. Thus the Ministry of Education prefers training teachers in service. Nevertheless it must be stated that astronomers are pushing forward to formally have the right to train astronomers to become teachers to be hired by the Ministry of Education in schools.

  11. A Sustainable Model for Training Teachers to Use Pivotal Response Training

    Science.gov (United States)

    Suhrheinrich, Jessica

    2015-01-01

    The increase in the rate of autism diagnoses has created a growing demand for teachers who are trained to use effective interventions. The train-the-trainer model, which involves training supervisors to train others, may be ideal for providing cost-effective training and ongoing support to teachers. Although research supports interventions, such…

  12. Integrating sustainability into Business Education teacher training

    Directory of Open Access Journals (Sweden)

    Carina America

    2014-03-01

    Full Text Available Businesses are increasingly coming under scrutiny from stakeholders who expect them to report how they protect the environment, how they guarantee no human and labour violations in their value chain, and how they function on ethical business principles. Businesses are trying to adjust to these changing environments for the betterment of society and the planet while still concentrating on profit. The same awareness and inquiry would be expected from business education student teachers who teach business principles and business operations. This study, which was conducted at three universities, describes the perspectives and sustainability virtues of pre-service business education teachers who attended a workshop aimed at integrating sustainability in their teacher training curriculum. A qualitative framework was adopted using three methods: focus-group discussions, reflection based on a video recording and a critical analysis of the curriculum. Findings suggest that incremental shifts in critical self-awareness of business education pre-service teachers occurred. A business education and education for sustainability synthesis is recommended and provided as a conceptual framework in this study. This synthesis can be a useful place to start to elicit critical self-awareness when pre-service teachers have to deal with the complex mix of the five types of learning, namely disciplinary, situational, practical, fundamental and pedagogical learning.

  13. A Component Analysis of Toilet-Training Procedures Recommended for Young Children

    Science.gov (United States)

    Greer, Brian D.; Neidert, Pamela L.; Dozier, Claudia L.

    2016-01-01

    We evaluated the combined and sequential effects of 3 toilet-training procedures recommended for use with young children: (a) underwear, (b) a dense sit schedule, and (c) differential reinforcement. A total of 20 children participated. Classroom teachers implemented a toilet-training package consisting of all 3 procedures with 6 children. Of the 6…

  14. An Analysis of the Selection and Training of Guiding Teachers in an Urban Teacher Education Program

    Science.gov (United States)

    Lopez, Carmen Lizette

    2012-01-01

    In response to a growing trend towards alternative teacher education programs, this study aims to direct the focus on traditional teacher preparation programs. The purpose of this study is to analyze the processes of how classroom teachers are selected, trained, and supported as guiding teachers in one urban teacher education program. 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. Another Innovation from High Tech High--Embedded Teacher Training

    Science.gov (United States)

    Griswold, Janie; Riordan, Rob

    2016-01-01

    High Tech High School's teaching internship program blends on-the-job work with classroom theory. Interns spend two years working as full teachers as they take courses. The program serves three large purposes: Train new teachers and build capacity in the HTH organization; train teachers in and beyond HTH for success in a wide range of contexts;…

  17. Training Teachers for Virtual Collaboration: A Case Study

    Science.gov (United States)

    Vinagre, Margarita

    2016-01-01

    This study aims to explore the development of teachers' competences when trained in virtual collaboration. In order to do so, we analyse the data gathered from a group of nine in-service teachers who were trained in a forum and a wiki to become future telecollaborative teachers (TTs). During the course, participants worked in small groups and they…

  18. the effect of training on teachers' knowledge of effective classroom ...

    African Journals Online (AJOL)

    Global Journal

    The purpose of this study was to determine the effectiveness of in-service training on teachers' knowledge of effective ... strategies that teachers believe are effective for classroom management was significantly higher after the training, indicating ... meaningful and effective learning is the ability of the teacher to effectively ...

  19. 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. Specifically it aimed at providing in brief, the history and the challenges that Tanzania is facing in the training of special education teachers. Fifteen special education teachers, five females and ten males, were interviewed. The results showed that ...

  20. 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…

  1. Pro-ELT; A Teacher Training Blended Approach

    Science.gov (United States)

    Eshtehardi, Reza

    2014-01-01

    Pro-ELT is a blended teacher training course. The aim of Pro-ELT is to strengthen English teaching and learning through a blended training approach that includes; quality face to face delivery, supported distance learning and integrated proficiency and methodology training. It delivers quality language teaching and teacher development courses to…

  2. Praise Research Trends and Future Directions: Characteristics and Teacher Training

    Science.gov (United States)

    Floress, Margaret T.; Beschta, Shelby L.; Meyer, Kari L.; Reinke, Wendy M.

    2017-01-01

    Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and…

  3. 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…

  4. Gestalt Workshops: Suggested In-Service Training for Teachers.

    Science.gov (United States)

    Fiordo, Richard

    1981-01-01

    Fritz Perls' Gestalt Workshops are explained and recommended for inservice training for teachers. Since Gestalt Workshops increase their participants' growth, awareness, and integration personally and environmentally, their benefit to classroom teachers would be direct and dramatic. (Author)

  5. 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.

  6. 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.

  7. 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...

  8. 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 ...

  9. The Importance of Training Needs’ Questionnaire in order to Arrange Science Teacher Training Program

    OpenAIRE

    M. C. Tapilouw; H. Firman; S. Redjeki; D. T. Chandra

    2017-01-01

    An ideal teacher training program is by participant’s need. The major aim of this study is getting information about science teacher’s perception and needs in their professional’s life as a science teacher in Junior High School. The main idea of teacher training is to strengthen the integrated science of Natural Science concepts and problem-based learning. Data is gathered by spreading training needs questionnaire to 20 science teachers under an education foundation in Bandung. The questionna...

  10. Revisiting Gordon's Teacher Effectiveness Training: An Intervention Study on Teachers' Social and Emotional Learning

    Science.gov (United States)

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

    2013-01-01

    Introduction: This study explored the development of teachers' social and emotional learning (SEL) skills by using "Teacher Effectiveness Training (TET)" (Gordon Training International) as an intervention with two groups of teachers. Further Gordon's model was approached from the perspective of modern educational psychology. The effects…

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

    OpenAIRE

    Mohd Anis Bin Abdul Razak; Rosadah Abd Majid

    2017-01-01

    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 p...

  12. Effective didactic training for medical teachers

    Directory of Open Access Journals (Sweden)

    Hofer, Matthias

    2005-01-01

    Full Text Available The purpose of this study was to develop, test, evaluate and finally implement effective state-of-the-art Teacher Trainings in didactic skills and methods. The training concept should be designed and beneficial for medical teachers in under- and postgraduate Medical Education.Methods: A 5-day workshop with 12 theoretical and 9 „hands-on" modules has been designed and stepwise improved, according to trainees' feedback. All trainees were educated in small groups (6 to 10 participants per workshop. The workshops consisted of mini-lectures, repeated microteaching exercises and video-supported feedback concerning the following key-competencies: Communication of goals, methods to trigger interactivity, design of slides in ppt-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 OSTEs (objecitve structured teaching exercises at the beginning and end of workshop: the ratings of 15 to 20 external oberservers were checked for significant trends (X2 -Test Pearson in 17 pregiven criteria for high teaching effectiveness. B The trainees rated 20 teaching competencies in a retrospective „pre-post-analysis" (self-assessment questionaire at the end of each workshop and after 6 to 12 months later. The results revealed highly significant improvements (p < 0.01 in 15 of 17 OSTE-criteria and in 19 of 20 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 controverse issues of time and costs.In conclusion, the designed 5-day training workshops to enhance didactic skills and teaching methods turned out to be highly effective and can be attended by all medical

  13. 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.

  14. 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...

  15. 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.

  16. 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

  17. 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.

  18. 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.

  19. Science teacher's perception about science learning experiences as a foundation for teacher training program

    Science.gov (United States)

    Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

    2017-05-01

    Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

  20. 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…

  1. Exploring Teacher Candidates' Attitudes towards Pedagogical Teacher Training Based on Different Variables

    Science.gov (United States)

    Toraman, Cetin; Aydin, Hasan; Ulubey, Ozgur

    2016-01-01

    The raising of the life standards of individuals living within a society is only possible through the provision of quality education. Quality education can be realized only through the training of teachers with the necessary skills and positive attitudes towards the training provided at faculties of education and through teacher training programs.…

  2. Effects of Teacher Training on Preservice Teachers' Knowledge, Personal Beliefs, and Attitudes

    Science.gov (United States)

    Huckabee, Sloan Smith

    2014-01-01

    This study examines the effects of the NAMI Parents and Teachers as Allies training on the Mental Health Literacy, Personal Beliefs, and Stigmatizing Attitudes of preservice teachers. A researcher developed survey was administered three times to the training group prior to, immediately following, and two weeks after the training. A nonequivalent…

  3. 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

    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 aim of the present study is the development and evaluation of an ADHD training program for teachers. A teachers' training program for ADHD was designed and a pilot run in 3 schools of Karachi, Pakistan. Teachers knowledge regarding signs and symptoms of ADHD was tested before and after the workshop and then again after 6 months using an ADHD knowledge questionnaire. Forty-nine teachers, all of them women, completed the questionnaires before and after the training program, and 35 of them filled it out at the 6-month interval. Mean scores of these tests were compared using a paired t test. The authors found the difference of mean score of 1.48 +/- 2.95, and this was statistically significant (p teachers regarding ADHD symptomatology, and it remained significant even after 6 months of training.

  4. A podcasting-based pre-service teacher training model

    Directory of Open Access Journals (Sweden)

    Jing Zhao

    2012-03-01

    Full Text Available Podcasting has been increasingly used as a new approach to broadcasting information. In the educational field, podcasting offers plenty of opportunities to improve and facilitate pre-service teacher training in normal schools. This study analyses the practice of using podcasting for teaching skills training, and proposes a TSTP (Teaching Skills Training on Podcasting model to improve the training effectiveness.

  5. Race, Identity and Support in Initial Teacher Training

    Science.gov (United States)

    Bhopal, Kalwant

    2015-01-01

    This article examines the experiences of 22 Black and minority ethnic (BME) trainee teachers who were enrolled on a secondary teacher training course at one university over a two-year period. It argues that BME trainee teachers experience different forms of exclusionary practices in the classroom, but use their identities in a positive way to…

  6. English Teacher Training Programs in Denmark, Sweden and Turkey

    Science.gov (United States)

    Solak, Ekrem

    2016-01-01

    Teachers play one of the most important roles in reaching learning objectives. The qualifications of teachers in an education system reflect the potential of that system and directly influence the learners' achievement. Therefore, the purpose of this study is to compare Danish and Swedish English teacher training programs with that of Turkey and…

  7. 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 ...

  8. Reconsidering the Role of Artists in Initial Teacher Training.

    Science.gov (United States)

    Trowsdale, Jo

    2002-01-01

    Addresses the role that artists might have in the process of preparing teachers of drama in the United Kingdom. Suggests that initial teacher education has a role to play in this process and draws upon a small-scale research project, which proposes a conscious engagement of particular kinds of artistic practice in Initial Teacher Training. (SG)

  9. Multicomponent Training of Teachers of Students with Severe Disabilities

    Science.gov (United States)

    Brown, Phillip; Stephenson, Jennifer; Carter, Mark

    2014-01-01

    Over the last decade, the obligation of general and special educators to utilize evidence-based instructional practices has become more prominent. Research increasingly suggests the failure of didactic teacher training alone to ensure implementation with fidelity of these practices by teachers in their classrooms. Multicomponent training (MCT)…

  10. 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…

  11. 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…

  12. Trainning of Special Education Teachers about Curriculum Development

    Science.gov (United States)

    Ozcan, Deniz; Uzunboylu, Huseyin

    2015-01-01

    The aim of this study is to determine the needs of special education teachers about curriculum development, and to implement the constructivist approach to in-service training programme for special education teachers. Furthermore, this study seeks to evaluate the developed in-service training programme. The descriptive and experimental methods…

  13. Training programs in research into the effectiveness of teacher behavior

    NARCIS (Netherlands)

    Tomic, W.

    2008-01-01

    This article contends that studies into the effectiveness of teacher behavior should give more attention both to a systematic design of training programs as well as to the collection of implementation data concerning teacher behavior, before incorporating the training program into an experimental

  14. 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…

  15. 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 ...

  16. 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.

  17. Teachers' perceptions of substitute teacher performance and training in Maury County, Tennessee

    Science.gov (United States)

    Smith, Tina Thornton

    This study examined opinions and perceptions of permanent teachers in Maury County, Tennessee, regarding performance and training of substitute teachers. In addition to demographic information and comparisons among group means, the relationships between variables were studied. The results of the study were used to determine if a substitute teacher training program would be beneficial to Maury County Schools. The study sample (N = 165) included full time K-12 teachers. Respondents were divided into three groups: elementary, middle, and high school teachers. Data was gathered using a survey created by the Substitute Teaching Institute at Utah State University in Logan, Utah. Permanent teachers responded to ten items on a Likert scale and three opinion questions. Statistically significant differences between the three responding groups were indicated. Findings were as follows: (1) There was a statistically significant difference in the way teachers rated substitute teacher performance based on grade level. Although none of the three groups had a high mean response, elementary teachers rated substitute teacher performance higher than did middle and high school teachers. (2) There was a statistically significant difference in the degree to which teachers agreed that training would improve the quality and performance of substitute teachers. All three groups agreed that substitute training would be beneficial; however, the highest ranking came from middle school teachers.

  18. 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…

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

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    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

  20. 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.

  1. 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.

  2. 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.

  3. What is new in training Special Education teachers?

    Directory of Open Access Journals (Sweden)

    Maria Helena Michels

    2011-10-01

    Full Text Available Conveying along international conferences, the Brazilian educational policies have been basing themselves on the inclusive speech. To provide such with sustainability the training of special education teachers. Pursuing to contribute with that discussion, the present paper proposes reflections about initial and continuous training. Through some research that has been developed, we perceived that the core of teacher training for special education lies on the teachers of Specialized Complementary Educational Service (AEE, atendimento educa cional especializado. This service features specialized techniques and resources as a central point in the training. Even those actions that make reference to the relationship with the common class are linked to the transfer of those resources and techniques, not to the pedagogical discussion. Moreover, the current teacher training proposition does not break with the training model traditionally specified for that area. Such elements may lead us to consider that the training of teachers who work with students considered to be disabled is not centered in continuous training. Both that and the initial training do not feature the relationship between AEE and the common class as their central focus. Furthermore, on training there is a preponderance of a model that places the pedagogical in second place, in favor of the medical-psychological aspect. In summary, this proposition of training may signal that the proposal for inclusion in course in the country does not presuppose the acquisition of school knowledge by students with disabilities.

  4. A Teacher Training Model for Improving Social Facilitation in the Inclusive Program

    Science.gov (United States)

    Robinson, Suzanne; Myck-Wayne, Janice

    2016-01-01

    The twofold purpose of this article is to highlight the importance of fostering social competence within inclusive preschool programs and to describe a model for training teachers in research-based social facilitation strategies so as to promote social interaction between children with and without disabilities. This model was developed to address…

  5. Global Vision, Local Reality: Transforming Pre-Primary Teacher Training in Tanzania

    Science.gov (United States)

    Wilinski, Bethany; Nguyen, Cuong Huy; Landgraf, Jessica M.

    2016-01-01

    Global attention to early childhood education (ECE) has led to an increased focus on ECE teacher training as a critical component of providing young children with access to high-quality ECE programs. In this paper, we ask how Tanzanian stakeholders at different levels of implementation experienced and responded to efforts to build capacity in…

  6. Knowledge and attitudes of school teachers, preschool teachers and students in teacher training about epilepsy and emergency management of seizures.

    Science.gov (United States)

    Dumeier, Henriette K; Neininger, Martina P; Bernhard, Matthias K; Syrbe, Steffen; Merkenschlager, Andreas; Zabel, Jörg; Kiess, Wieland; Bertsche, Thilo; Bertsche, Astrid

    2015-09-01

    School and preschool teachers play a key role in the care of children with epilepsy. Yet, data about their knowledge on epilepsy are scarce. Assessment of knowledge and attitudes towards epilepsy in teachers by conducting a questionnaire survey in Leipzig and Blankenburg, Germany, from August 2013 to January 2014. 1243 questionnaires were completed by 302 school teachers, 883 preschool teachers, 56 students and two unclassified participants. Of the respondents, 140 (11%) stated to have already been actively involved in an epilepsy emergency situation, another 148 (12%) as observers. Only 214 (17%) of respondents felt sufficiently prepared for an emergency. A rescue medication had already been applied by 79 (6%) of respondents; only 186 respondents (15%) stated they would be willing to administer a prescribed rescue medication under any circumstances. In response to an open-ended question about the most common fatal outcomes of a seizure, status epilepticus and drowning were rarely mentioned. 233 (19%) of respondents assumed that epileptic seizures cannot result in death. 606 (49%) of respondents were concerned about the legal repercussions to an incorrect response to a seizure.129/403 (32%) of teachers with >20 years of professional experience claimed never to have had a child suffering from epilepsy in their care, even though the prevalence of childhood epilepsy indicates that they should. In total, 1066 (86%) respondents expressed a desire to gain more knowledge on epilepsy. Training programmes for teachers should be established. Furthermore, a clear legal regulatory framework needs to be set up. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  7. 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.

  8. Special Education Trainee Teachers' Perceptions of Their Professional World: Motives, Roles, and Expectations from Teacher Training

    Science.gov (United States)

    Gavish, Bella

    2017-01-01

    To open a window into perceptions entailed in the professional world view of special education teacher trainees, three research questions were developed: (a) What are their motives for joining the profession? (b) How do they perceive the role of the special education teacher? and (c) What are their expectations from teacher training? The research…

  9. Teachers as Society-Involved "Organic Intellectuals": Training Teachers in a Political Context

    Science.gov (United States)

    Yogev, Esther; Michaeli, Nir

    2011-01-01

    This article presents a new model for teacher training in which teachers are encouraged to become intellectuals involved in the community. Involved intellectual teachers are those whose professional identity leans on robust intellectual self-esteem, a culture of actively caring about other people, awareness of social activism, and commitment to…

  10. 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

  11. 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.

  12. GENESIS OF A PRIMARY SCHOOL TEACHER TRAINING IN UKRAINE

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    Inna Khyzhnyak

    2016-11-01

    Full Text Available The genesis of primary school teachers training problem in Ukraine is described in the article. Based on the deep study of historical, scientific and methodological literature, author finds out that researchers in the field of primary education approached differently to the periodization of primary school teachers training and that the formation of this system takes place within the overall development degree of education in Ukraine, so first of all it should be based on the main stages of its development. Guided with the aim to submit the own periods of this process, the author puts forward the idea that the source of its origin should be seen in the establishment of fraternal schools in the seventeenth century where the first practical primary school teachers training was implemented. The article details the compliance of the major milestones of the primary school teachers’ training process of education degree development phase in Ukraine and historical realities of the formation of the specialists in modern system of primary education professional training, highlighted in the national scientific exploration. Integrating existing approaches to periodization of the training primary school teachers national system and based on modern scholars’ researches, the author singles out the following chronological stages based on their importance and contribution to training primary school teachers in Ukraine propaedeutic – the stage of the national professional primary school teacher training nascence (1620 – the first half of the nineteenth century; initial – phase of theoretical and methodological development of the primary schools teachers training principles (the second half of the nineteenth century – 1927; base – stage of the founding primary school teachers training faculties in colleges and universities of Ukraine (1928 – 1970; modernization – the stage of improving the primary school teachers training system under the

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

    Science.gov (United States)

    2014-01-01

    Background 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. Methods 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. Results 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 teachers (p = 0.05). Conclusions 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. PMID:24400838

  14. 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.

  15. Improving Pre-Service Teachers' Performance Skills Through Behavioral Skills Training.

    Science.gov (United States)

    Sawyer, Mary R; Andzik, Natalie R; Kranak, Michael P; Willke, Carolyn P; Curiel, Emily S L; Hensley, Lauren E; Neef, Nancy A

    2017-09-01

    In higher education, instruction that incorporates effective performance skills training is vital to equipping pre-service teachers with the tools they will use to educate children. This study evaluated the effects of behavioral skills training (BST) on performance of evidence-based practices by undergraduate pre-service special education teachers. A pre-post design was used to evaluate performance during role-play. BST sessions produced higher levels of correct performance than baseline measures across all seven participants. We discuss limitations of these results with suggestions for future research, along with recommendations for incorporating BST into university settings.

  16. Spatial Training Improves Children's Mathematics Ability

    Science.gov (United States)

    Cheng, Yi-Ling; Mix, Kelly S.

    2014-01-01

    We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability in children this age (Ehrlich, Levine, &…

  17. A Study of Educational Reform & Teacher Training in Oman

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    Khalid Salim Saif Al Jardani

    2012-05-01

    Full Text Available Training plays an important part in supporting educational reform in Oman. This report looks at the effectiveness of the 2005 Primary Teachers’ Course (PRIT for cycle 1 (grades 1-4 in preparing and supporting English teachers in implementing the new national curriculum. A number of key issues are identified, such as the importance of training courses and their need to focus on teachers’ requirements and interests. The need to update the course and introduce more activity types and modes of input is discussed. The article ends with suggestions for ways to continue supporting teachers in implementing the new curriculum. These include an on-going system of support where the trainer develops links with supervisors and senior teachers, and also the development of self-assessment and small-scale classroom-based research strategies, with which teachers can investigate their own practice. Keywords: Training courses, Primary, English teachers

  18. Birmingham University and Teacher Training: Day Training College to Department of Education.

    Science.gov (United States)

    Thomas, J. B.

    1992-01-01

    Traces the development of teacher education in Birmingham, England, from the Victorian period through the 1920s. Describes the transition of Mason College and the Birmingham Day Training College into the education department of Birmingham University. Discusses women's education, teacher training for men, student life, faculty, and curriculum. (DK)

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

    Directory of Open Access Journals (Sweden)

    Barry Richter

    2016-02-01

    Full Text Available The purpose of the study was to explore how a school-based training model (SBTM could help to address the shortage of teachers. This model also allows, among other aspects, for poor and disadvantaged students to study while they gain experience. This article reports on the results of the SBTM implemented by a South African university, whereby student teachers are appointed at schools as assistant teachers. A mixed method study was preferred in order to explore the effectiveness of the model. The findings of the research indicate that the majority of teachers, lecturers, students and members of school managements involved were positive regarding the SBTM, and that the advantages of the model outweighed the challenges. It is therefore recommended that the model be implemented as an alternative teacher training programme for the special conditions prevailing in South Africa, as well as other countries that experience a teacher shortage.

  20. 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.

  1. Yale National Initiative Models Teacher Training

    Science.gov (United States)

    Adam, Michelle

    2011-01-01

    In 1978, James Vivian established the Yale-New Haven Teachers Institute, a collaborative program between Yale faculty and New Haven public schools designed to improve teacher effectiveness. The program stemmed from work Vivian had begun while director of a history education project that promoted faculty partnerships with public school teachers.…

  2. Training Our Future Teachers: Classroom Management. Revised

    Science.gov (United States)

    Greenberg, Julie; Putman, Hannah; Walsh, Kate

    2014-01-01

    This report examines traditional teacher preparation in classroom management, which is a struggle for many teachers, especially new ones. 122 teacher preparation programs--both elementary and secondary, graduate and undergraduate--were examined to review the full breadth of the professional sequence. The following conclusions are made as a result…

  3. Pre-Service Teacher Training at the Museum School

    Science.gov (United States)

    Stetson, Ranae; Stroud, Nicole Devlin

    2014-01-01

    This article describes the powerful and long-term partnership between a museum preschool and a local university teacher preparation program. The authors describe the unique and rich learning environment of the Museum School and its dramatic and positive impact on pre-service teacher training. The hands-on learning experiences taught at the Museum…

  4. Training Teachers to Conduct Trial-Based Functional Analyses

    Science.gov (United States)

    Kunnavatana, S. Shanun; Bloom, Sarah E.; Samaha, Andrew L.; Dayton, Elizabeth

    2013-01-01

    The trial-based functional analysis (FA) is a promising approach to identification of behavioral function and is especially suited for use in educational settings. Not all studies on trial-based FA have included teachers as therapists, and those studies that have, included minimal information on teacher training. The purpose of this study was to…

  5. ESL Teacher Training in 3D Virtual Worlds

    Science.gov (United States)

    Kozlova, Iryna; Priven, Dmitri

    2015-01-01

    Although language learning in 3D Virtual Worlds (VWs) has become a focus of recent research, little is known about the knowledge and skills teachers need to acquire to provide effective task-based instruction in 3D VWs and the type of teacher training that best prepares instructors for such an endeavor. This study employs a situated learning…

  6. Professional Training of Foreign Languages Teachers in Austria

    Science.gov (United States)

    Byndas, Olena

    2014-01-01

    The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers' professional training and their practical availability for service in school, have been observed. The problem of…

  7. Leadership for Effective Teacher Training Transfer in Kuwaiti Secondary Schools

    Science.gov (United States)

    Winokur, Ilene K.; Sperandio, Jill

    2017-01-01

    This article reports on the findings of a study undertaken to examine the links between leadership practices of a transformational nature and the transfer of teacher training in the public high schools in Kuwait. The participants in the study were teachers who had undergone mandated professional development (PD) aimed at improving teaching…

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

    African Journals Online (AJOL)

    Nekky Umera

    Curriculum Studies, Adeyemi College of Education, Ondo. Abstract ... the classroom, is the successful performance skills of the teacher termed pedagogue. ... This kind of educational ideas and objectives need be consolidated through effective re-training of professional teachers in English language. This will also help in ...

  9. 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.

  10. An ESP Approach to EFL/ESL Teacher Training.

    Science.gov (United States)

    Kennedy, Chris

    1983-01-01

    Presents a multilevel course model which applies English for Specific Purposes (ESP) principles to the design of teacher-training courses for "general" English as a Second Language teachers. The syllabus moves from content, through format and methodology, to the language required to understand content, while maintaining the subject-language link…

  11. Teacher competences for supporting students' reflection. Standards, training and practice

    NARCIS (Netherlands)

    Dekker-Groen, A.M.

    2013-01-01

    Students in nursing education have to develop reflection skills to be prepared for continuous learning during their career. To support this development process, teachers have to expand their knowledge and pedagogical repertoire. A model of teacher learning by feedback during a training programme was

  12. 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 ...

  13. 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…

  14. Identifying Collaborative Behaviours Online: Training Teachers in Wikis

    Science.gov (United States)

    Vinagre Laranjeira, Margarita

    2016-01-01

    In this paper we explore the data gathered from a group of nine in-service teachers who were trained online to become future telecollaborative teachers. Participants from different countries worked in two small groups in a wiki designed specially to facilitate discussion and collaboration. Tasks included reading and reviewing articles on…

  15. 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…

  16. Seizure management by preschool teachers: A training concept focussing on practical skills.

    Science.gov (United States)

    Dumeier, Henriette K; Neininger, Martina P; Kaune, Almuth; Schumacher, Pia M; Merkenschlager, Andreas; Kiess, Wieland; Bernhard, Matthias K; Bertsche, Thilo; Bertsche, Astrid

    2017-08-01

    Prolonged seizures can cause severe harm and even death. For seizures lasting longer than 5min, an administration of rescue medication is therefore recommended. Caregivers such as preschool teachers should be able to administer correctly anticonvulsive rescue medication to children. A training concept for preschool teachers on seizure management focussing on practical skills was developed. To assess the success of the training, a structured interview on attitudes relating to rescue medication administration was conducted. The number of committed errors during administration of a rectal/buccal rescue medication to dummy dolls was compared before and after training. 210 teachers from 115 preschools participated while all teachers from 303 preschools had been invited. The self-reported level of confidence in their own skills to administer anticonvulsive rescue medication increased from 5 to 8 on a scale from 1 to 10 (ptraining to 209/210 (99.5%, ptraining for the rectal route, and from 173/210 (82.4%) to 209/210 (99.5%, pteachers who administered rescue medication before and after training, the number of administrations without any administration errors rose from 1/195 (0.5%) to 117/195 (60.0%, ptraining for preschool teachers boosted the level of self-confidence relating to administration of anticonvulsive rescue medication. Teachers also committed fewer errors when administering rescue medication to dummy dolls. Copyright © 2017 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

  17. 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…

  18. 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.

  19. Los padres como maestros de los ninos. Los padres como recursos para los maestros. Serie E: [E1] logro de la participacion de los padres. cuadernos 1 y 2. Edicion para el maestro. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Their Children's Teachers. Parents as Resources for Teachers. Series E: Parent Participation, Book 1 and 2. Teacher Edition. Bilingual Education Teacher Training Packets).

    Science.gov (United States)

    Lazos, Hector, Comp.

    This guide on training bilingual education teachers focuses on parent participation in school activities. The guide addresses three groups of people: paraprofessionals and non-graduate students, bilingual teachers, and graduate students. Two units are presented, one dealing with the important influence parents have on their child's language…

  20. 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.

  1. 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…

  2. 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.

  3. Safety in High School Supervised Agricultural Experiences: Teachers' Training and Students' Injury Awareness.

    Science.gov (United States)

    Pate, M L; Lawver, R G; Sorensen, T J

    2016-01-01

    This research study sought to gather evidence of school-based agriculture teachers' hazard perceptions, safety practices, training experiences, and awareness of student injuries related to supervised agricultural experience (SAE) programs. Teachers agreed that students should follow safety guidelines developed by the National Children's Center for Rural and Agricultural Safety and Health during SAE work. Approximately 66% (f = 153) of teachers reported having general training in first aid, CPR, and AED. Twenty participants (8.6%) indicated having no safety certifications or training. Abrasions, lacerations, bites/stings, and burns accounted for a majority of the student SAE-related injuries that were reported. There were 82 participants (35.5%) who stated that no injuries had been reported or they were not aware of any injuries that occurred. The majority of teachers (66%) had received some form offirst aid or first response training, but fewer teachers had received safety training for ATVs (f = 25, 10.8%), tractors (f = 48, 20.7%), and livestock (f = 39, 16.8%). Results indicated a disparity between required safe work habits and the types of hazardous tasks students should be allowed to complete alone while participating in SAE activities. It appears most responding teachers in this study agreed to allow students to operate equipment and machinery alone. Recommendations for teachers include attending professional development training specific to SAE safety and keeping records of any risk assessments conducted during SAE supervision. Further development of best practices for SAE supervision and safety are needed to assist agricultural education professionals in protecting and shaping our future leaders in agriculture.

  4. 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.

  5. A management strategy for internal quality assurance in the training of student teachers in teacher training institutions in the Gauteng Province / Jacoba Elizabeth Fourie

    OpenAIRE

    Fourie, Jacoba Elizabeth

    2000-01-01

    The purpose of this study was to investigate the management of internal quality assurance in the professional training of student teachers in teacher training institutions by focusing on: • the nature of teacher training in South Africa; • the nature of the management of quality assurance in education; • models for the management of internal quality assurance in education; • existing practices regarding the management of internal quality assurance in teacher training inst...

  6. 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.

  7. 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.

  8. INTERCULTURAL COMMUNICATION IN THE COURSE OF ENGLISH TEACHERS TRAINING

    OpenAIRE

    Meshcheryakova, E.V.; Meshcheryakova Ju, V.; Loktyushina, E.A.

    2016-01-01

    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.

  9. Simulation Models for Teacher Training: Perspectives and Prospects

    Science.gov (United States)

    Sharma, Manisha

    2015-01-01

    It has always been a mind dwelling exercise for the trainers to meet the training needs of the future role players of any organization. May it be corporate offices, Government offices and charitable organizations; training is needed at various stages of job from executives to administrators, from teachers to principals, from line officer to JE and…

  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. Effect of Training Programme on Secondary Schools Teachers ...

    African Journals Online (AJOL)

    Effect of Training Programme on Secondary Schools Teachers' Knowledge and Attitude towards Reproductive Health Education in Rural Schools IIe-Ife, ... in percentage of those who were favourably disposed to the teaching of RHE/SE in Nigeria Schools at post-training assessment [from 17.9% to 45.2%, p=0.0011].

  12. The Effect of Stuttering Measurement Training on Judging Stuttering Occurrence in Preschool Children Who Stutter

    Science.gov (United States)

    Einarsdottir, Johanna; Ingham, Roger J.

    2008-01-01

    Purpose: To evaluate the efficacy of a standardized training program to improve preschool teachers' ability to identify occurrences of stuttering accurately and reliably in preschool children who stutter (CWS). Method: An Icelandic version of the Stuttering Measurement Assessment and Training (SMAAT) program [Ingham, R. J., Cordes, A. K., Kilgo,…

  13. 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..

  14. 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…

  15. 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…

  16. Teacher training, capacity building and professional capital

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    Contemporary reforms of basic schooling stand or fall with highly educated professional teachers. Teacher education of course is a key factor in this respect, but evidence also points to the fact that the world’s most improved school systems are getting better by the development of teacher capacity...... as a source of innovation in the teaching context and in co-operation with peers (Mourshed, Chijoke, & Barber, 2010). A clear trend can be observed in direction of paying still more attention to the processes in school reforms, i.e. to the quality of what actually happens in schools and class rooms and how...... 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...

  17. 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.

  18. 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…

  19. 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.

  20. Excellent Teacher Training at University of Education, Vietnam National University Hanoi.

    OpenAIRE

    Nguyen Thi My Loc,

    2011-01-01

    This paper discusses the importance of excellent teachers, factors which impact on the quality of teacher training in general, teacher training in Vietnam and the model of excellent teacher training at the University of Education, Vietnam National University in Hanoi in particular.

  1. 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…

  2. 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…

  3. 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.…

  4. Teacher Training Needs for Bilingual Education: In-Service Teacher Perceptions

    Science.gov (United States)

    Pérez Cañado, María Luisa

    2016-01-01

    This article presents the outcomes of a European study on the main training needs which in-service teachers consider they have in order to adapt to a bilingual education model. The investigation has designed, validated, and administered four sets of questionnaires to 706 informants (241 of whom have been in-service teachers) across Europe, which…

  5. Teachers and Children Playing with Factorization

    DEFF Research Database (Denmark)

    Valente, Andrea; Marchetti, Emanuela

    2013-01-01

    on the critical incident technique (Bitner et al. 2010), so to identify specific occurrences, which can be referred to children’s sense making and the emerging cooperation between children and teachers. The goal of the test is to find out how to support learning of abstract concepts, from an individual......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...... 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...

  6. Training needs of teachers in ICT: Training profiles and elements of complexity

    Directory of Open Access Journals (Sweden)

    Belloch, Consuelo

    2011-09-01

    Full Text Available Training needs of teachers in Information and Communication Technologies (ICT is one of the key aspects for the integration of ICT in daily educational practice, along with competences in ICT and the use of these technological resources by teachers. The aim of this paper is to establish teacher training profiles and relate them to their competences in ICT and the use thereof, together with personal and contextual factors. To this end, it has been used a survey design, with the sample 868 teachers from primary and secondary education in the Comunidad Valenciana. The instrument for collecting information is a questionnaire. The results indicate that teachers demand higher-level training in personal-professional plane, requiring more training on the planes with the students in the classroom and the integration of ICT in the classroom. Furthermore, these needs can be structured into four profiles: initial, initial-intermediate, intermediate and advanced. It has also found a clear relationship between these profiles of training needs in competences in ICT, especially technology; the use of ICT, principally in personal-professional plan. It is also found an influence on these profiles of teachers of the age and the frequency of computer use. This implies that educational administrations should consider these results in the development of teacher training plans to produce higher quality programs, as it is demanded since different fields.

  7. Linguistic Ethnography, Literacy Teaching and Teacher Training

    DEFF Research Database (Denmark)

    Dolmer, Grete; Nielsen, Henrik Balle

    of and feedback on pupils’ written and oral texts. Based on the analyses, we will discuss how linguistic ethnography can contribute to the development of literacy teaching at intermediate level in primary and lower secondary school and highlight the potentials and benefits of linguistic ethnography as a resource...... 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...

  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. 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.

  10. Exploring Athletic Training Educators' Development as Teachers

    Science.gov (United States)

    Payne, Ellen K.; Walker, Stacy E.; Mazerolle, Stephanie M.

    2017-01-01

    Context: Little research is available on how athletic training educators develop their instructional styles over the course of their careers and what influences their teaching practices. Understanding the development of athletic training educators' teaching practices may help promote effective teaching in athletic training programs and help guide…

  11. 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…

  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. Does Spatial Training Improve Children's Mathematics Ability?

    Science.gov (United States)

    Cheng, Yi-Ling; Mix, Kelly

    2011-01-01

    The authors' primary aim was to investigate a potential causal relationship between spatial ability and math ability. To do so, they used a pretest-training-posttest experimental design in which children received short-term spatial training and were tested on problem solving in math. They focused on first and second graders because earlier studies…

  15. 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…

  16. PRACTICE-BASED EDUCATION VOCFTIONAL EDUCATION PROGRAMS, AS A FORM OF READINESS OF TEACHERS TO STADY AT HOME CHILDREN WITH DISABILITIES

    Directory of Open Access Journals (Sweden)

    Елена Юрьевна Коновалова

    2013-05-01

    Full Text Available In article questions of formation of readiness of the teacher to training at home children with limited opportunities of health in system of additional professional education are considered.  The concept "readiness of the teacher for training at home children with limited opportunities of health" is defined.  The advanced training course program "Training at home children with limited opportunities of health" as means of formation of this type of readiness is submitted.Research objective is justification and skilled and experimental check of process of formation of readiness of the teacher to training at home children with limited opportunities of health.As a result of research special educational needs of children with limited opportunities of the health, defining specifics of activity of the teachers training at home children with limited opportunities of health are revealed; structural components of readiness of the teacher to training at home children with limited opportunities of health are revealed and scientifically proved; the model of process of formation of readiness of the teacher to training at home children with limited opportunities of health is developed; scientific and methodical ensuring process of formation of readiness of the teacher to training at home children with limited opportunities of health is developed.Scope of results: the educational and methodical complex developed by the author (the program, monitors, educational and methodical grants can be used by the faculty of pedagogical highest and average special institutions for development of special courses; the faculty of system of additional professional education of teachers for the purpose of development of curricula and educational programs, didactic and methodical materials for the organization of process of formation of readiness of the teacher to training at home children with limited opportunities of health.DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-21

  17. The effects of e-simulation interview training on teachers' use of open-ended questions.

    Science.gov (United States)

    Brubacher, Sonja P; Powell, Martine; Skouteris, Helen; Guadagno, Belinda

    2015-05-01

    Teachers in many parts of the world are mandated reporters of child abuse and maltreatment but very little is known concerning how they question children in suspicious circumstances. Teachers (n=36), who had previously participated in a mock interview scenario designed to characterize their baseline use of various question-types when attempting to elicit sensitive information from children, were given online training in choosing effective questions. They engaged in simulated interviews with a virtual avatar several times in one week and then participated in a mock interview scenario. The amount and proportion of open-ended questions they used increased dramatically after training. The overall number of questions, and amount and proportions of specific and leading questions decreased. In particular, large decreases were observed in more risky yes-no and other forced-choice questions. Given that most teachers may feel the need to ask a child about an ambiguous situation at some point during their careers it is worthwhile to incorporate practice asking effective questions into their training, and the present research suggests that an e-learning format is effective. Additionally, effective questions encourage the development of narrative competence, and we discuss how teachers might include open-ended questions during regular classroom learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. [Perceptions of day care center teachers about daily practices of infant feeding: the impact of training].

    Science.gov (United States)

    Longo-Silva, Giovana; Taddei, José Augusto de Aguiar Carrazedo; Konstantyner, Tulio; Toloni, Maysa Helena de Aguiar

    2013-02-01

    This article stresses the importance of the qualification of professionals involved in the feeding of children in daycare centers, such that they offer adequate food and programs are developed in order to foster healthy food habits in infants from birth. Thus, the scope of this paper was to evaluate the impact of a training program for these daycare teachers in their perceptions and practices in infant feeding. A qualitative approach was used to evaluate the impact of training, with the application of the focus group technique. Sixteen groups were created, eight of which were daycare centers with training and eight without training, the average number of participants being 6 to 11 per institution aged between 19 and 66. The discourse of the teachers who took part in the training program is replete with signs of small changes, or at least with the recognition that it is indeed necessary and possible to promote change. The importance of organizing and conducting training programs for the nutritional education of teachers in day care centers is emphasized, with the continuous supervision of the effects of the qualification as a strategy for infant health.

  19. 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.

  20. Toilet training for children with autism.

    Science.gov (United States)

    Richardson, Davina

    2016-03-01

    Toilet training is one of the key developmental milestones of early childhood and there is growing evidence that it is now being initiated later than it was 50 years ago. This article explores the reasons why this is happening and considers the effect on children with autism and related conditions. It also examines the literature to discover the approaches to toilet training for this group. Research into this area has generally focused on small numbers of children and incorporated modified versions of Azrin and Foxx's ( 1971 ) rapid toilet training method. Suggestions are offered about the most appropriate advice to give parents and carers of children with autism and related disorders, and the importance of addressing toilet training at an early stage.

  1. 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…

  2. 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.

  3. ESP Administration and ESP Teacher Training.

    Science.gov (United States)

    Swales, John; L'Estrange, Hugh

    1983-01-01

    Discusses the case study approach incorporated into a course in English for Specific Purposes (ESP) Administration for graduate students at the University of Aston (Birmingham). Authors cite the need for such a course, noting that a good knowledge of course design, methodology, and materials production will not turn an ESP teacher into a future…

  4. 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.

  5. Functional Assessment and Positive Support Strategies for Promoting Resilience: Effects on Teachers and High-Risk Children

    Science.gov (United States)

    Stoiber, Karen Callan; Gettinger, Maribeth

    2011-01-01

    The purpose of this study was to conduct an experimental analysis of teachers' use of functional assessment (FA) and positive behavior support (PBS) for addressing challenging behaviors in young children. A group of 35 experimental teachers participated in professional development designed to provide step-by-step training and guided implementation…

  6. 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.

  7. 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…

  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. John Tracy Clinic Correspondence Learning Program for Parents of Preschool Deaf-Blind Children. Teacher's Guide.

    Science.gov (United States)

    Thielman, Virginia B.; And Others

    The teacher's guide outlines lessons from a correspondence learning program for parents of preschool deaf blind children. Learning steps and objectives are listed for eight areas covered by the program: communication, gross motor development, fine motor development, eating, sleeping, toilet training, dressing/undressing, and personal hygiene.…

  10. Emi Teacher Training Courses in Europe

    Directory of Open Access Journals (Sweden)

    Francesca Costa

    2015-12-01

    Full Text Available English-medium instruction has seen growth over the past 10 years in European non-English speaking countries. This phenomenon is nowadays taken for granted even though many issues are to be taken into account when a university course is delivered through English by non-native speakers. This is why some universities have started providing lecturer training all over Europe. This article seeks to give an overview of both linguistic and methodological EMI training in European countries.

  11. Achievements in Training of Future Technology Teachers: European Experience

    Science.gov (United States)

    Sheludko, Inna

    2015-01-01

    The article discusses the possibilities and prospects of using the experience of training future technology teachers in European countries. Its structure and content in accordance with national traditions and European standards led to the success of the educational components of the European Higher Pedagogical School. This fact encourages local…

  12. The Learning Experience: Training Teachers Using Online Synchronous Environments

    Science.gov (United States)

    Woodcock, Stuart; Sisco, Ashley; Eady, Michelle

    2015-01-01

    This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students' experiences using the platform, and analyzed via thematic…

  13. Stylistics in Teacher Training: Research Programs and Future Prospects

    Science.gov (United States)

    Ventura, Ana Clara

    2016-01-01

    The aim of this research is to analyse and systematize the conceptual and empirical bases of the available literature on research approaches, objects of study, and future prospects in the field of stylistics, in order to encourage best practice in teacher training. Three research approaches are presented: the empiricist-behaviorist approach, the…

  14. 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.

  15. Training Teachers in Data-Driven Learning: Tackling the Challenge

    Science.gov (United States)

    Lenko-Szymanska, Agnieszka

    2017-01-01

    The aim of this article is to assess the effectiveness of a semester-long pre-service teacher-training course on the use of corpora in language learning and teaching. This is achieved by an analysis of 53 corpusbased projects prepared by the participants. First, the aims and the design of the course are briefly presented. The main section of the…

  16. On the value of Candoco's Teacher Training Intensive

    OpenAIRE

    Preece, Kelly Louise

    2013-01-01

    In September 2013 I was asked to write a guest blog for Candoco Dance Company, who are world leaders in inclusive dance practice. I participated in their Teacher Training Intensive in 2010 and it has had a significant effect on shaping my pedagogy as an early career academic.

  17. 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…

  18. Training Teachers as Key Players in Poverty Alleviation

    Science.gov (United States)

    Benavente, Ana; Ralambomanana, Stangeline; Mbanze, Jorge

    2008-01-01

    This article presents several questions, reflections and suggestions on pre-service and in-service teacher training that arose during the project "Curricular innovation and poverty alleviation in sub-Saharan Africa". While recognizing that the situation in the nine countries taking part in the project, and in many other countries in the southern…

  19. Current Status of Abacus Training in Teacher Education Institutions.

    Science.gov (United States)

    Steinbrenner, Arthur; Becker, Carol

    1982-01-01

    Because of the applicability to blind and visually impaired students, the study surveyed 25 teacher training institutions about the kinds of abacus programs available to trainees and the effectiveness of these programs. On the basis of respondents' statements, the authors concluded the majority of programs were both incomplete and ineffective.…

  20. Teacher Training by Means of a School-Based Model

    Science.gov (United States)

    Richter, Barry

    2016-01-01

    The purpose of the study was to explore how a school-based training model (SBTM) could help to address the shortage of teachers. This model also allows, among other aspects, for poor and disadvantaged students to study while they gain experience. This article reports on the results of the SBTM implemented by a South African university, whereby…

  1. 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…

  2. Development of Primary English Education and Teacher Training in Korea

    Science.gov (United States)

    Mikio, Shiga

    2008-01-01

    In 1997 English became a compulsory subject in Korean elementary schools. The education of English teachers for the elementary level was accelerated. The training curriculum was reformed according to the educational objective to enhance students' oral communication skills in English. Coupled to this change, the introduction of English Teacher…

  3. Persistent Classroom Management Training Needs of Experienced Teachers

    Science.gov (United States)

    Stough, Laura M.; Montague, Marcia L.; Landmark, Leena Jo; Williams-Diehm, Kendra

    2015-01-01

    Experienced special education teachers (n = 62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found…

  4. Resistance to the Reform of Teacher Training in Kosovo

    Science.gov (United States)

    Walker, Laurie; Epp, Walter

    2010-01-01

    This paper outlines a project to transform part of the shattered education system of Kosovo. By way of case study, it presents some of the factors that were impediments to the formation of a reformed system for training new teachers. This was part of an attempt by international agencies to assist Kosovo in modernizing its education system.…

  5. How representation and communication infrastructures can enhance mathematics teacher training

    NARCIS (Netherlands)

    Arzarello, F.; Drijvers, P.H.M.; Thomas, Mike

    2012-01-01

    Information and Communication Technology (ICT) is used more and more in pre-service or in-service mathematics teacher training according to different approaches: face to face, blended, on-line only. Based on some experiences from different countries (Italy, New Zealand, The Netherlands), the

  6. 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…

  7. 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…

  8. 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…

  9. Child Abuse and Neglect: Training Needs of Student Teachers

    Science.gov (United States)

    McKee, Bronagh E.; Dillenburger, Karola

    2009-01-01

    Increasing awareness of child abuse and neglect (CAN) raises questions about how well teachers are prepared for their role in child protection. This paper assesses and differentiates training needs of first-year students (n = 216) in Northern Ireland. Multiple-choice tests were used to assess knowledge of CAN statistics; recognising and reporting;…

  10. 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

  11. Computer science teacher training at the University of Groningen

    NARCIS (Netherlands)

    Grgurina, Natasa; Mittermeir, RT; Syslo, MM

    2008-01-01

    The University Center for Academic Learning and Teaching (UOCG) provides the University of Groningen with an educational program to train fully qualified secondary school teachers in many secondary school subjects including computer science. This two-year Master's in Education Program consists of

  12. 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…

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

    African Journals Online (AJOL)

    The educational system in Nigeria today has been largely imported. This is because no one country is self-reliant without utilizing other countries' technologies and good educational ideals. A consideration of a stable and functional educational system should involve consistent re-training of teachers for efficient ...

  14. 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…

  15. 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)

  16. 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.

  17. Raising Awareness on Teacher Training Changes: Perspectives and Challenges

    Directory of Open Access Journals (Sweden)

    Oscar Castro-Vargas

    2012-11-01

    Full Text Available One of the numerous challenges in the educational processes is teacher training, particularly in the framework of neo-liberal global societies ruled by the competitiveness of regular and continuous education programs in teacher training. It is a matter of concern and, therefore, a matter of analysis, if we consider the deep impact in all contexts. Accordingly, this paper discusses the situation from a descriptive perspective as a basic requirement to go beyond the analysis on the urgency of having clear educational policies related to the variety and quality of curricular programs; and, above all, a strong awareness from teacher trainers to see themselves as the critical creative mass from which change can be made, based on socially human proposals.

  18. 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.

  19. 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…

  20. Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names

    Science.gov (United States)

    Briquet-Duhazé, Sophie

    2014-01-01

    The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for…

  1. 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…

  2. [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.

  3. The training analyst: analyst, teacher, mentor.

    Science.gov (United States)

    Bosworth, Hillery; Aizaga, Karen; Cabaniss, Deborah L

    2009-06-01

    Although the literature has stressed that the training analysis should be identical to a nontraining "therapeutic analysis," it was hypothesized that differences do exist between the two, particularly with respect to educational aims. Candidates at the Columbia University Center for Psychoanalytic Training and Research were sent anonymous questionnaires and asked to identify aims they felt were being achieved in the training analysis and to identify certain types of interventions that their training analyst made. Most candidates reported that widely accepted goals of the training analysis, such as promoting understanding of countertransference reactions, were being met in their analysis. Many also endorsed didactic and educational goals. Almost all reported using their analyst's technique to some degree as a model for their own. Most notably, a significant minority of candidates reported that their analyst made interventions that appeared to have a primarily didactic, supervisory, or mentoring purpose. The implications of these findings for an understanding of the role of the personal analysis in psychoanalytic education are discussed.

  4. 34 CFR 461.33 - What are special experimental demonstration projects and teacher training projects?

    Science.gov (United States)

    2010-07-01

    ... and teacher training projects? 461.33 Section 461.33 Education Regulations of the Offices of the...? § 461.33 What are special experimental demonstration projects and teacher training projects? (a) In... personnel in programs designed to carry out the purposes of the Act; and (ii) Training professional teachers...

  5. Experiences of Overseas Trained Teachers Seeking Public School Positions in Western Australia and South Australia

    Science.gov (United States)

    Roy, Sushmitta Datta; Lavery, Shane

    2017-01-01

    Many overseas trained teachers migrate to Australia in search of different lifestyles. In their endeavour to find suitable teaching positions in public secondary schools, overseas trained teachers often confront multiple challenges. This study explored the different issues that 12 overseas trained teachers experienced before obtaining a teaching…

  6. 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

  7. 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…

  8. An International Teacher Training Project: Integrating Subject Content, Communicative and Digital Competences in Didactic Materials

    Science.gov (United States)

    Sierra, Lina; Martin, Piedad

    2012-01-01

    The European intTT project "An Integral Teacher Training for Developing Digital and Communicative Competences and Subject Content Learning at Schools" deals with initial teacher training in primary and secondary School. The general objective of the project is to train future school teachers in order to improve the development of…

  9. 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…

  10. 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

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

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    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.

  12. Assess the Impact of an Online Tobacco Prevention Training Program on Teachers and Their Students

    Science.gov (United States)

    Chen, W. William; Sheu, Jiunn-Jye; Weng, Chung-Bang

    2013-01-01

    School-based tobacco prevention programs have been proven effective in reducing tobacco use. This evaluation aimed to assess the impact of an online tobacco prevention teacher training program on teachers and their students in Florida schools. A total of 344 teachers, including 72 K-3 grade teachers, 44 4th-5th grade teachers, and 228 6th-12th…

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

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    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.

  15. Knowledge about epilepsy and attitudes towards affected people among teachers in training in the Czech Republic.

    Science.gov (United States)

    Brabcová, Dana; Kohout, Jiří; Kršek, Pavel

    2016-01-01

    The aim of this study was to compare knowledge about, confidence with, and attitudes towards epilepsy and affected people between groups of freshmen and senior teachers in training (preservice teachers) at the Faculty of Education in Pilsen, Czech Republic. Two hundred thirty-six freshmen and 138 seniors completed the 21-item Scale of Attitudes Towards People with Epilepsy (ATPE), an 18-item multiple-choice test measuring their knowledge about epilepsy, and a 5-item questionnaire focused on confidence with epilepsy in a school environment. We found that despite a higher level of knowledge about epilepsy among seniors (mean score of 9.6 points compared with 8.48 points for freshmen, ptraining of preservice teachers should be more effective especially with respect to their ability to resolve problems that may happen to children with epilepsy in a class. Copyright © 2015 Elsevier Inc. All rights reserved.

  16. 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…

  17. 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…

  18. Preservice Teachers' Classroom Management Training: A Survey of Self-Reported Training Experiences, Content Coverage, and Preparedness

    Science.gov (United States)

    Christofferson, Michael; Sullivan, Amanda L.

    2015-01-01

    Many teachers report that their preservice training in classroom management was inadequate or ineffective, but little is known about the types of training they receive. In this exploratory study, 157 preservice teachers from throughout the United States were surveyed about the training sources through which they obtained knowledge and skills in…

  19. Directions of use of electronic resources at training to computer science of students of a teacher training college

    OpenAIRE

    Светлана Анатольева Баженова

    2009-01-01

    Article is devoted questions of use of electronic resources at training to computer science in a teacher training college, principles of pedagogical expediency of use of electronic resources at training are specified computer science and positive aspects of such use for different forms of work of the student and the teacher are allocated.

  20. 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

  1. THE INTERCULTURALITY CHALLENGE OF INDIGENOUS TEACHERS TRAINING

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    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.

  2. Training the teachers for improving primary schoolchildren's fruit and vegetables intake: a randomized controlled trial.

    Science.gov (United States)

    Panunzio, M F; Caporizzi, R; Antoniciello, A; Cela, E P; D'Ambrosio, P; Ferguson, L R; Ruggeri, S; Ugolini, G; Carella, F; Lagravinese, D

    2011-01-01

    Effectiveness comparison of different school-based nutrition education interventions to improve fruit and vegetable (F&V) consumption in schoolchildren not yet well researched. We evaluated the effectiveness of two school-based interventions promoting fruit and vegetable intake among Italian schoolchildren. In this randomized intervention trials, the first intervention was conducted by schoolteachers who attended a nutritionist-led training course (group-1), the second intervention conducted by schoolteachers who performed a self-training course (group-2). Thirty-two second to fifth-grade elementary classes enrolling 96 schoolteachers and 813 schoolchildren were randomized, and assigned to the two different nutrition education interventions. 804 students completed the study. By the end of the study, the group-1 (n = 409) followed by the teachers who attended a nutritionist-led course successfully increased the consumption of fruit and vegetables: in 183 (44.7%) and 157 (38.3%) schoolchildren respectively; the group-2 (n = 395) with teachers who performed a self-training course reported an increased consumption of fruit and vegetables in 81 (20.5%) and 76 (19.2%), respectively. This study indicates that a school-based nutrition education conducted by teachers who attended a nutritionist-led training course has a significant impact on primary school-age children's F&V intake.

  3. 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

  4. Manual Training of Mental Rotation in Children

    Science.gov (United States)

    Wiedenbauer, Gunnar; Jansen-Osmann, Petra

    2008-01-01

    When deciding whether two stimuli rotated in space are identical or mirror reversed, subjects employ mental rotation to solve the task. In children mental rotation can be trained by extensive repetition of the task, but the improvement seems to rely on the retrieval of previously learned stimuli. We assumed that due to the close relation between…

  5. Salutogenetic approach to professional training of future teachers

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    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.

  6. 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.

  7. 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)

  8. 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

  9. Cognitive Training as Treatment for ADHD: Effectiveness in School-Aged Children

    Science.gov (United States)

    Garner, Emily J.; Harman, Marsha J.; Bruce, A. Jerry

    2008-01-01

    The purpose of this investigation was to ascertain the effectiveness of Captain's Log, a computerized cognitive-training program designed to improve attention and reduce impulsivity. Participants consisted of 48 children in third through sixth grades, nominated by teachers for classroom behavior that interfered with their learning. Students were…

  10. 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.…

  11. INSTITUTIONAL AND PEDAGOGICAL CONDITIONS FOR TRAINING OF TEACHERS LABOUR TRAINING AND TECHNOLOGIES FOR POWER TOOLS

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    Gregory Tereshchuk

    2016-06-01

    Full Text Available Factors that indicate the feasibility depth study of power future teachers of labor studies and Technology (growth of market power, the development of new types of instrument; widespread use of power tools in home workshops and in terms of individual production, availability issues concerning the study of power programs of labor training and learning technologies, profile education high school students, students learning vocational education. Defined organizational and pedagogical conditions of formation of students' skills of power tools, self-organization; development and implementation of the educational process didactic support; implementation of training future teachers in terms of practice-based learning, making products using power tools.

  12. Initial Training for VET Teachers: A Portrait within a Larger Canvas

    Science.gov (United States)

    Guthrie, Hugh; McNaughton, Alicen; Gamlin, Tracy

    2011-01-01

    This study focuses on a critical aspect of the vocational education and training (VET) workforce: initial VET teacher training. It has identified the generic teacher education courses offered both by the VET and higher education sectors, ranging from the Certificate IV in Training and Assessment (now the Certificate IV in Training and Education)…

  13. 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…

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. Teacher identity formation in nursing teacher training: reflection mediated by digital technologies.

    Science.gov (United States)

    Parigi, Dayane Mayara Gambini; Tomazelli, Priscila Caccer; Almeida, Denise Maria de; Vaz, Débora Rodrigues; Heimann, Candice; Prado, Cláudia

    2015-12-01

    Objective Analyze the teacher identity formation process from the perspective of the past, present and future in the training of nursing teachers through the integration of digital technologies. Method Descriptive, exploratory study, with a qualitative approach, conducted in the on-site class "Teacher Identity Formation" in 2012. Of the synchronous and asynchronous activities, four were analyzed using content analysis. Results In chat, positive and negative impressions and reflections on the formation of one's own identity were identified (six categories); in the "Time tunnel," the projection of future identity (four categories); in the "Portfolio," the perception of one's own identity (four categories); and in the evaluation of the class, the perception of the experiences lived in the class (two categories). Conclusion The integration of digital technologies promoted, in a collaborative way, discussion and understanding by students of how their identity is formed and the projection of their future identity, aligned with the profile and role of teachers demanded in the world of today.

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

    OpenAIRE

    Pablo García Sempere

    2011-01-01

    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 ...

  20. 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...

  1. 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…

  2. 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…

  3. 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.

  4. 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.

  5. Can teachers' global ratings identify children with academic problems?

    Science.gov (United States)

    Glascoe, F P

    2001-06-01

    Physicians often elicit ratings from teachers when making diagnostic, treatment, or referral decisions. The purpose of this study was to view the relationship between teachers' ratings and children's academic skills, assess the utility of teacher ratings in detecting academic problems, and thus determine whether physicians can depend on teacher ratings when making decisions about patients' needs. Subjects were a national sample of 80 teachers and 934 children between 6 and 13 years of age participating in a test standardization study. Families were representative of United States demographics in terms of parental level of education, income, and ethnicity, and sites were geographically diverse elementary schools. Children were administered the Comprehensive Inventory of Basic Skills--Revised (CIBS-R), a diagnostic academic achievement test. Teachers rated children's academic performance on a five-point scale ranging from far above average to far below average and were blinded to the results of the CIBS-R. Teacher ratings varied significantly with children's performance for all academic domains. Logistic regression revealed that teacher ratings were best predicted by children's performance in basic reading skills, followed by math skills, and were not influenced by race, parents' level of education, history of retention, or gender. Participation in Title I services, testing in winter or spring, and parents who spoke a language other than English produced significantly lower ratings. Nevertheless, teachers rated as average many students with mild to moderate academic difficulties. School system personnel and health care providers should avoid sole dependence on global teacher ratings when deciding which students need special education referrals or other services. Supplementing teacher ratings with standardized screening test results is needed to ensure accurate decision-making.

  6. Child protection training in sport-related degrees and initial teacher training for physical education: An audit

    OpenAIRE

    Rossato, Claire; Brackenridge, Celia

    2009-01-01

    This article reports on the results of an online survey of child protection training for students on sport-related degrees and Initial Teacher Training Physical Education courses, and on the views of recently-graduated teachers of the usefulness of such training in their everyday work. The results indicate that child protection training is provided on most courses but in varying amounts. Respondents to the survey reported positively, in the main, about the effects of new requirements for te...

  7. Evaluation of a Teacher Technology Training Program for Elementary Teachers in a Private School Setting: An Action-Oriented Dissertation

    Science.gov (United States)

    Bankirer, Nathaniel

    2018-01-01

    While teachers recognize the importance of technology integration into the classroom, they require training, support, and resources to do so effectively. This action research dissertation focuses on the resources necessary to provide teacher technology training at a private elementary school. It reports on the final evaluation stage of the…

  8. Peculiarities of Future Technology Teachers' Training in Poland and Great Britain

    Science.gov (United States)

    Androshchuk, Iryna; Androshchuk, Ihor

    2017-01-01

    The importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers' training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers'…

  9. A Context-Adaptive Teacher Training Model in a Ubiquitous Learning Environment

    Science.gov (United States)

    Chen, Min; Chiang, Feng Kuang; Jiang, Ya Na; Yu, Sheng Quan

    2017-01-01

    In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and…

  10. 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…

  11. Assessing Graduate Teacher Training Programs: Can a Teaching Seminar Reduce Anxiety and Increase Confidence?

    Science.gov (United States)

    Pelton, Julie A.

    2014-01-01

    Some effort to test the effectiveness of teacher assistant training programs is common, but these evaluations are typically limited to measures of student satisfaction. Two forms of assessment commonly used in elementary and secondary teacher training programs, measuring levels of teaching anxiety and teacher efficacy, may be of use for sociology…

  12. 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…

  13. 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…

  14. IN-SERVICE TEACHER TRAINING COURSES: ORGANIZATIONAL COMPONENTS

    Directory of Open Access Journals (Sweden)

    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

  15. Teacher training in South Africa: The integrated model as viable option

    African Journals Online (AJOL)

    This article contributes to the debate regarding the preferred model for teacher education to provide for teacher shortages. The models commonly referred to are the consecutive model, the integrated model and the concurrent model for teacher training. The aim of this article is to determine if the integrated model for teacher ...

  16. 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.

  17. 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.

  18. 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)

  19. 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…

  20. Secondary school teachers and the emotional abuse of children: a ...

    African Journals Online (AJOL)

    Teachers and other human service professionals have crucial roles to play in the provision of social programmes to support and protect children from violence and abuse. The objective of this study, therefore, was to find out the extent of the knowledge and understanding of emotional abuse held by teachers; their ability to ...

  1. Using Mental Health Consultation: Supporting Teachers, Children, and Families

    Science.gov (United States)

    Rubin, Lenore

    2008-01-01

    Mental health consultation can be very valuable in supporting children with behavioral difficulties and mental health issues in the classroom. Research has shown that consultation improves teacher efficacy--an important ingredient for teacher success. Consultants vary in the roles they play in child care programs. Most behavioral consultants…

  2. 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.

  3. Classroom Interactions, Dyadic Teacher-Child Relationships, and Self-Regulation in Socially Disadvantaged Young Children.

    Science.gov (United States)

    Cadima, Joana; Verschueren, Karine; Leal, Teresa; Guedes, Carolina

    2016-01-01

    This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52 % boys). Children's self-regulation was observed in preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships. Results from multilevel analyses revealed that teacher-child closeness predicted improvements in observed self-regulation skills. Children showed larger gains in self-regulation when they experienced closer teacher-child relationships. Moreover, a moderating effect between classroom instructional quality and observed self-regulation was found such that children with low initial self-regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of self-regulation.

  4. Integrated Design of Basic Training, Practicum and End-of-Course Assignment Modules in the Teacher Training Degree: Perception of University Teachers, Students, and School Teachers

    Science.gov (United States)

    Torremorell, Maria Carme Boqué; de Nicolás, Montserrat Alguacil; Valls, Mercè Pañellas

    Teacher training at the Blanquerna Faculty of Psychology and Educational and Sports Sciences (FPCEE), in Barcelona, has a long pedagogical tradition based on teaching innovation. Its educational style is characterised by methods focused on the students' involvement and on close collaboration with teaching practice centres. Within a core subject in the Teacher Training diploma course, students were asked to assess different methodological proposals aimed at promoting the development of their personal, social, and professional competences. In the assessment surveys, from a sample of 145 students, scores for variables very satisfactory or satisfactory ranged from 95.8 % to 83.4 % for the entire set of methodological actions under analysis. Data obtained in this first research phase were very useful to design basic training modules for the new Teacher Training Degree. In the second phase (in process), active teachers are asked for their perception on the orientation of the practicum, its connection with the end-of-course assignment, and the in-service student's incidence on innovation processes at school.

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

    Directory of Open Access Journals (Sweden)

    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

  6. The "Universitisation" of Geography Teacher Training in Portugal: Reflecting on Its Results and Weaknesses

    Science.gov (United States)

    Alexandre, Fernando; Ferreira, Manuela Malheiro

    2015-01-01

    In Portugal, geography teacher training followed a process of "universitisation" that enhanced its academic dimension and weakened the importance of professional training. Training became focused on "outcomes", more than on "processes", and its effects were increasingly disappointing as regards changing teachers'…

  7. Education Reform at the Science University and the New Strategy for Training Science Teachers

    Science.gov (United States)

    Gabdulchakov, Valerian F.; Kusainov, Askarbek K.; Kalimullin, Aydar M.

    2016-01-01

    The urgency of the problem of designing a new strategy of teacher training due to the reform of education in universities: decrease of pedagogical disciplines, strengthening fundamental (subject) training, etc. The goal of the article lies in identification of the main components of the new strategy of teacher training. A leading approach to the…

  8. Evaluating of In-Service Training Activities for Teachers in Turkey: A Critical Analysis

    Science.gov (United States)

    Yolcu, Hüseyin; Kartal, Sadik

    2017-01-01

    The aim of this study is to examine the in-service training activities organized by the Ministry of Education of Turkey for the last 15 years (between 2001 and 2015). Two main starting points were identified in commentaries on in-service training; (1) Teacher needs which are part of the field of teacher training (2) Technological developments…

  9. Extracurricular training of "pedagogical creativity" as professional and personal improvement of future engineering teachers

    OpenAIRE

    Abduazizova Veronika Vadimovna

    2015-01-01

    This article provides a plan of extracurricular training for future engineering teachers on teaching creativity and its implementation in practice. Professional and personal development is aimed at training future engineering teachers for creative activities and an expression of personal pedagogical creativity in training and educating young specialists.

  10. Applications of Psychoanalysis to the In-Service Training of Mathematics Teachers.

    Science.gov (United States)

    Blanchard-Laville, Claudine

    1992-01-01

    Discusses a system of training inservice mathematics teachers based on the psychoanalytic theories of the Balint group. Illustrates this approach through the analysis of material taken from a recorded session concerning one particular teacher. (MDH)

  11. 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

  12. 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 training. However, the mean at the 6-month, 9-month and 4-year marks were higher than the pretest mean (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.

  13. 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…

  14. 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.

  15. The construction of permanent teacher training projects: A look from nonpedagogical higher education

    OpenAIRE

    Roger Martínez-Isaac; Carlos Luís Rivera-Fuentes

    2016-01-01

    The work is done from recognizing the training needs of teachers of technological colleges in Ecuador, since it appears as regularly as they do not have an initial teacher training and other in the area of their professional expertise, for example engineers, economists, lawyers, lawyers, among others. For this reason the present work aims the proposal of theoretical and methodological reflections concerning the process of building permanent teacher training projects. This result of the doctor...

  16. 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 problem......, medium, or high, but within-dyad item agreement varied widely in every society studied. In all societies studied, both parental noncorroboration of teacher-reported deviance and teacher noncorroboration of parent-reported deviance were common. Our findings underscore the importance of obtaining...

  17. Elementary School Teacher Training Based on Needs and Interests of Teachers and The Effectiveness of The Improvement of Students Competence

    Science.gov (United States)

    Suyitno, A.; Sugiharti, E.; Pujiastuti, E.

    2017-04-01

    Teachers need always to improve their competence because of the growth of science very rapidly as well as elementary school teachers. However, the provision of training will not produce an increase in the competence effectively if it is implemented without considering the needs and interests of teachers. The novelty factor which is highlighted through this research results, want to answer a problem, namely: how to conduct an effective training based on the needs and interests of teachers so that the effects of training can improve the competence of teachers? After going through research for two years with a qualitative approach which was preceded by a visit to the school and a series of interviews, treatment of training model, FGD, and triangulation then have been produced a way to implement of training based on the needs and interests of teachers. The training model includes face to face training which structured and scheduled according to the needs of elementary school teachers, followed by workshops, simulations, then the coach holds guidance in the classroom, and ends with reflections.

  18. Current Importance and New Challenges of the Permanent Teacher Training

    Directory of Open Access Journals (Sweden)

    Francisco Imbernón Muñoz

    2012-12-01

    Full Text Available During the last years of the 20th Century, the teachers’ training has been one of the fields of education area that most commonly has been included in texts and institutional practices. The teacher’s training field, although has some conceptual confusions and great amount of literature unknown to our context, allows some doubts about facts that were immovable for a long period of time or that became stagnant in some kind of institutional inertia, and on the other side, it empowers new elements to appear, in order to act as hidden and driving forces for a change of teachers education. If we add that all of that is set in a context where the action-research and the rational practice (with the incorporation of some reflections of critical rationality assume importance, it could be affirmed that the conditions for a change in the formation are being given.

  19. 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 ...

  20. Collaborative Learning Processes in Teacher Training: Benefits and Costs

    Directory of Open Access Journals (Sweden)

    Ellen Aschermann

    2015-09-01

    Full Text Available The current pedagogical discussion emphasizes self-determined and cooperative forms of learning. The theoretical background stems from constructivist theories of learning, which interpret social exchange and reflecting on one’s learning pathway as crucial points for construction processes. Consequently, self-regulation turns into a central condition for scholarly learning. This includes setting goals, planning and conducting the learning process as well as the evaluation of results. This paper focusses on the processes secondary school teachers use to implement newly acquired knowledge on self-regulated learning in their lessons. By means of qualitative research methodology, we wanted to explore how experienced teachers develop their own abilities for self-determined learning while teaching their own pupils to do so. Method: In a transdisciplinary research-project between a secondary school and a university, a group of mathematic teachers participated in a two-day training course on self-regulated learning during which they discussed and developed ways to enhance self-regulation of learners. They were then tasked with implementing their newly acquired knowledge during their maths lessons (number of pupils = 270, 4 – 5 lessons per week with eighth graders in the course of a twelve week teaching period. Two separate groups of teachers were asked to put their newly acquired skills into practice. The first group (N = 6 used a collaborative setting in which tasks, teaching activities and performance reviews had been clarified and discussed within the group. The second group (N = 4 fulfilled these tasks individually without seeking assistance. The teaching strategies were assessed by means of multiple semi-structured interviews and observations of classroom activities. Semi-structured interviews were conducted with the teachers prior to the training and after 12 and 32 weeks respectively to explore their understanding of self-regulated learning

  1. 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.)

  2. 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.

  3. 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

  4. Measuring Teacher Classroom Management Skills: A Comparative Analysis of Distance Trained and Conventional Trained Teachers

    Science.gov (United States)

    Henaku, Christina Bampo; Pobbi, Michael Asamani

    2017-01-01

    Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the…

  5. Los padres como maestros de los ninos. Los padres como recursos para los maestros. Serie E: El logro de la participacion de los padres, cuadernos I y II. Edicion para el estudiante. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as the Children's Teachers. Parents as Resources for the Teachers. Series E: Success with Parent Participation, Books I and II. Student Edition. Bilingual Education Teacher Training Packets.)

    Science.gov (United States)

    Lazos, Hector

    The student versions of two learning modules for teacher training in bilingual education are part of a series focusing on promoting parent participation in the school system. An introductory section discussing the overall objectives of the materials is followed by two modules, each consisting of introductory sections and two units containing…

  6. Teacher-pupil model: improving poultry health and management through children.

    Science.gov (United States)

    Msoffe, Peter L M; Kajuna, Flora F; Cardona, Carol J

    2012-12-01

    The perception of risks of exposure to avian influenza and other poultry diseases among adults in Tanzania is influenced by their previous experiences, beliefs, and values, which can stand in the way of learning new approaches. We tested a novel disease risk communication approach centered on elementary school pupils, involving their teachers and parents. Age-appropriate training modules were developed and taught to teachers who then taught their pupils through extracurricular activities. The pupils practiced what they learned through club projects and subsequently transmitted what they learned to their parents. In 2009 we developed a poultry health and production curriculum as part of efforts to prevent and control poultry diseases, including avian influenza, in Tanzania. The curriculum developed for veterinarians and veterinary paraprofessionals was adapted for use with elementary school children and translated into Kiswahili. Twenty teachers from 10 primary schools in Mzumbe ward, Morogoro, were trained by poultry veterinary extension experts on teaching the curriculum to standard 5 pupils (ages 11-12 yr). Pupils and teachers practiced the curriculum in four demonstration chicken coops established on the grounds of the Changarawe, Lubungo, Masanze, and Mzumbe primary schools. By October 2011, at the conclusion of the funded project, a total of 202 girls and 193 boys had been trained. Additionally, 34 adults from surrounding villages made official learning tours to the schools and received training from their children and teachers involved in the projects. With at least 75% of the 395 pupils coming from different households, it can be safely assumed that over 250 households have heard about poultry disease risks and how to manage poultry to prevent those risks.

  7. Training optimization of swimming of school-age children

    OpenAIRE

    Hudcová, Stanislava

    2011-01-01

    Subject matter: Training optimization of swimming of school-age children Objectives: The main goal of this research work is to suggest a model of advanced swimming training lessons with school-age children. Swimming training is practised in deep swimming pool. Next goal is to create an inventory of games and game disciplines which are suitable for training in deep water. Through the analysis of specialized literature and realization of experimental education we will be able to formulate new p...

  8. 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.

  9. 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.

  10. The Effect of Teacher-Led Interventions on Social and Emotional Behaviour in Primary School Children: A Systematic Review

    Science.gov (United States)

    Whear, R.; Thompson-Coon, J.; Boddy, K.; Ford, T.; Racey, D.; Stein, K.

    2013-01-01

    The purpose of this article is to clarify the role of "teacher training initiatives" aimed at improving social, emotional and behavioural outcomes of primary school aged children through improved classroom management. Systematic searches were conducted using a range of electronic databases from inception up to September 2011. Included…

  11. Lower Urinary Tract Dysfunction in Elementary School Children: Results of a Cross-Sectional Teacher Survey.

    Science.gov (United States)

    Ko, Lauren N; Chuang, Kai-wen; Champeau, Angelique; Allen, I Elaine; Copp, Hillary L

    2016-04-01

    Lower urinary tract dysfunction in school-aged children is common and yet data are lacking on current teacher practice regarding bathroom use and daytime incontinence during classroom hours. We determined the prevalence of elementary school teachers who promote lower urinary tract health and identified predictors for and against such behavioral promotion. We performed an electronic cross-sectional survey among self-identified teachers using targeted social media advertisement during a 1-week period in July 2014. The empirical survey tool consisted of 27 questions and collected data on 5 principal domains, including 1) teacher demographics, 2) rules and regulations on water intake and bathroom use during classroom hours, 3) characteristics of school bathrooms in terms of safety, supervision and suitability for use, 4) experience with and management of students with daytime incontinence and 5) training on the topic of lower urinary tract health. Predictors for promoting lower urinary tract health were identified by multivariable logistic regression. Of the 4,166 teachers who completed the survey 88% indicated that they encourage students to hold urine. Despite strict bathroom protocols 81% of teachers allowed children unlimited access to water. Of the teachers 82% reported never having undergone any professional development on bathroom regulations for children. Overall only 24% of surveyed teachers met criteria for promoting lower urinary tract health. The odds of promoting lower urinary tract health decreased with ascending grade level (OR 0.80, 95% CI 0.76-0.84). Conversely it increased if teaching experience was greater than 5 years (OR 1.66, 95% CI 1.39-1.98) or professional development on the subject had been received (OR 1.42, 95% CI 1.18-1.70). Of elementary school teachers 76% are not promoting lower urinary tract health in school-aged children. Professional development training on the topics of lower urinary tract dysfunction and/or lower urinary tract

  12. Beyond teacher training: the critical role of professional development in maintaining curriculum fidelity.

    Science.gov (United States)

    LaChausse, Robert G; Clark, Kim R; Chapple, Sabrina

    2014-03-01

    To examine how teacher characteristics affected program fidelity in an impact evaluation study of the Positive Prevention PLUS program, and to propose a comprehensive teacher training and professional development structure to increase program fidelity. Curriculum fidelity logs, lesson observations, and teacher surveys were used to measure teacher characteristics and implementation fidelity including adherence, adaptation, and lesson quality. Compared with non-health credentialed teachers, credential health education teachers had greater comfort and self-efficacy regarding sex-related instruction. Teacher self-efficacy and comfort were significant predictors of adherence. Implementation fidelity may be linked to teacher characteristics that can be enhanced during curriculum training. A 2-day teacher training may not adequately address teacher facilitation skills or the maintenance of institutional supports for implementing a program with fidelity and quality. A new model of comprehensive teacher training and support is offered. This new training infrastructure is intended to contribute to the school district's institutionalization of higher-quality comprehensive sexual health education and increase program fidelity. Copyright © 2014 Society for Adolescent Health and Medicine. All rights reserved.

  13. 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…

  14. 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…

  15. Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs

    Science.gov (United States)

    Freeman, Jennifer; Simonsen, Brandi; Briere, Donald E.; MacSuga-Gage, Ashley S.

    2014-01-01

    Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy…

  16. Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs

    Science.gov (United States)

    Zweig, Jacqueline S.; Stafford, Erin T.

    2016-01-01

    In addition to teaching the subject matter, online teachers are tasked with supporting students' understanding of the online environment as well as students' progress, engagement, and interactions within the course. Yet only four states and the District of Columbia require teachers to receive training in online instruction prior to teaching a K-12…

  17. 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.

  18. 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.…

  19. Mentor Teacher Training: A Hybrid Model to Promote Partnering in Candidate Development

    Science.gov (United States)

    Childre, Amy L.; Van Rie, Ginny L.

    2015-01-01

    In order to promote high quality clinical experiences for teacher candidates, one of the recent changes to educator preparation accreditation standards specifically targeted clinical faculty qualifications. Qualified mentor teachers are critical clinical faculty because they serve as the model for training practices for teacher candidates, the…

  20. Teacher Training for Mathematical Literacy: A Case Study Taking the Past into the Future

    Science.gov (United States)

    Bansilal, Sarah; Webb, Lyn; James, Angela

    2015-01-01

    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…

  1. Modelling Beginning Teachers' Assessment Literacy: The Contribution of Training, Self-Efficacy, and Conceptions of Assessment

    Science.gov (United States)

    Levy-Vered, Adi; Alhija, Fadia Nasser-Abu

    2015-01-01

    Teachers devote a substantial amount of their time to assessment-related activities. This study aimed to describe beginning teachers' assessment literacy and to examine a structural model that binds assessment literacy with assessment training, self-efficacy, and conceptions of assessment. Data were collected from 327 Israeli inductee teachers and…

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

    NARCIS (Netherlands)

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

    2006-01-01

    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

  3. 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…

  4. 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…

  5. Systematic Professional Development Training and Its Impact on Teachers' Attitudes toward ELLs: SIOP and Guided Coaching

    Science.gov (United States)

    Song, Kim Hyunsook

    2016-01-01

    This study examined systematic professional development (PD) training and its impact on teachers' roles for and attitudes toward English language learners (ELLs). Systematic PD should compensate for theories and pedagogies not obtained during teacher education programs yet needed for content teachers with ELLs. A study was conducted to examine…

  6. 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…

  7. The Contribution of Educational Sciences to Primary Teacher Training in Greece.

    Science.gov (United States)

    Porpodas, Costas D.

    1985-01-01

    This paper reports on the curriculum of primary teacher training institutions in Greece. A survey of 324 primary teachers found that primary teachers seriously question the structure and content of the curriculum in these institutions and propose focusing the curriculum on educational theory, psychology, and basic subjects. (MT)

  8. 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…

  9. Peace Corps Stateside Teacher Training For Volunteers in Liberia. Volume III: Training Program for Vocational Education Teachers (Group B). Final Report.

    Science.gov (United States)

    PSI Associates, Inc., Washington, DC.

    The stateside training program for Peace Corps vocational education teachers on their way to Liberia has the objectives of developing an awareness of and competencies in the areas of: (1) writing performance-based objectives; (2) completing a scope and sequence document; (3) developing a course outline; (4) writing a teacher lesson plan; (5)…

  10. The Impact of the Incredible Years Parent, Child, and Teacher Training Programs on Children’s Co-Occurring Internalizing Symptoms

    Science.gov (United States)

    Herman, Keith C.; Borden, Lindsay A.; Reinke, Wendy M.; Webster-Stratton, Carolyn

    2014-01-01

    The Incredible Years (IY) Series includes separate group interventions to improve parenting interactions, teacher classroom management, and child social-emotional regulation. Although originally developed to treat early-onset conduct problems, IY targets many of the proposed mechanisms and risk factors for internalizing distress in early childhood. Prior studies have demonstrated the effects of the IY parent intervention on co-occurring depressive symptoms. We attempted to extend these findings by examining the unique and combined effects of IY interventions on children’s co-occurring internalizing symptoms. Families of 159, 4- to 8-year-old children were randomly assigned to parent training (PT); parent plus teacher training (PT +TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT+CT+TT); or a waiting list control group. Children who received any of the intervention components were more likely to have lower mother-rated internalizing symptoms at post-treatment compared to children in a wait-list control group. Implications for future research and for designing interventions and prevention strategies for children with internalizing symptoms are discussed. PMID:25197205

  11. 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.

  12. Embers to Bonfires: An Analysis of Early Childhood Teacher Training in Zambia

    Science.gov (United States)

    Evans-Palmer, Teri E.; Shen, Mei-Yi

    2017-01-01

    This study examined a five-year project initiated by the Women's Global Connection (WGC) to train pre-primary teachers in schools serving HIV/AIDS orphans in Zambia. The researchers evaluated the contextual factors of the training initiative to clarify why some teachers possess high self-efficacy, while others do not. The article analyses the…

  13. 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…

  14. 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.

  15. Scenarios for Chemistry Teacher Training and Practice in Romania in 2030: Views of Chemistry Students

    Science.gov (United States)

    Timofte, Roxana S.; Cozma, Danut G.

    2017-01-01

    Four scenarios regarding Chemistry teacher training and practice in Romania in 2030 were developed by using the 2x2 matrix design for scenario writing. The two driving forces taken in account for the design of scenarios were migration and consumerism. In two of the proposed scenarios teachers are trained to teach socioscientific courses at class.…

  16. College-School Dialogue and Mentoring in Teacher Training Programmes in Zimbabwe

    Science.gov (United States)

    Maunganidze, Omega

    2015-01-01

    Globally, mentoring has been recognized as one of the effective approaches in professional training and development of teachers. Most importantly, in Zimbabwe, mentoring has been largely adopted as one of the Teaching Practice strategies by teacher training colleges and schools. Good quality mentoring in schools makes an important contribution to…

  17. 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…

  18. Hit or Miss, or Missing: The Role of Second Language Acquisition Research in Language Teacher Training.

    Science.gov (United States)

    Rankin, Jamie

    1994-01-01

    This article discusses how the syllabus for language teacher training in German has evolved and considers what direction foreign language teacher training might take if it were to follow the cue of "Deutsch als Fremdsprache" and appropriate the research agenda of second-language acquisition studies. (Contains 51 references.) (JL)

  19. Methodology in Training Future Technology and Engineering Teachers in the USA

    Science.gov (United States)

    Androshchuk, Iryna; Androshchuk, Ihor

    2017-01-01

    In the article, the defined problem has been justified and the significance of studying foreign experience in training future technology and engineering teachers in the USA has been determined. Particular attention has been paid to explanation of methods and forms of organization of future technology and engineering teachers' training in the USA.…

  20. 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…

  1. 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…

  2. Work at school: teacher and parent perceptions about children's participation.

    Science.gov (United States)

    Lowe, Susan; Chapparo, Christine

    2010-01-01

    Little research has been carried out on the behaviours that lead to children's successful participation in work roles at school. The objective of this study was to identify some of the elements critical to participation of students by listening to the perspectives of teachers and parents of children who have difficulties with school work. The study is part of a larger research project aimed at developing an assessment tool to describe the participation of children at school with particular reference to students who experience a difficulty with learning. 50 teachers and 44 parents of children referred to occupational therapy for problems with school work. A survey approach using an open ended written response questionnaire. The findings indicated that there are core elements of participation in work that are commonly perceived as crucial by teachers and parents. These included common definitions of work participation with the emergence of several themes relative to work roles and meaning, opportunity for inclusion in school work, risk taking and enjoyment as part of work, and thinking processes. Differences between teacher and parent responses related to perceived reasons for a difficulty with participation, activities which require high levels of participation and aspects of participation that are most difficult to change. This study provided descriptive data on which to build further research into children's experiences of work, and highlights the need for occupational therapists to consider perceptions of key stakeholders when assessing children's work ability at school.

  3. An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers.

    Science.gov (United States)

    Scull, Tracy Marie; Kupersmidt, Janis Beth

    2011-06-01

    The present study examined the efficacy of a media literacy education, substance abuse prevention training workshop for late elementary school teachers. Analyses revealed that the randomly assigned intervention (n = 18) and control (n = 23) teachers were similar in demographic characteristics and pre-training beliefs and knowledge. Teachers who participated in the workshop reported stronger beliefs in the importance of and familiarity with media literacy education and scored higher on a direct assessment of media deconstruction skills than teachers in the control group. Teachers reported positive program assessment ratings. This randomized controlled trial provides evidence that a one-day teacher training workshop on media literacy education is effective at improving teachers' beliefs and knowledge about media literacy that are relevant for successful student outcomes.

  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. 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.

  6. 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 correspondence rules) and then 8 weeks of sight word training (reading irregular words as a whole), one group did the reverse (n = 36), and one group did phonics and sight word training simultaneously for two 8-week periods (n = 32). We measured the effects of phonics and sight word training on sight word reading (trained irregular word reading accuracy, untrained irregular word reading accuracy), phonics reading (nonword reading accuracy, nonword reading fluency), and general reading (word reading fluency, reading comprehension). Sight word training led to significant gains in sight word reading measures that were larger than gains made from phonics training, phonics training led to statistically significant gains in a phonics reading measure that were larger than gains made from sight word training, and both types of training led to significant gains in general reading that were similar in size. Training phonics before sight words had a slight advantage over the reverse order. We discuss the clinical implications of these findings for improving the treatment and assessment of children with dyslexia. © Hammill Institute on Disabilities 2013.

  7. 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 ...

  8. 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.

  9. An investigation into teachers' experiences of in-service training and professional development in Rwanda

    OpenAIRE

    Rutaisire, John

    2012-01-01

    The purpose of this research is to investigate teachers' experiences of in-service training and professional development in Rwanda. It focuses on a programme for untrained secondary school teachers which aimed to equip them with the knowledge, skills and values in line with current government policy. It was concerned with whether the teaching and learning approaches used in the training programme were learner-centred, and the impact on teachers' professional identity. This is viewed against t...

  10. Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students with Profound Multiple Disabilities

    Science.gov (United States)

    Horrocks, Erin L.; Morgan, Robert L.

    2011-01-01

    A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. Phase 1 of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment (i.e., identification of…

  11. Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students.

    Science.gov (United States)

    Baral, N; Nepal, A K; Paudel, B H; Lamsal, M

    2015-01-01

    Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education. The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods. Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student's feedback, evaluation by peers and the self-evaluation by the teacher trainees. Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop. In present study, the faculty members showed accrued interest to participate in teacher's training workshops. The peer evaluation of teacher's performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

  12. The Introduction and Development of Micro Teaching in Chinese Music Teacher Training Course

    OpenAIRE

    Wang, Xiaoling

    2008-01-01

    Due to the influence of the education system and political movement from the end of 1950s to the middle of 1970s, the professional ability of music teachers was not developed successfully. As a result, micro teaching was adopted as a new method of teacher training, to enhance the professional ability of all teachers including music teachers in China. Concrete research has been conducted in the field of micro teaching concerning its various aspects, e. g. including the necessary and clear teac...

  13. Nursing education: training evaluation by graduates, employers and teachers.

    Science.gov (United States)

    Meira, Maria Dyrce Dias; Kurcgant, Paulina

    2016-01-01

    to support the assessment and the necessary changes in the curriculum of an undergraduate degree in Nursing. it is a descriptive study developed in two stages as an action research. In the first stage, the speeches of 19 graduates and 15 employers were interviewed and analyzed; in the second stage, five teachers participated in the focus group. For processing the data, the content analysis was adopted. based on the assessment of the actors, an action plan was created with suggestions regarding the curriculum flexibility, content resizing, continuing education, practice enhancement, active methodologies and autonomy of the student. the participation of actors participants of the training process and performance of professional nurses in the evaluation of a curriculum pointed aspects to realignment and provided concrete benefits to improving the quality of undergraduate course curriculum, scenario of this study.

  14. 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......, increased flexibility in time, pace, and place, and in some cases also improved grades, pass rates and/or feedback....... 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...

  15. Peculiarities in Construction of Future Teachers' Professional Training Content in the System of Multilevel Pedagogical Education in Canada

    Science.gov (United States)

    Pavlyuk, Victoria; Ivanchyuk, Halyna

    2016-01-01

    The article deals with the peculiarities of future teachers' training content in the system of Canadian multilevel teacher education. Main features of the Canadian teachers' training content are the standardization of multilevel pedagogical education content, Canada's focus on multilevel teachers' education in professional development of future…

  16. 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)…

  17. 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…

  18. How Effective is Anti-Phishing Training for Children?

    NARCIS (Netherlands)

    Lastdrager, Elmer; Carvajal Gallardo, Inés; Hartel, P.H.; Junger, M.

    2017-01-01

    User training is a commonly used method for preventing victimization from phishing attacks. In this study, we focus on training children, since they are active online but often overlooked in interventions. We present an experiment in which children at Dutch primary schools received an anti-phishing

  19. Training in communicative competences of primary school teachers

    Directory of Open Access Journals (Sweden)

    José CARDONA ANDÚJAR

    2016-12-01

    Full Text Available This article presents a descriptive research work from the modality called cross-sectional survey, using a quantitative instrument as is the (valid and relia­ble questionnaire, which allows quick access to the subjects of the study sample. Sample is composed of a set of Primary School teachers (n = 75 who practice in schools located in Talavera de la Reina (Toledo, Spain and its region. The aim of the research is to understand the perceptions of Primary School teachers about their proficiency in their disciplinary competences (communicative, and based on this knowledge, inform and describe areas of improvement in their initial (Grade and continuing (during the exercise of their profession in schools education.The results show an acceptable command of communicative competence. While this is so, there have been equal or less than 3 (out of a maximum of 4 average ratings, so we can conclude that this training has some areas for improvement, particularly with regards to the following communicative competences: a First: Understanding the language development and designing teaching strategies tailored to the enrichment of communicative competences (21%, in which 5% of responses were recorded with a score of 2 (incompetence, b Second: Understandingthe linguistic and educational foundations of language learning and assessing their development and communicative competence (49%, with a 21% of responses perceived as incompetent.

  20. Teacher training program for medical students: improvements needed

    Directory of Open Access Journals (Sweden)

    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

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

    Directory of Open Access Journals (Sweden)

    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.

  2. 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…

  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. 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…

  5. Concepts and strategies on how to train and motivate teachers to implement a kindergarten-based, family-involved intervention to prevent obesity in early childhood. The ToyBox-study.

    Science.gov (United States)

    Payr, A; Birnbaum, J; Wildgruber, A; Kreichauf, S; Androutsos, O; Lateva, M; De Decker, E; De Craemer, M; Iotova, V; Manios, Y; Koletzko, B

    2014-08-01

    The key person for the implementation of kindergarten-based behavioural interventions is the kindergarten teacher. When conducting intervention studies in kindergartens, training sessions are needed to train and motivate kindergarten teachers for programme implementation. This paper presents the systematic development of the teachers' trainings executed in the ToyBox-intervention - a kindergarten-based and family-involved obesity prevention programme for children aged 4-6. Based on concepts for the education of kindergarten teachers, on general strategies for successful programme implementation and on the ToyBox programme-specific requirements, the aims of the teachers' trainings were defined and an overall concept was deduced. Regarding the concept for the ToyBox teachers' training sessions, it is concluded that the training modules should focus on presenting information on the practical implementation of the intervention. Furthermore, these modules should also include self-efficacy enhancing components and should give kindergarten teachers opportunities to share experiences. Regarding the didactic methods applied in the ToyBox teachers' training sessions, constructivist learning approaches that facilitate active participation, reflective thinking and personal involvement were implemented. Emphasis was put not only on the content but especially on the didactic methods of teachers' trainings in order to enhance devotion to, and quality and sustainability of the ToyBox-intervention. © 2014 World Obesity.

  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. Quality of Kindergarten Teachers Training in regard to Science: a joint Nordic Approach

    DEFF Research Database (Denmark)

    Sortland, Merete; Tikkanen, Tarja Irene; Presthus Heggen, Marianne

    2017-01-01

    This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students’ case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration...... in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality...

  8. Getting out the Most of the Combination of Working and Learning: The Case of Teachers-in-Training in Flanders

    Science.gov (United States)

    Gijbels, David; Kyndt, Eva; Peeters, Lore; Schelfhout, Wouter

    2017-01-01

    The current study investigates the learning of student teachers in alternative programmes in which they combine a teaching job with an in-service teacher-training program at the university. The aim of this paper is to explore which work-related and training-programme related factors facilitate the learning of these teachers-in-training in the…

  9. 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

  10. 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.

  11. Peer victimization as reported by children, teachers, and parents in relation to children's health symptoms

    Directory of Open Access Journals (Sweden)

    Mæhle Magne

    2011-05-01

    Full Text Available Abstract Background Victims of bullying in school may experience health problems later in life. We have assessed the prevalence of children's health symptoms according to whether peer victimization was reported by the children, by their teachers, or by their parents. Methods In a cross-sectional study of 419 children in grades 1-10 the frequency of peer victimization was reported by children, teachers and parents. Emotional and somatic symptoms (sadness, anxiety, stomach ache, and headache were reported by the children. Frequencies of victimization reported by different informants were compared by the marginal homogeneity test for paired ordinal data, concordance between informants by cross-tables and Spearman's rho, and associations of victimization with health symptoms were estimated by logistic regression. Results The concordance of peer victimization reported by children, teachers, and parents varied from complete agreement to complete discordance also for the highest frequency (weekly/daily of victimization. Children's self-reported frequency of victimization was strongly and positively associated with their reports of emotional and somatic symptoms. Frequency of victimization reported by teachers or parents showed similar but weaker associations with the children's health symptoms. Conclusion The agreement between children and significant adults in reporting peer victimization was low to moderate, and the associations of reported victimization with the children's self-reported health symptoms varied substantially between informants. It may be useful to assess prospectively the effects of employing different sources of information related to peer victimization.

  12. 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...

  13. 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.

  14. An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers

    Science.gov (United States)

    Scull, Tracy Marie; Kupersmidt, Janis Beth

    2012-01-01

    The present study examined the efficacy of a media literacy education, substance abuse prevention training workshop for late elementary school teachers. Analyses revealed that the randomly assigned intervention (n = 18) and control (n = 23) teachers were similar in demographic characteristics and pre-training beliefs and knowledge. Teachers who participated in the workshop reported stronger beliefs in the importance of and familiarity with media literacy education and scored higher on a direct assessment of media deconstruction skills than teachers in the control group. Teachers reported positive program assessment ratings. This randomized controlled trial provides evidence that a one-day teacher training workshop on media literacy education is effective at improving teachers’ beliefs and knowledge about media literacy that are relevant for successful student outcomes. PMID:23275894

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

    Science.gov (United States)

    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 teachers' views on how teaching teams deliver residency training. Data were collected during six focus group interviews in 2010. The analysis revealed seven teamwork themes: (1) clinical teachers were more passionate about clinical expertise than about knowledge of teaching and teamwork; (2) residents needed to be informed about clinical teachers' shared expectations; (3) the role of the programme director in the teaching team needed further clarification; (4) the main topics of discussion in teaching teams were resident performance and the division of teaching tasks; (5) the structural elements of the organisation of residency training were clear; (6) clinical teachers had difficulty giving and receiving feedback and (7) clinical teachers felt under pressure to be accountable for team performance to external parties. The clinical teachers did not consider teamwork to be of any great significance to residency training. Teachers' views of professionalism and their own experiences as residents may explain their non-teamwork directed attitude. Efforts to strengthen teamwork within teaching teams may impact positively on the quality of residency training.

  16. A General Investigation of the In-Service Training of English Language Teachers at Elementary Schools in Turkey

    Science.gov (United States)

    Koç, Ebru Melek

    2016-01-01

    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…

  17. A Parent Training Model for Toilet Training Children with Autism

    Science.gov (United States)

    Kroeger, K.; Sorensen, R.

    2010-01-01

    Background: Azrin & Foxx pioneered an intensive toilet training protocol for individuals with intellectual disability living in a residential setting. Since the development of the Rapid Toilet Training (RTT) protocol, many have replicated the efficacy, most notably in educational and outpatient treatment settings, but often training over longer…

  18. 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…

  19. Assess the impact of an online tobacco prevention training program on teachers and their students.

    Science.gov (United States)

    Chen, W William; Sheu, Jiunn-Jye; Weng, Chung-Bang

    2013-01-01

    School-based tobacco prevention programs have been proven effective in reducing tobacco use. This evaluation aimed to assess the impact of an online tobacco prevention teacher training program on teachers and their students in Florida schools. A total of 344 teachers, including 72 K-3 grade teachers, 44 4th-5th grade teachers, and 228 6th-12th grade teachers completed the online training program and 323 (93.9%) were followed up to assess impacts on their 6,490 students. Results suggested that the online tobacco prevention education program for teachers was effective with high satisfaction and the impact on students was significant in improving knowledge and attitude about tobacco use and in increasing the proportion of 6-12th grade students who decided not to use tobacco. The evaluation study recommended the online education program be continued and expanded in the future.

  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. CSI: Immigrant Children--Clues for Teacher Education

    Science.gov (United States)

    Larke, Patricia J.

    2012-01-01

    The metaphor of the popular television shows "CSI: New York," "CSI: Miami," and "CSI: Las Vegas" (CSI stands for "crime scene investigation") is applicable to investigating issues of immigrant children in teacher preparation programs (TPP). One of the fundamental principles of CSI is to solve the crime by…

  2. 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…

  3. A HANDBOOK FOR TEACHERS OF MIGRANT CHILDREN IN WYOMING, 1967.

    Science.gov (United States)

    BENITENDI, WILMA LEE; AND OTHERS

    A SURVEY MADE DURING THE SUMMER OF 1967 SHOWED THAT ALMOST ONE THOUSAND SCHOOL-AGE MIGRANT CHILDREN WERE IN THE STATE OF WYOMING FOR 6 TO 8 WEEKS DURING THE SUGAR BEET SEASON. THIS HANDBOOK, PREPARED FOR THE USE OF THOSE TEACHERS AND ADMINISTRATORS WHO WORK IN SUMMER SCHOOL PROGRAMS, IS DIVIDED INTO FIVE CHAPTERS. CHAPTERS 1 AND 2 DEAL WITH THE…

  4. 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.

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

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    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.

  6. 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.

  7. The teacher training supported on virtual learning environment: swot application technique

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    Pilar COLÁS BRAVO

    2016-04-01

    Full Text Available This article approaches a model of teacher training supported on the TICs potential as a virtual learning environment which makes interactive communication and center formation possible. This contribution specializes on the pedagogical use of the TICS for teacher training based on the model of center formation, cooperative learning, and on-line learning from a sociocultural perspective. This training model starts in the virtual creation of cooperative learning teaching communities as a base for the permanent teacher training. The  SWOT technique is shown and developed as a methodology for the planning, creation and on-line dynamism of techers' nets. These nets have as an objective to establish cooperative learning communities for the continuous training of teachers and the educational innovation in centers.

  8. Teachers and Children Inquire into Reggio Emilia

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    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…

  9. The Effectiveness of Substitute Teacher Training: The Results of a Utah Study.

    Science.gov (United States)

    Cardon, Peter W.; Tippetts, Zachary; Smith, Geoffrey G.

    2003-01-01

    Examines effectiveness of substitute-teacher training in 40 Utah school districts. Finds that 40 percent of districts provide more than 3 hours of training and that principals in these districts rated substitutes' overall performance significantly higher than did principals in districts that provide no training (25 percent) or less than 3 hours…

  10. 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

  11. Designing and implementing teachers' training sessions in a kindergarten-based, family-involved intervention to prevent obesity in early childhood. The ToyBox-study.

    Science.gov (United States)

    Androutsos, O; Katsarou, C; Payr, A; Birnbaum, J; Geyer, C; Wildgruber, A; Kreichauf, S; Lateva, M; De Decker, E; De Craemer, M; Socha, P; Moreno, L; Iotova, V; Koletzko, B V; Manios, Y

    2014-08-01

    Since school-based interventions are mainly delivered by the school staff, they need to be well-trained and familiarized with the programme's aims, procedures and tools. Therefore, the institute, research group, governmental or non-governmental body in charge of the coordination and implementation of the programme needs to devote time and resources to train the school staff before programme's implementation. This is particularly crucial in multi-centre studies where more than one research teams are involved. Both research teams and school staff need to be trained, using standard protocols and procedures, to ensure that the intervention will be delivered in a standardized manner throughout the intervention centres. The ToyBox-intervention, a multi-component, kindergarten-based, family-involved intervention, focusing on water consumption, snacking, physical activity and sedentary behaviours in preschool children, was implemented over the academic year 2012-2013 in six European countries. As part of this intervention, three teachers' training sessions were delivered to motivate and train teachers in implementing the intervention. The local researchers were trained centrally before delivering the training sessions for the teachers and followed a common protocol using standardized presentations and procedures. The aim of the current paper is to describe the protocol and methodological issues related to the teachers' training sessions conducted within the ToyBox-intervention. © 2014 World Obesity.

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

    OpenAIRE

    Rami Shenouda; Mark Wilson; Scott Fletcher

    2017-01-01

    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 an...

  13. The construction of permanent teacher training projects: A look from nonpedagogical higher education

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    Roger Martínez-Isaac

    2016-03-01

    Full Text Available The work is done from recognizing the training needs of teachers of technological colleges in Ecuador, since it appears as regularly as they do not have an initial teacher training and other in the area of their professional expertise, for example engineers, economists, lawyers, lawyers, among others. For this reason the present work aims the proposal of theoretical and methodological reflections concerning the process of building permanent teacher training projects. This result of the doctoral research carried out on this subject, with the application of empirical and theoretical methods which set proposals contributing to the solution of thisproblem.

  14. Teachers' language practices and academic outcomes of preschool children.

    Science.gov (United States)

    Dickinson, David K

    2011-08-19

    Early childhood programs have long been known to be beneficial to children from low-income backgrounds, but recent studies have cast doubt on their ability to substantially increase the rate of children's academic achievement. This Review examines research on the role of language in later reading, describes home and classroom factors that foster early language growth, and reviews research on preschool interventions. It argues that one reason interventions are not having as great an impact as desired is because they fail to substantially change the capacity of teachers to support children's language and associated conceptual knowledge.

  15. Percepção de professores do Sistema de Ensino do Estado de São Paulo sobre o seu preparo em saúde do escolar Teachers' perception of a school children's health training program for teachers under the S.Paulo State (Brazil education system

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    Edméa Rita Temporini

    1988-10-01

    Full Text Available Apresenta-se estudo sobre o preparo de professores para realizarem ações que visam à identificação e atendimento de escolares com problemas de saúde. Pretendeu-se oferecer subsídios para o planejamento de programas de treinamento de docentes aos setores governamentais interessados na temática. A população foi constituída por 532 professores da primeira série do primeiro grau, de escolas estaduais situadas em treze municípios do Estado de São Paulo, Brasil, onde inicialmente foi implantado o "Sistema Integrado de Atendimento Médico ao Escolar". Utilizou-se questionário como instrumento de medida. Os resultados revelaram que 74,3% dos professores se consideraram atingidos pela orientação sobre observação de saúde e medidas para solucionar desvios de saúde. A cobertura na orientação transmitida pelos orientadores de ações de assistência ao escolar (OAE variou, entre os municípios, nos limites de 70 a 100%. A relação entre o fato de o professor ter recebido explicações do OAE e o melhor grau na auto-avaliação de preparo, indica, provavelmente, eficácia do trabalho do OAE. Recomenda-se incremento de orientação na rede estadual de ensino, ampliando os conhecimentos sobre saúde e a compreensão do professor a respeito de sua participação em programas de saúde escolar.Its is presented a study on the teachers' perception of a training program directed to the identification and care of schoolchildren with health problems. The intention being to offer data useful for the planning of teachers' training programs for governmental sectors concerned with this subject. The population comprised 532 first-grade teachers of public elementary schools located in thirteen counties of the S.Paulo State (Brazil in wich the "Integrated System of Medical Care for Schoolchildren" had first been implanted. A questionnaire was used for data collection. Results showed that 74.3% of the teachers considered themselves to be trained in

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

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    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.

  17. A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems.

    Science.gov (United States)

    Hutchings, Judy; Martin-Forbes, Pam; Daley, David; Williams, Margiad Elen

    2013-10-01

    This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d=0.53), teacher negatives to target children (d=0.36), target child negatives towards the teacher (d=0.42), and target child off-task behavior (d=0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  18. DISTANCE LEARNING TECHNOLOGIES IN FORMATION OF PROFESSIONAL TRAINING OF FUTURE ENGLISH TEACHERS

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    Оlga Gnedkova

    2016-12-01

    Full Text Available Due to the global informatization of society and the process of involving information and communication technologies (ICT in all areas of human activity, including the educational process of high school raise the problem of new model construction of process of future highly qualified and competitive professionals training. In conditions of Ukraine integration into the European educational space, the significant changes in professional training of teachers in higher education institutions are taken place. ICT and distance learning technologies are implemented in learning process. However, this process causes many difficulties in students and teachers, for example, the lack of guidance on the implementation of ICT and distance learning technologies in the learning process and not enough formed skills and abilities of teachers and students to use ICT and distance learning technologies in professional activity. These problems negatively affect on the quality of future specialists training, including teachers of foreign language (English. To increase the quality of English teachers training there is a need to introduce distance learning technologies in language learning process, at study the discipline “Practical English Course”. On the base of analysis of psychological and educational literature in future English teachers training, the results of international studies and methodological literature of distance learning the practical implementation of distance learning technologies in educational process of training of English teachers of Kherson State University was presented

  19. 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...

  20. 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.

  1. 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.

  2. 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.

  3. Pyramid training of elementary school teachers to use a classroom management "skill package".

    Science.gov (United States)

    Jones, F H; Fremouw, W; Carples, S

    1977-01-01

    Three regular elementary teachers were trained in the use of a classroom management "skill package". Subsequently, each of these three teachers (tier 1 of training) trained three more teachers to use the same skill package (tier 2 of training). Direct behavioral measures of student disruptiveness were taken in the three tier-1 classrooms and four tier-2 classrooms, and permanent product measures of student productivity in arithmetic were taken in the three tier-1 classrooms. Results indicated that student disruptiveness decreased at least as much in the tier-2 classrooms as in the tier-1 classrooms. Data also indicated that serving as trainers benefited two of the tier-1 teachers who profited least from the original training by producing further reductions in disruptiveness in their respective classrooms. Productivity data suggested that use of the "skill package" increased classroom academic output, especially for those students below the median in productivity during baseline. The investigators' time investment in training a tier-2 teacher was one-fourth that of training a tier-1 teacher.

  4. Determining the Impact of Training on Teacher Use for a Web-to-Database System

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    Ray Fenton

    2001-04-01

    Full Text Available When instituting a web-based curriculum or assessment delivery system, how important is face-to-face teacher training? This study uses objective data and teacher survey responses to determine the impact of face-to-face training on a teacher’s Internet use of Alaska Health Online, a health education website. Approximately 80 teachers were randomly assigned to two groups, with one group receiving three days of training in the use of the website, and the other group having full access to the website, but no training. A third group consisted of “volunteers” who responded to a call to use the website. Objective data was automatically collected through web server “log files” which tracked a teacher user’s activities on the site. Completion of a 90-item survey by participants contributed a second source of data. Results show a significant difference between the training and no-training groups, with teachers in the training group visiting the site more frequently than their counterparts, and applying materials from the site to their classes more often.

  5. Brief report: outcomes of a teacher training program for autism spectrum disorders.

    Science.gov (United States)

    Probst, Paul; Leppert, Tobias

    2008-10-01

    In this study a teacher training program for Autism Spectrum Disorders (ASD), based on "structured teaching" (Mesibov et al., The TEACCH approach to autism spectrum disorders, 2006) was developed and evaluated within a Pre-Post design. In total, 10 teachers working with 10 students with ASD (mean age 10.0 years) in special education classrooms in Germany were involved in the training, The Pre-Post outcomes measured by teacher questionnaires indicated significant improvement on the Classroom Child Behavioral Symptom Scale as well as on the corresponding Classroom Teachers' Stress Reaction Scale. In addition, teachers implemented two structured teaching methods on average in their classrooms. These findings provide some first evidence for the clinical and social validity of the training program examined.

  6. AN EXAMPLE FOR PORTFOLIO PREPARATION IN GERMAN TEACHER TRAINING

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    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.

  7. Determining Attitudes towards Pedagogical Teacher Training: A Scale Development Study

    Science.gov (United States)

    Aydin, Hasan; Aslan, Dolgun

    2016-01-01

    Education is the key to raising generations that are modern, democratic, productive, diligent, understanding, perceptive, critical and inquisitive. Teacher education is more important today than it has been in half a century. Thus, teachers are so significant to education and scholars argue that teacher quality is the most important within-school…

  8. 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…

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

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    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.

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

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    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)

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

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    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.

  12. Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children.

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    Charlotte Elizabeth Vickery

    2016-01-01

    Full Text Available Childhood well-being programmes offer an ‘early window’ of opportunity for children to develop emotion regulation capacities and foster positive psychological growth. Studies investigating the feasibility and impact of mindfulness programmes on emotional well-being when delivered by school teachers in pre-adolescence are scarce. We report findings from a controlled feasibility pilot assessing acceptability and emotional well-being outcomes of an eight-week mindfulness programme (Paws b delivered by school teachers within a regular school curriculum. Emotional well-being was measured using self-report questionnaires at baseline, post-training and three month 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 programme 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 < 0.001. Self-report comparisons revealed that relative to controls, the training group showed significant improvements in negative affect at follow-up, with a large effect size (p = 0.010, d = 0.84. Teacher reports (but not parental ratings of meta-cognition also showed significant improvements at follow-up with a large effect size (p = 0.002, d = 1.08. Additionally, significant negative correlations were found between changes in mindfulness and emotion regulation scores from baseline to post-training (p = 0.038 and pre-training to follow-up (p = 0.033. Findings provide initial evidence that the Paws b programme in children aged 7-9 years can (a be feasibly delivered by primary school teachers as part of the regular curriculum, (b is acceptable to the majority of children, and (c significantly decreases negative affect and may improve meta-cognition.

  13. Children's cortisol and the quality of teacher--child relationships in child care.

    Science.gov (United States)

    Lisonbee, Jared A; Mize, Jacquelyn; Payne, Amie Lapp; Granger, Douglas A

    2008-01-01

    Teacher-child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety-one 4-year-olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher-child interaction session outside the classroom. Parents reported on children's temperament, teachers and children reported on teacher-child relationship quality, and observers rated group-level teacher insensitivity. Teacher-reported relationship conflict predicted cortisol increases during teacher-child interaction and teacher-reported overdependence predicted cortisol increases from morning to afternoon, even after controlling for individual teacher, child, and classroom characteristics. The findings extend earlier work by suggesting that cortisol change across the child-care day is influenced by teacher-child relationship characteristics.

  14. 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.

  15. Innovation in In-Service Education and Training of Teachers--Canada.

    Science.gov (United States)

    Belanger, Maurice

    Innovation in inservice education and training of teachers (INSET) is examined within the context of the general pattern of teacher education in Canada and by means of two case studies of INSET programs--Perfectionnement des Maitreseen Mathematiques (PERMAMA) and the Atlantic Institute of Education (AIE). It is stated that, at present, most INSET…

  16. 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

  17. 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…

  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. Assessment on problems of the new pre-service teachers training ...

    African Journals Online (AJOL)

    Education is the key to development; however, it is impossible to think the quality of education with out having academically qualified and professionally responsible teachers in our schools. The main purpose of this study is to investigate the existing problems of the new pre service teachers training program and based on ...

  20. 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…

  1. Australian-Trained Vietnamese Teachers of English: Culture and Identity Formation

    Science.gov (United States)

    Ha, Phan Le

    2007-01-01

    The identity formation of Australian-trained Vietnamese teachers of English is explored by looking at their experiences as TESOL (teaching English to speakers of other languages) students in Australia and as teachers of English in Vietnam. On the one hand, the paper consolidates the understanding of identity in relation to difference and…

  2. Pre-Service Teachers' Perceptions of Teaching after Concurrent Service-Learning Training and Engagement

    Science.gov (United States)

    Stewart, Trae

    2009-01-01

    This article presents the findings from a study on the impact of concurrent service-learning pedagogical training and service-learning engagement on pre-service teachers' perceptions of teaching and inclination toward using service-learning. Findings reveal that experiential activities in which pre-service teachers can engage in real classrooms in…

  3. Implementation effects of a pre-service training course for secondary education teachers

    NARCIS (Netherlands)

    Veenman, S.; Bakermans, J.; Franzen, Y.; Hoof, M. van

    1996-01-01

    A quasi-experimental, treatment-control group investigation was designed to test the effects of a pre-service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a

  4. A Field-Based Deaf Education Teacher Training Model: Does It Make a Difference?

    Science.gov (United States)

    Hadadian, Azar; Koch, Kourtland; Merbler, John

    2012-01-01

    This article provides professional perspective of a teacher-training model which relies heavily on an intensive, culturally immersive field experience for the teacher of the Deaf and hard of hearing. Survey results were based upon 21 past participants concerning their perceptions during their one-year internship experience at Indiana School for…

  5. An Examination of the HOSTS Training Academy for New Teacher Retention

    Science.gov (United States)

    Bailey, Rita

    2009-01-01

    Studies suggest that low retention rates in the beginning years of teaching are a significant problem for school culture and threaten student achievement. The purpose of this study was to gain an understanding of factors that influence new teachers to remain in the profession and to determine whether a new teacher training academy model affected…

  6. Learn by Doing: A Collaborative Model for Training Teacher-Candidate Students in Autism

    Science.gov (United States)

    Ruef, Michael B.; Nefdt, Nicolette; Openden, Daniel; Elmensdorp, Sharon; Harris, Kathleen C.; Robinson, Suzanne

    2009-01-01

    With the large number of students with autism entering the educational system, the need for empirically supported treatment (EST) in the classroom and special education teachers with training in autism and ESTs is necessary now more than ever. This paper describes a collaborative model between 2 universities aimed at providing teacher-candidate…

  7. Teachers' Perceptions of Grading Practices: How Pre-Service Training Makes a Difference

    Science.gov (United States)

    Link, Laura

    2018-01-01

    This study examines the enduring problem of inconsistent K-12 grading practices by exploring the relationship between teachers' perceptions of various grading practices, such as factoring student behavior in academic grades, as related to grade level, district locale, and training. Survey responses from 2,996 K-12 teachers from one suburban and…

  8. ICT in Initial Teacher Training: Research Review. OECD Education Working Papers, No. 38

    Science.gov (United States)

    Enochsson, Ann-Britt; Rizza, Caroline

    2009-01-01

    This research review reports on articles presenting empirical research in the area of how teacher-training institutions work on preparing future teachers for the integration of information and communication technologies (ICT) in their future classrooms. It was conducted mainly in English and French and covers research in 11 OECD-countries during…

  9. Educative Experience of the Use of Concept Mapping in Science and Environmental Teacher Training Programmes

    Science.gov (United States)

    Pontes-Pedrajas, Alfonso; Varo-Martínez, Marta

    2014-01-01

    Environmental education in the 21st century requires well-instructed teachers with teaching and communication abilities. This paper presents an educational experience developed in several biology and environmental teacher training courses and focused on the treatment of environmental education as a transversal educational topic. For that aim, text…

  10. 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 ...

  11. In-Service Training for Teachers in Japan. NIER Occasional Paper 02/85.

    Science.gov (United States)

    Takahashi, Hiroshi

    The first section of this monograph presents an outline of the inservice training regulations for teachers in Japan, focusing upon the legal aspects and the functions of the state. Inservice education is compulsory for teachers, and its administration is governed by the Local Public Service Personnel Law. Descriptions are presented of the roles of…

  12. 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

  13. 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…

  14. Teaching Efficacy in the Classroom: Skill Based Training for Teachers' Empowerment

    Science.gov (United States)

    Karimzadeh, Mansoureh; Salehi, Hadi; Embi, Mohamed Amin; Nasiri, Mehdi; Shojaee, Mohammad

    2014-01-01

    This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and…

  15. The Curriculum Development for Science Teachers' Training: The Action Lesson Focusing on Science Process Skills

    Science.gov (United States)

    Khayotha, Jesda; Sitti, Somsong; Sonsupap, Kanyarat

    2015-01-01

    The objectives of this research were to develop innovation curriculum and study the effect of curriculum usage in science teachers' training in establishing the supplementary subject curriculum for action lesson. It focuses on science process skills with 10 teachers for 4 days, and 236 Grade 9 students from 10 schools during the first semester of…

  16. Exploring the Training of Buddhist Teachers: Implications for Mindfulness-Based Practitioners

    Science.gov (United States)

    Lepore, Joshua David

    2010-01-01

    This dissertation explored how participants' meditation practice and participation in a teacher-training program affected their ability to embody and teach mindfulness. Six participants from the American Vipassana tradition were interviewed. All had at least 10 years of meditative practice, working with both Buddhist and nonBuddhist teachers. …

  17. Teacher Change and Development during Training in Social and Emotional Learning Programs in Sweden

    Science.gov (United States)

    Kimber, Birgitta; Skoog, Therése; Sandell, Rolf

    2013-01-01

    The paper presents the results from a thematic analysis of the process diaries of teachers involved in teacher training in social and emotional learning (SEL) in Sweden. Twenty-nine out of the 122 diaries available were analyzed until saturation was reached. The following themes and sub-themes were extracted: development (professional and…

  18. 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

  19. 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…

  20. Evaluating Corpus Literacy Training for Pre-Service Language Teachers: Six Case Studies

    Science.gov (United States)

    Heather, Julian; Helt, Marie

    2012-01-01

    Corpus literacy is the ability to use corpora--large, principled databases of spoken and written language--for language analysis and instruction. While linguists have emphasized the importance of corpus training in teacher preparation programs, few studies have investigated the process of initiating teachers into corpus literacy with the result…